Pennsylvania Training and Technical Assistance Network
Ensuring Coordinated, Measurable
IEP Goals and Transition Services:
An Overview of theIndicator 13 ProcessJuly 22, 2009
Pennsylvania Community on Transition Conference
Michael Stoehr, Rosemary Nilles,PaTTAN Pittsburgh
Larry Kortering, NSTTAC
PaTTAN’s Mission
The Pennsylvania Training and Technical Assistance Network is an initiative of the Pennsylvania
Department of Education working in partnership with families and
local education agencies to support programs and services to
improve student learning and achievement.
2
PDE’s Commitment to Least Restrictive Environment (LRE)
Recognizing that the placement decision is an Individualized
Education Program (IEP) team decision, our goal for each child
is to ensure IEP teams begin with the general education setting with the use of supplementary
aids and services before considering a more restrictive
environment.3
• Indicator 13 Background
• Pennsylvania’s Indicator l3 Training– Cohort # 1 2008-09– Cohort # 2 2009-10
• A Process for Addressing Transition: Indicator 13 Training Overview
• Resources to Support Transition 4
Agenda
Objectives
Participants will be able to:• Describe the context and rationale
for PA’s training and technical assistance model for Indicator 13
• Describe the requirements of Indicator13 as they apply to effective practice for transition
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State Performance Plan (SPP)
• Required for each State
• Evaluates the State’s efforts to implement the requirements and purposes of IDEA
• Describe how the State will improve such implementation– 6-Year Plan– 20 indicators related to the 3 priorities– Annual Performance Report
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SPP: 20 Indicators1. Graduation2. Drop-Out3. Participation and
performance on statewide assessments
4. Suspension and Expulsion
5. LRE school age students (age 6-21)
6. LRE early intervention (3-5)
7. Early intervention improvement goals
8. Parent involvement9. (and 10)
Disproportionality
11.Evaluation timelines
12.Transition from birth - 3 to early intervention (ages 3-5) program
13.Transition services for students age 16 – 21
14.Post-school outcomes
15-20 General Supervision Monitoring, state agency complaints, due process, mediation, resolution sessions, data reporting
• Percent of students, age 16 (14 in PA) and above, with IEPs that meet transition requirements– coordinated, measurable, annual IEP goals, and– transition services that will lead to post-
secondary goals.• Data collected through BSE cyclical monitoring.
•Target: 100% compliance!
– Baseline data- 2005: 72% compliance– 2006 data: 69% compliance– 2007 data: 72% compliance
SPP Indicator 13
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Pennsylvania’s Vision
Every Student by Name…
• Proficient in core subjects• Graduates from high
school, ready for college & career
• Achieves equitable outcomes, regardless of background, condition or circumstances
Beginning with the end in mind…
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What’s the quality of our overall educational program?
Every student by name regardless of background, condition or circumstance…- Is proficient in the core subjects- Graduates from high school, ready for college and career- Achieves high outcomes
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Pennsylvania Training and Technical Assistance Network
Pennsylvania’s Indicator 13 Training
Process
Cohort # 1 2008-09
Cohort # 2 2009-10
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Indicator 13 Cohort # 1: Training Model
• LEAs assigned specifically to Cohort #1 were expected to form a core team to attend all targeted professional development session hosted by PaTTAN and the local Intermediate Unit during the 2008-09 school year.
• PaTTAN and IU Transition Consultants provided Cohort #1 LEAs training and technical assistance during the 2008-09 school year.
• IU Transition Consultants were required to submit a training plan for each assigned LEA.
Indicator 13 Cohort #1Training: Format
• One statewide VC October 2008• Each IU, with PaTTAN support delivered
additional training content locally to all teachers who write IEPs– Guided practice– Onsite visits to review IEPs– Targeted support where needed– Completion of Post-Test
• “Lessons Learned” statewide VC April 2009
Indicator 13 Cohort # 1Training: Content
• Indicator 13 Requirements• Indicator 13 Self Assessment – Pre-test • Review of effective transition planning
• Age-appropriate Transition Assessments• Post-school Goals• Present Levels of Academic Achievement and
Functional Performance (PLAAFP)• Agency Involvement• Course of Study• Transition Services and Activities• Measurable Annual Goals (MAGs)• Case Study Examples
• Indicator 13 Post-test
Indicator 13 Questions 2008-09
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Indicator 13 Element1. Age-Appropriate Transition Assessment
2. Post-School Goal(s) Identified Clearly
3. Courses of Study Identified4. Transition Services to improve the academic and functional achievement
5. Evidence that agency representatives were invited with parent consent6. Measurable annual goals that will reasonably enable the child to meet the post-
school goal(s)?o Condition
o Student Name
o Clearly Defined Behavior
o Performance Criteria
Summary: Does the IEP meet the requirements of Indicator 13?Total Items Marked Yes
Indicator 13 Cohort # 1Pre and Post Data 2008-09
Element Pre Post
1. Age Appropriate Transtion Assessment
2. Post-School Goal(s) 3. Courses of Study 4. Transition Services
5.Agency representation
6. Measurable annual goals
o Conditiono Student Nameo Clearly Defined Behavioro Performance Criteria
Summary:Total Items Marked Yes
Cohort # 2 Training Outline
• September 9, 2009 – Indicator 13 Cohort # 2 Overview and Action Planning. – VC at 3 PaTTAN locations and selected IU downlink sites
• September 2009 – April 2010 – Implementation of the I-13 training plan developed with IU
assistance including:– Completion of an I-13 Pretest for each teacher in the targeted
LEA who is responsible for writing an IEP that includes transition service
– 3 to 5 days training and technical assistance based on LEA needs– Completion of I-13 Post-test for each teacher and submission to
PaTTAN • May 4, 2010
– Ind. 13 Cohort # 2 Follow-up training – VC at 3 PaTTAN locations and selected IU sites
• New! Approved Private Schools (APS) included in Cohort
Indicator 13 Updated Questions 2009-10
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2009-10 INDICATOR 13 ELEMENT
1. Age-appropriate transition assessment 2. Post-School Goal(s) identified clearly
3. NEW! Post-School Goals updated annually
4. NEW! Evidence that the student was invited to the IEP meeting5 . Evidence that agency representatives were invited with parent consent6. Courses of Study identified
7. Transition Services to improve the academic and functional achievement 8. Measurable annual goals that will reasonably enable the child to meet the
post-school goal(s)?o Conditiono Student Nameo Clearly Defined Behavioro Performance Criteria
Summary: Does the IEP meet the requirements of Indicator 13?
Lessons Learned: Training
• Training and Technical Assistance work best when provided in a combination of statewide and smaller, local trainings
• Examining individual IEPs, individual or small group guided practice and targeted on-site support are effective practices, and essential to improving IEP quality
• Administrators are critical team members• More work is needed across the state to
improve quality of IEPs and overall transition services
Pennsylvania Training and Technical Assistance Network
A Process for Approaching Transition:
Indicator 13 Training Overview
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A Process for Addressing Transition
Step One: Use assessment to identify the student’s post- school desired goals or vision.
Step Two: Describe the student’s Present Levels of Academic Achievement / Functional
Performance (PLAAFP), embedding Assessment data
Step Three: Establish Transition Team partnerships
Step Four: Design a Transition Plan that includes courses of study and activities/services (transition grid)
Step Five: Determine Measurable Annual Goals that address skill deficits and lead to post-school goals
Step Six: Monitor progress and adjust instruction based on data
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Pennsylvania Training and Technical Assistance Network
Meet Caroline
• 15 year old 10th grader• Interested in cosmetology and going to
Career Technical Education Program next year
• Increase in refusals and explosive behavior
• Functional Behavior Assessment (FBA) and needs Positive Behavioral Support Plan
• Writing, math, and organizational skill deficits
• Needs to develop coping/replacement skills
• Strengths in art and sports 23
Use assessment
to identify the student’s
post-school desired goals
or vision.
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Step One:
Pennsylvania Training and Technical Assistance Network
Relationship to Indicator 13
Question #1. Is there evidence of age-appropriate transition assessment(s)? §300.320(b)(1)
Question #2. Is (are)there a measurable post-secondary goal or goals that covers education or training, employment, and, as needed, independent living? 20 USC 1414 614(d)(1)(A)(i)(VIII)(aa)
Question #3. NEW! Is (Are) the post-secondary goal(s) for education or training, employment, and as needed, independent living, updated annually?
• (20 U.S.C. 1416(a)(3)(B)) 26
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How does the student set goals for the time after high school?
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Assessment is…
A process of gathering relevant information to plan, evaluate, or make decisions (academic assessment, transition assessment, career assessment, vocational assessment).
Information can be
gathered from multiple
people and places over a
period of time.
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Assessment ≠ test
Assessment = gathering information
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Age appropriate transition assessment is needed to:
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Interests – a measure of opinions, attitudes and preferences
Preferences – what the student values and likes
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Formal Assessments
Situational assessments
Information from volunteer placements, training situations,
job shadowing, jobs
Interviews SurveysQuestionnaires
HOW does the team gather information on interests and
preferences?
Assessing Interests
Examples: • O*NET• Self Directed Search• Career (California) Occupational
Preference System (COPS)• Strong-Campbell Interest Inventory• Keys2Work• Student/family surveys and interviews• Additional online sites (see IEP Resource
packet) 32
Pennsylvania Training and Technical Assistance Network
Age appropriate transition assessment is needed to:
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Post-SecondaryEducation/TrainingEmploymentIndependent Living
Post School Goals
• Based on information gathered on interests and preferences
• Address • Post-Secondary Education/Training• Employment• Independent Living
• Identify where the student will be AFTER high school
• NOT intended to describe events that occur IN high school
• NOT the same thing as IEP measurable annual goals
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• Used for planning Course(s) of Study• Used to design Services and Activities• Lead to Measurable Annual Goal(s)• Link to agencies/community to
support goals• Each post-school area must be
addressed by the IEP team• If a post-school goal area is not
selected, PLAAFPs should document why.
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Post-School Goals
Sample Post School Goal:Post- Secondary Education and Training
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Postsecondary Education and Training Goal: Caroline has a goal of enrolling in postsecondary training in the area of cosmetology or a related field.
Measurable Annual Goal
Yes/No
(Document in Section V)
Courses of Study :
Service/Activity Location Frequency
Projected
Beginning
Date
AnticipatedDuration
Person(s)/ Agency Responsi
ble
Post Secondary Education and Training: Sample Goals
• Phillip has a goal of enrolling in postsecondary training in the area of automobile repair or a related field.
• Jen has a goal of attending a training program for nursing assistant after high school.
• Rick’s goal is to attend a 2-4 year college to study forestry.
• Shawna has a goal of attending an employment training program for clerical or a related field.
• OR: The IEP team has determined that this goal area is not needed for the student at this time.
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Sample Post School Goal: Employment
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Employment Goal: Caroline has a goal of competitive employment in the area of cosmetology or a related field, once she has completed her training.
Measurable Annual Goal
Yes/No
(Document in Section V)
Courses of Study :
Service/Activity Location Frequency ProjectedBeginning
Date
AnticipatedDuration
Person(s)/ Agency
Responsible
Employment: Sample Post-School Goals
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• Phillip has a goal of working in an auto repair shop after high school.
• Andre plans to seek employment in Video Production after graduation from college.
• Cindy has a goal of working in the area of food service after high school.
• Lee plans to enlist in the Army after High School.
• Mark’s goal is to become a commercial driver.• OR: The IEP team has determined that
this goal area is not needed for the student at this time.
Sample Post School Goal: Independent Living
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Independent Living Goal, if appropriate:Caroline has a goal of living independently at some point after graduation.
Measurable Annual Goal
Yes/No
(Document in Section V)
Courses of Study :
Service/Activity Location Frequency ProjectedBeginning
Date
AnticipatedDuration
Person(s)/ Agency
Responsible
Independent Living: Sample Post-School Goals
• Kendra has a goal of living independently in an apartment.
• Greg’s goal is to live with friends in a supervised community setting.
• Shawna’s goal is to live in an apartment in the community and to access community resources a and programs with supports.
• Harley’s goal is to live with his family. He will need supports to access community resources.
• Or: The IEP team has determined that a goal is not needed for Phillip in this area at this time.
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Phillip’s PLAAFP: Independent Living
• Phillip is independent in daily living skills, and plans to eventually live on his own once he is earning a living. He passed his driver’s exam last spring, and drives to his part time job at Pizza Hut. He likes his job, his attendance at work is good, and he reports getting along well with his co-workers and his shift manager. He recently used his earnings to buy a used car, which he enjoys working on. An informal parent survey, as well as the Comprehensive Informal Inventory of Knowledge and Skills for Transition, were given by the district, and indicate that Phillip is self sufficient and age appropriate in all areas of independent living.
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Post-School Goals and the Grid
• IEP must address each post-school goal area.
• “N/A”, “none” or leaving area blank is not acceptable.
• If a post-school goal area is not selected, PLAAFPs should use data to document why.
• If there are discrepancies within the team regarding post-school goals, address in PLAAFPs.
• Working through “unrealistic” goals. 44
Pennsylvania Training and Technical Assistance Network
Identifying student’s post school goals leads to further
assessments…
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Abilities: talents or acquired skillsAptitudes: combination of characteristics that helps us know if the student might learn or become proficient in a particular area
Matching assessments to goals…
Gathering information to help us know if the student can reach these goals:
• Will this student do well in college?• Does this student have the reading and math skills
needed to succeed in the cosmetology program?• Will Shawna be able to plan and manage cooking
meals?• Will Harley be able to travel independently to work?• Include this information in Present Levels of Academic
Achievement and Functional Performance
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Assessing Aptitudes, Abilities, Skills: Examples
• Assessing academic skills (examples):– Standardized : PSSA, 4Sight, Scholastic Aptitude Test (SAT), American
College Testing Program (ACT)– Ongoing: Progress monitoring on goals
• Assessing Aptitude (examples):– The System for Assessment and Group Evaluation (SAGE), McCarron-Dial
Evaluation System (MDS), Career Ability Placement Survey (CAPS), Aviator, SAGE
– Career and technical education assessments– Monitoring of current IEP goals
• Assessing other areas relevant to individual needs (next slide)
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Assessment is Individualized
Use formal and informal assessments of: • Organizational skills• Social Skills• Dexterity Skills• Communication Skills• Self Help Skills• Travel Skills• Mobility Skills• Workplace Values• Self Determination and Self Advocacy Skills
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Assessments that Inform Transition
• Curriculum-Based Assessments
• Ecological Assessment• Functional Behavioral
Assessment• Person-Centered
Planning• Teacher Questionnaires• Work Samples• Information from
employers• Situational Assessment
• Information from student and family members
• Student Survey/Interview
• Parent Survey/Interview
• Observations (Home/School/Community)
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Lessons Learned: Assessment
• Use a variety of assessments to address academic, functional, career related areas
• Relate academic assessments to post-school goals
• Ongoing beginning at age 14 (younger if appropriate)
• Use PLAAFPs to explain assessment results and to address discrepancies in results
• Assessment provides learning for the student!
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Pennsylvania Training and Technical Assistance Network
Describe the student’s Present
Levels of Academic Achievement /
Functional Performance
(PLAAFP)(incorporating
Assessment data)
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Step Two:
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
It is impossible to write clear and measurable goals if you don’t have clear and measurable present levels of academic achievement and functional performance.
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Present Education Levels Must Address:
• Present levels of academic performance• Present levels of functional performance• Present levels related to current
postsecondary transition goals (if student is 14, or younger if determined by the IEP team)
• Parental concerns for enhancing the education of the student (if provided by parent to LEA)
• How student’s disability affects involvement and progress in general education curriculum
• Strengths• Academic, developmental, and functional needs
related to the student’s disability (IEP Resource Packet)
PLAAFP Non-Examples
• Jeff has difficulty with fine motor and dexterity skills.
• Renee is earning Bs in her LS math class.
• Wendy is reading at fourth grade level.
• Teachers report that Jack has mild behavior problems in some of his classes.
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Sample PLAAFPs: Caroline’s Math • Caroline is included for Algebra I class, with the support of a
special education co-teacher in the classroom. She is cooperative in class, although she has three missing assignments this year. Accommodations that work for her include breaking assignments into chunks, frequent feedback and encouragement, and use of graphic organizers or drawings. Caroline has scored at the Below Basic Level on the last three 4Sight Math Benchmark assessments (which assess skills on 11th grade standards/anchors). Her Scaled Scores have continually increased since beginning at the Low Below Basic level in fall of 2007. Most frequent errors are in Numbers and Operations, including basic computation with fractions, decimals, and percents, and Algebraic concepts.
• On AIMSS Algebra Foundations probes, since January 2008, Caroline has improved from 7 correct answers to 13 correct answers on a five minute probe administered biweekly. Areas of difficulty on the probes include manipulating expressions and solving one step equations and simplifying expressions. She states that she enjoys seeing her progress on the math probes. She also uses Keys2Work during her Resource period to address her specific needs with numbers and operations.
• Caroline’s deficits in basic math and algebra skills will impact her ability to be successful in a cosmetology program or with independent living.
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Caroline: “Academic, developmental, and functional needs related to student’s disability”
• *Caroline needs to develop more acceptable alternative (replacement) skills to the behaviors that she displays during assignments perceived as difficult.
• *Caroline needs to improve skills in math, including numbers and operations and algebraic concepts.
• *She needs to improve organizational skills that impact assignment completion as these are needed both at school and in future workplaces.
• *Caroline needs to improve skill deficits in writing, beginning with overall fluency and willingness to write.
• She needs to expand her use of standard word processing features, and graphic organizer software and utilize these as a tool for completing assignments.
• She also needs to develop coping skills to employ when anxious, frustrated or angry, as skill deficits in these areas will negatively impact her success in high school as well as future career endeavors. This instruction/support needs to be coordinated with her community service provider.
• She needs to begin to develop an understanding of her disability and the transition process.
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Lessons Learned: PLAAFPs
• Think of the “whole student” – avoid fragmentation of PLAAFPs
• Integrate multiple sources of information (Speech, OT, PT)
• Tie PLAAFPs to post-school goals• Back statements with data• Need to be useful and
understandable
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Lessons Learned: PLAAFPs:
• Fully included students: Need specific baseline information from teachers to build MAGs
• Use PLAAFPs to address all concerns raised by any team member
• Use PLAAFPs to address discrepancies or concerns: – within the team– regarding assessment
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Establish Transition
Team partnershi
ps
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Step Three:
Relationship to Indicator 13
Question # 4. NEW! Is there evidence that the student was invited to the IEP meeting? 20 U.S.C. 1416(a)(3)(B)
Question # 5. For transition services that are likely to be provided or paid for by other agencies, is there evidence that representatives of the agency(ies) were invited with parent consent to the IEP meeting? §300.321(b)(3)
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Transition Team Partners
63 63
IEP Team Participants for Transition Planning
Required Members• Student (Indicator 13
requirement!!)• parents/guardians• local education agency
representative (LEA)• regular education
teacher• special education teacher• vocational-technical
education representative (if being considered)
Other Members• SD transition coordinator• psychologist• guidance counselor• instructional support staff• job coach (if considered)• employer representative• community/agency
representatives• relatives/friends/advocate
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Agencies
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Postsecondary Education and Training Goal:
Measurable Annual Goal
Yes/No(Document in
Section V)
Courses of Study :
Service/Activity Location Frequency ProjectedBeginning
Date
AnticipatedDuration
Person(s)/ Agency
Responsible
Word of Caution!
Never commit an agency oran individual for a service or
activity without their fullknowledge and participation! 66
Lessons Learned: Agencies
• Getting parent consent• Invite and document on Invitation as
appropriate– Younger students may be limited unless have MH-
MR supports or foster care , disability-related need (e.g., epilepsy, autism services)
– OVR may not be involved till 11th or 12th grade– Agency involvement may vary by region
• Agency invitation is based on individual needs
• Advocate for students if agency involvement is missing
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Pennsylvania Training and Technical Assistance Network
Design a Transition Plan that includes: Courses of Study
and Services/Activities
“The Grid”
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Step Four:
Employment Goal: Measurable Annual Goal
Yes/No
(Document in Section
V)
Courses of Study :
Service/Activity Location Frequency Projected
Beginning
Date
AnticipatedDuration
Person(s)/ Agency
Responsible
Relationship to Indicator 13
• Question #6. Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate their movement from school to
post-school? §300.320(b)(2)
• Question #7. Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school? 20
USC 1401 602(34)(A)
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• Support post-school goals• A coordinated set of activities• Focus on improving academic and functional
achievement• Facilitate movement from school to post school by
aligning curriculum with identified transition goals• Should promote graduation by meeting district
standards• Needs to reflect current year• Reminder: List courses by name- not “functional
curriculum” or “college prep”
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Courses of Study
Transition Services
For each post-school outcome there needs to be at least one of the following:
(a) instruction, (b) related service(s), (c) community experience,(d)development of employment and other
post-school adult living objective, (e)if appropriate, acquisition of daily living
skill(s), or (f) if appropriate, provision of a functional
vocational evaluation listed in association with meeting the post-school outcome
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Transition Service / Activity
• Action steps – both activities and services
• Include instructional services to address skill deficits (e.g., reading, writing, behavior, organization, etc.), supported by Measurable Annual Goals
• Slated to occur during current IEP• Lead to achievement of post-school goal• Put all together from 1st year to final
year of transition planning = coordinated set of activities
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Addressing skill deficits → service → measurable annual goal → progress monitoring
Service
• Develop reading comprehension
• Travel training• Counseling to address MH
needs• Language therapy to
improve oral communication
• Community based instruction
• Social skills training• Functional math skills
Activity• Visit a college fair• Complete a virtual tour• Compile list of pros &
cons of working right after HS
• Meet with guidance counselor to determine schedule
• Group meeting with OVR counselor
• Job shadow three times
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Sample Services/Activities: Caroline
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Postsecondary Education and Training Goal:Caroline has a goal of enrolling in postsecondary training in the area of cosmetology or a related field.
Measurable Annual Goal
Yes/No(Document in
Section V)
Courses of Study:
Biology, English, American History, Algebra I, Art
Service/Activity Location Frequency ProjectedBeginning
Date
AnticipatedDuration
Person(s)/ Agency
Responsible
*Increase writing fluency and
willingness to write.
High School Academic
classes and Resource
Room
During the school day
10/2/08 10/1/09 LEA, General and Special Education
Staff
Expand use of word processing and graphic organizer software to complete assignments
High School Academic
classes and Resource
Room
During the school day
10/2/08 10/1/09 LEA, General and Special Education
Staff
*Improve skills in algebraic concepts and numbers and
operations, including using math software
High School Academic
Classes and Resource
Room
During the school day
10/2/08 10/1/09 LEA, General and Special Education
Staff
* Denotes measurable annual goal
Sample Services/Activities: CarolineEmployment Goal:
Measurable Annual Goal
Yes/No(Document in Section
V)
Employment Goal:Caroline has a goal of competitive employment in the area of cosmetology or a related field once she has completed her training.
Courses of Study:
Biology, English, American History, Algebra I, Art
Service/Activity Location FrequencyProjected Beginning
Date
Anticipated Duration
Person(s)/Agency
ResponsibleCounseling to develop and
use coping strategies to manage anger, frustration,
anxiety.
High School
30 minutes/we
ek
10/2/08 10/1/09 LEA, School Counselor
*Development and monitoring of
replacement/ coping skills to reduce inappropriate
responses to assignments and increase assignment
completion.
High School
Academic classes and Resource
Room
Each school day
10/2/08 10/1/09 LEA, General and Special Education
Staff, Counselor
*Instruction on organizational skills and use of a self monitoring
checklist to support bringing appropriate
materials and assignments.
High School
Academic classes and Resource
Room
Each school day
10/2/08 10/1/09 LEA, General and Special Education
Staff76
* Denotes measurable annual goal
Sample Services/Activities: CarolineEmployment Goal:
Measurable Annual GoalYes/No
(Document in Section V)
Independent Living Goal, if appropriate: Caroline has a goal of living independently at some point after graduation.
Courses of Study:Biology, English, American History, Algebra I, Art, Drivers Education (second semester)
Service/Activity Location FrequencyProjected Beginning
Date
Anticipated Duration
Person(s)/Agency
Responsible
*Develop budgeting skills
High School
Resource Room
During the
School Day
10/2/0810/1/09
LEA, Special Education
Staff
Participate in after-school Drivers Education Class
High School
One time per week
after school, second
semester
1/15/09 6/5/09
LEA, General
Education Staff
Explore Pennsylvania Youth Leadership Network (PYLN) Toolkit during Resource period
High School
Biweekly 10/2/08 10/1/09LEA, Special Education
Staff77
* Denotes measurable annual goal
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Continuum of Instruction
• Effective instruction is not limited to the classroom; it needs to occur in a variety of settings, including the workplace.
• The environment for effective instruction will be flexible, to meet the needs of youth.
Lessons Learned: Services and Activities
• List all services being provided to the student:
• When listing services, do not write as a measurable annual goal in the grid– but DO indicate what the service is addressing
• Give credit for what’s being done in general education– Career portfolios – Senior project– Career exploration
79
Lessons Learned: Services and Activities
• Keep the “I” in Individual• Addressing Independent Living• Community based • Grid should change over time• Clarify persons responsible: If student
and parent need to complete an activity, HOW will the LEA support them?
• Clarify time: Not “as needed”• 1:1 correspondence: Needs- Grid -MAGs-
80
Pennsylvania Training and Technical Assistance Network
Determine Measurable
Annual Goals that address skill deficits and lead to post-school
outcomes
82
Step Five:
Relationship to Indicator 13
• Question # 8. Is (are) there measurable annual IEP goal(s) that will reasonably enable the child to meet the postsecondary goal(s)? ) Indicator 13 language
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Measurable Annual Goal (MAG)
- IEP goal, covers one year- Addresses skill deficits (identified in
needs)- Begins from baseline of skill (present
levels)- Describes skill attainment level (endpoint) - NOT curriculum or grade averages- Contains measurable, countable data- Leads to visual, countable progress
monitoring- Prioritize: 3-5 goals 84
85
Measurable Annual Goals at a GlanceCondition Name Clearly Defined
BehaviorPerformance Criteria
Describe the situation in which the student will perform the behavior.
Materials, settings, accommodations?
Given visual cues…
During lectures in math…
Given active response checks…
Describe behavior in measurable, observable terms.
Use action verbs.
What will s/he actually DO?
Locate
Name
Point
Separate
Rank
Choose
The level the student must demonstrate for mastery:
How well?
% of the time
#times/# times
With the # or % accuracy
“X” or better on a rubric or checklist.
Number of times needed to demonstrate mastery:
How consistently?
How consistently will the student need to perform the skill(s) before considered “mastered?”
Evaluation Schedule:
How often?
How often will the student be assessed?
What will be the method of evaluation?
Grids → Goals: Caroline
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Postsecondary Education and Training Goal:Caroline has a goal of enrolling in postsecondary training in the area of cosmetology or a related field.
Measurable Annual Goal
Yes/No(Document in
Section V)
Courses of Study:
Biology, English, American History, Algebra I, Art
Service/Activity Location Frequency ProjectedBeginning
Date
AnticipatedDuration
Person(s)/ Agency
Responsible
*Increase writing fluency and
willingness to write.
High School Academic
classes and Resource
Room
During the school day
10/2/08 10/1/09 LEA, General and Special Education
Staff
Expand use of word processing and graphic organizer software to complete assignments
High School Academic
classes and Resource
Room
During the school day
10/2/08 10/1/09 LEA, General and Special Education
Staff
*Improve skills in algebraic concepts and numbers and
operations, including using math software
High School Academic
Classes and Resource
Room
During the school day
10/2/08 10/1/09 LEA, General and Special Education
Staff
* Denotes measurable annual goal
MEASURABLE ANNUAL GOALInclude:
Condition, Name, Behavior, and Criteria
(Refer to annotated IEP for description of these components.)
Describe HOW the student’s progress
toward meeting this goal will be measured
Describe WHEN
periodic reports on
progress will be provided to parents
Report of Progress
Given a biweekly Algebra I curriculum-based assessment, Caroline will increase her score from 13 correct answers per 5 min time period to 22 correct/5 min. for three out of five consecutive probes.
Number of correct answers tracked on progress monitoring graph
Report sent home twice per nine weeks
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Grids → Goals - Caroline
Lessons Learned: Measurable Annual Goals
• MAGs needed for skill development– not activities
• PA Academic Standards/Anchors provide focus and language for skill development in MAGs
• MAGs must be based on baseline data and are realistic
• One size does not fit all for MAGs• Over time, MAGs should reflect student
growth and skill acquisition88
• Given a 7th grade passage, Jayson will read 140 words per minute using word attack skills (such as additional sound combinations, affixes, vocabulary development, reading expository text, recall of events and sequencing) with 98% accuracy.
1.1Learning to read independently, 1.3 Reading, analyzing, and interpreting literature
• Progress monitoring via written work, oral response, tests, quizzes, independent work, homework
»Can you understand it? »Can the student and family understand
it?»Can progress really be monitored?
Lessons Learned: “Cloudy” Language
89
Lessons Learned: MAGs
• Criterion must include all three parts• Is 60% accuracy enough? • MAGs must be measurable even if
short term objectives are written• When students are fully included:
Work on skills they will need. • Develop MAGs for skills, not subject• Can you “see” the student
performing the behavior?90
Pennsylvania Training and Technical Assistance Network
Monitor Progress and
Adjust Instruction Based on
Data
92
Step Six:
Alignment: Assessment to Goals
93
94
Caroline: Math Example
95
Caroline's Math Progress
1012141618202224
Oct. 7
Oct. 21
Nov. 4
Nov. 18
Dec. 2
Dec. 16
Dec. 23
Number correct
Lessons Learned: IEPs
• For students age 14-21, every goal is a “transition goal”
• Integrate Positive Behavior Support Plan throughout the IEP
• Integrate therapies, services, etc.• Avoid services by disability category• Ensure coordination when multiple
persons contribute to IEPs• Ensure coordination of delivery of services
96
Other Areas of the IEP
97
Lessons Learned: IEPs
• Specially Designed Instruction, Related Services, Supports for School Personnel should support what is in the grid
• Specially Designed Instruction (SDI): – Not a checklist of everything that could
possibly be offered– May need to phase down as students
move closer to graduation and build their own strategies
98
The Big Picture: Guiding Questions
Ask yourself: – “What is it that we are
actually doing to support this student?
– Is it meaningful?– Will it really help the
student to achieve his/her post-school goals?
99
Pennsylvania Training and Technical Assistance Network
National Transition Technical Assistance
Center (NSTTAC) Resources
Larry KorteringCo-principal Investigator for NSTTAC
Professor of Special Education, Appalachian State [email protected]
www.nsttac.org
100
NSTTAC Resources
www.nsttac.org
Things to Take Away
• Start early • Understand your responsibility as LEA• Identify a transition coordinator• Special education can’t do it alone• Teach self advocacy• Know – and use ---your community• Keep the goal in mind
102
Contact Information www.pattan.net
103
Rosemary NillesPaTTAN [email protected] ex. 6870
Michael StoehrPaTTAN [email protected] ex. 6864
Larry [email protected]
Commonwealth of PennsylvaniaEdward G. Rendell, Governor
Pennsylvania Department of EducationGerald L. Zahorchak, D.Ed., Secretary
Diane Castelbuono, Deputy SecretaryOffice of Elementary and Secondary
Education
John J. Tommasini, DirectorBureau of Special Education
Patricia Hozella, Assistant DirectorBureau of Special Education
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