Amanda Case

Program Planning Narrative

The competency of Program Planning connects to the CCTC Common Standards 12, 17,
and 23, M/M Standard 25, and TPE 3,4,6, and 9. This competency requires the candidate to
constantly and successfully use accessible assessment data to write instructional lesson plans,
IEPs, and unit plans that are high in quality in all domains that correspond to the state and federal
mandates associated to general and special education, customized to the exceptional learning
needs of the students, while incorporating the students preferences for learning.
Throughout my coursework in the Education Specialist Credential Program at California
State University of Long Beach, my training as a student teacher at Enders Elementary in Garden
Grove, and volunteering in multiple classrooms, I have had much experience with practicing the
competency of Program Planning.
The contents of this section include my EDSP 480 IEP assignment, EDSP 534 ITP
assignment, and a current IEP that I have implemented in the classroom that I collaboratively
developed with master teacher. All of these documents confirm that I have demonstrated
adequacy of this competency. The EDSP 480 IEP assignment demonstrates that I have the ability
to write an accurate and beneficial IEP. For this assignment, I observed a student in a classroom
and wrote a fictional IEP for them based on data I collected. This assignment was great practice
for program planning. The EDSP 534 assignment ITP assignment also demonstrates
competency writing goals, specifically to this assignment, transitional goals. Similarly to the IEP
assignment, the ITP assignment required me to observe a student in the classroom, gather data,
interview, and based on results, write an ITP. The current IEP that I have been implementing in

the classroom was for one of my students in the class that I am student teaching in now. I
collaboratively developed goals for this student with my master teacher. The goals include
fluency, comprehension, composition, computation, focus on instruction, and work completion.
My master teacher and I work these goals into each day so that the student can practice the goals
while working on grade level curriculum.
While student teaching, I have learned how exceptionally important program planning is
to the field of special education, and I feel as though I have had a large amount of time to
practice implementing the factors of this competency into my daily teaching experience.