Ensuring Coordinated, Measurable IEP Goals and Transition Services An Overview of Indicator 13 Part

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Ensuring Coordinated, Measurable IEP Goals and
Transition Services An Overview of Indicator
13 Part II A Process for Secondary
Transition

• Sept. 9, 2009

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A Process for Addressing Transition

• Step One Use assessment to identify the
  students post- secondary desired goals or
  vision.
• Step Two Describe the students 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
  Services/Activities (transition grid)
• Step Five Determine Measurable Annual Goals
  that address skill deficits and lead to
  post-secondary goals
• Step Six Monitor progress and adjust instruction
  based on data

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Pennsylvanias Standards-Aligned System (SAS)
Clear Standards
FairAssessments
Interventions
StudentAchievement
Materials Resources
CurriculumFramework
Instruction
http//www.pde.state.pa.us/
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Goal of the Standards-Aligned System (SAS)

• Every Student by Name
• Proficient in core subjects
• Graduates from high school, ready for
  post-secondary education career
• Achieves equitable outcomes, regardless of
  background, condition or circumstances

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Phillip

• Grade 11
• Fully included
• Enrolled in a Career Technical Education Auto
  Body Repair Program
• Reading and writing needs
• Needs to develop self advocacy skills

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Shawna

• Age 16
• Included in general education for Family and
  Consumer Science, Physical Education, and
  Horticulture
• Life Skills Support for part of day
• Exploring post-secondary training for eventual
  employment
• Receives services from MH/MR

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• Use assessment to identify the students
  post-secondary desired goals or vision.

Step One
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How do we use assessment to help 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
• Assessments can be formal or informal or a
  combination of both.

• Four kinds of assessment in a standards aligned
  system
• Summative
• Formative
• Diagnostic
• Benchmark

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Standards Aligned System Fair Assessments

• Summative assess progress at the end of a
  defined period of instruction
• Formative - classroom based formal and informal
  assessment tools to shape teaching and learning
• Diagnostic assessments administered prior to
  instruction, to determine each student's
  strengths, weaknesses, knowledge, and skills
• Benchmark- designed to assess and provide
  feedback about how the student is progressing
  towards demonstrating proficiency on grade level
  standards

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Age appropriate transition assessment is needed
to
Interests a measure of opinions, attitudes and
preferences Preferences what the student
values and likes
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HOW does the team gather information on interests
and preferences?
Formal Assessments
Information from volunteer placements, training
situations, job shadowing, jobs
Interviews Surveys Questionnaires
Situational assessments
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Assessing Interests

• Examples
• ONET
• Self Directed Search
• Career (California) Occupational Preference
  System (COPS)
• Strong-Campbell Interest Inventory
• Keys2Work
• Student/family surveys and interviews
• Additional online sites (see Secondary Transition
  Resource packet)

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Age appropriate transition assessment is needed
to
Post-Secondary Education/Training Employment Indep
endent Living
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Post -Secondary 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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Post -Secondary Goals

• 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-secondary goal area must be addressed
  by the IEP team
• If a post-secondary goal area is not selected,
  present education levels should document why.

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Sample Post-Secondary Education and Training
Goal Phillip
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Sample Post-secondary Education/Training Goals

• 2 or 4 year college
• Postsecondary vocational training program
• Short-term education or employment training
  program
• Community or technical college
• Apprenticeship program
• Onthe-job training
• Licensing program (Nursing, Cosmetology, etc.)
• Adult continuing education courses
• Adult Training Facility
• Adult center program
• Adult in-home program
• Other training program - please describe
  _________________
• The IEP team has determined that this goal area
  is not applicable

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Post Secondary Education/Training Sample
Statements

• LeToyias goal is to attend a four year college
  to pursue her interest in working with persons
  with hearing loss.
• Jen has a goal of attending a training program
  for nursing assistant after high school.
• Ricks goal is to attend a 2-4 year college.
• Caroline has a goal of enrolling in postsecondary
  training in the area of cosmetology 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 Employment Goal Phillip
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Employment Sample Goal Areas

• Competitive employment
• Military
• Supported employment (paid work in a community
  setting for those needing continuous support
  services)
• Sheltered employment (where most workers have
  disabilities)
• Employment that allows for technological and
  medical supports
• OR The IEP team has determined that this goal
  area is not needed for the student at this time.

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Employment Sample Statements

• 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.
• Marks goal is to work full time after
  graduation.
• OR The IEP team has determined that this goal
  area is not needed for the student at this time.

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Sample Independent Living Goal Phillip
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Phillips Present Education Levels 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 drivers 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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Independent Living Sample Statements

• Carolines goal is to live independently.
• Zacks goal is to live with his family. He will
  need supports to access community resources.
• Gregs goal is to live with friends in a
  supervised community setting.
• Jennys goal is to live in an apartment in the
  community and to access community resources a and
  programs with supports.
• Or The IEP team has determined that an
  independent living goal is not needed for LeToyia
  at this time.

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Shawnas Post Secondary Goals

• Postsecondary Education and Training Goal
• Shawna has a goal of attending an employment
  training program.
• Employment Goal
• Shawna has a goal of employment in a clerical or
  related field.
• Independent Living Goal
• Shawnas goal is to live in an apartment in the
  community and access community resources and
  programs with appropriate supports.

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Post-Secondary Goals and the Grid

• IEP must address each post-secondary goal area.
• N/A, none or leaving area blank is not
  acceptable.
• If a post-secondary goal area is not selected,
  present education levels should use data to
  document why.
• If there are discrepancies within the team
  regarding post-secondary goals, address in
  present education levels.
• Use ongoing assessment and data to work through
  unrealistic goals.

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Identifying students post secondary goals leads
to further assessments
Abilities talents or acquired skills Aptitudes
combination of characteristics that helps us know
if the student might learn or become proficient
in a particular area
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Matching assessments to goals

• Gathering information to help us know if/how the
  student can reach his/her goals
• Does Caroline have the reading and math skills
  needed to succeed in a cosmetology program?
• Will Zack be able to travel independently to
  work?
• Will Shawna be able to plan and manage meals?
• Does Phillip have adequate reading skills to
  succeed in a highly technical postsecondary
  program?
• What supports will LeToyia need in college?
• Include this information in Present Levels of
  Academic Achievement and Functional Performance.

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Domains of Assessment that Inform Transition

• Assessment is individualized to include as
  appropriate
• Academic Skills
• 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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Types of Assessments that Inform Transition

• Information from employers
• Situational Assessment
• Information from student and family members
• Student Survey or Interview
• Parent Survey/Interview
• Observations (Home/School/Community)

• Curriculum-Based Assessments
• Classroom quizzes comprehension checks,, essays,
  checklists
• Ecological Assessment
• Functional Behavioral Assessment
• Person-Centered Planning
• Teacher Questionnaires
• Work Samples

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Assessing Aptitudes, Abilities, Skills Examples

• Assessing academic skills (formal informal
  examples)
• Standardized PSSA, 4Sight, Scholastic Aptitude
  Test (SAT), American College Testing Program
  (ACT)
• Ongoing Curriculum-based assessment, progress
  monitoring, classroom formative assessments
• Assessing Aptitude (formal informal 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

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Relationship to Indicator 13

• File Review Question 289
• Evidence that the measurable postsecondary goals
  were based on age appropriate transition
  assessment (locate information in ER, RR, or IEP
  Present Levels)

• Indicator 13 Checklist
• Question 1. Is there evidence of
  age-appropriate transition assessment(s)?
  300.320(b)(1)

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Relationship to Indicator 13

• File Review Question 290
• An appropriate measurable post secondary goal
  that covers education or training, employment,
  and, as needed, independent living.

• Indicator 13 Checklist
• 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)

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Relationship to Indicator 13

• File Review Question 291
• Evidence that the post secondary goal or goals
  that cover education or training, employment,
  and, as needed, independent living are updated
  annually.

• Indicator 13 Checklist
• 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))

If student was not of transition age for prior
IEP, or no previous IEP is available to examine,
mark N/A)
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Lessons Learned Assessment

• Use a variety of assessments to address academic,
  functional, career related areas
• Relate academic assessments to post-secondary
  goals
• Ongoing beginning at age 14 (younger if
  appropriate)
• Use present education levels to explain
  assessment results and to address discrepancies
  in results
• Assessment provides learning for the student!
  

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• Describe the students Present Levels of Academic
  Achievement / Functional Performance (PLAAFP)
• (incorporating Assessment data)

Step Two
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Present Levels of Academic Achievement and
Functional Performance (PLAAFP)

• It is impossible to write clear and measurable
  goals if you dont have clear and measurable
  present levels of academic achievement and
  functional performance.

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Present Levels of Academic Achievement and
Functional Performance (PLAAFP)

• Succinctly describe the student
• Directly relate to assessments and evaluation
  information
• Provide information on the students rate of
  progress
• Guide the development of IEP goals and objectives

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Present Education Levels Must Address

• Present levels of academic performance
• Present levels of functional performance
• Present levels related to current post-secondary
  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 students disability affects involvement and
  progress in general education curriculum
• Strengths
• Academic, developmental, and functional needs
  related to the students disability (IEP
  Resource Packet)

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Present Levels Must

• Be data driven (measurable and observable).
• Provide a starting point (baseline) for
  development of measurable annual goals.
• Reference gaps in instructional level vs. grade
  level standards/expectations.
• Reference post-secondary transition goals.
• Be relevant, useful and understandable.
• Incorporate information from all team members.
• Describe effect of disability on performance.
• Identify strengths and prioritize needs.
• Guide development of other areas of the IEP.

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PLAAFPs Must be Data Driven

• Language is precise and measurable
• Identifies specific information
• Can be counted
• Includes words like choose, define, explain,
  find, make, match, name aloud, place, point,
  read, say, use
• Avoids words like weak, unmotivated, seems,
  inconsistently, knows, learned, improved

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Present Levels (PLAAFPs)
STATEMENTS SHOULD CLEARLY DESCRIBE WHAT THE
STUDENT IS ABLE TO DO, WHAT HE/SHE KNOWS,
WHAT SKILLS HE/SHE HAS.
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Sample Present Education Levels Phillip

• Phillip is an 11th grade student, with a learning
  disability in reading and written language. He is
  currently enrolled in the career and technology
  (CTE) program for Auto Body Repair, with a half
  day at the High School where he is fully included
  in general education classes. He is on track for
  graduation with a regular diploma based on
  credits in his high school and career and
  technology programs

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Sample Present Education Levels Phillips Reading

• Phillips reading skills, while improved with
  intensive interventions, remain below grade
  level. In previous years he has had reading
  instruction in the LS classroom. Last year, the
  high school started intensive, smaller group,
  general education reading/English classes for
  students who were scoring below proficient on the
  4Sight Assessments. Phillips class is taught
  jointly by a reading specialist and English
  teacher. They use explicit decoding,
  comprehension, and writing instruction as well as
  software-based interventions. In this setting,
  his oral reading fluency improved from 74 words
  correct per minute on fourth grade passages to
  105 words correct per minute on 5th grade
  passages at 105 words (typical rate would be
  about 150 wcpm). About 70 of decoding errors
  occur in longer words. He has just begun to use
  6th grade passages.

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Sample Present Education Levels Phillips
Writing

• Phillips English teacher describes his writing
  as functional. He uses word processing for
  longer writing assignments, and with use of the
  spelling and grammar check, produces short,
  concise sentences, although without a great deal
  of variety. Analysis of assignments completed on
  word processor indicates that his average
  sentence length is 7.5 words, with 2 or fewer
  errors of grammar or omission of words per 100
  words. He met last years goal of improving his
  writing using word processing.
• Analysis of shorter, pencil and paper writing
  tasks, from three different classes, indicates
  the following Phillip typically writes 5-10
  word sentences, with average length of 6.6 words.
  On a typical sequence of four sentences
  (approximately 26 words) , he makes on average
  1-2 errors of capitalization, end punctuation,
  grammatical errors of tense or case, or omitting
  words without realizing it. On the same passage
  he averages 1-2 spelling errors (usually of
  longer words rather than sight words). When he
  is reminded to read his passage aloud or to
  himself, or to use a rubric or spelling guide, he
  is able to correct about 50 of these errors.
• Phillip needs to improve the quality and accuracy
  of his writing in order to meet the expectations
  of a career in auto body or in a post-secondary
  program.

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Present Education Level NON Example
Not measurable Jacob has improved in math.
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Example
Measurable Jacob adds, subtracts, multiplies,
and divides multiple-digit computation problems
with fewer than 3 errors on a mixed-skill math
probe and makes an average of 2 errors per week
making change at his volunteer position at the
Mercy Medical Center
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Present Education Levels (PLAAFPs)

• Think of the whole student avoid
  fragmentation of PLAAFPs
• Integrate multiple sources of information
  (Speech, OT, PT)
• Tie PLAAFPs to post-secondary goals
• Back statements with data
• Need to be useful and understandable

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Present Education Levels (PLAAFPs)

• Fully included students Must have specific
  baseline information from teachers to build
  measurable annual goals
• 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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Connection to Indicator 13?

• NOT included in Indicator 13 data collection
• NOT listed on Indicator 13 Checklist
• BUT relevant to quality of IEP and referenced in
  assessment questions
• File Review 289
• Indicator 13 Checklist Question 1

• Present levels related to current post-secondary
  transition goals (if student is 14, or younger if
  determined by the IEP team)

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• Establish Transition Team Partnerships

Step Three
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Transition Team Partners
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IEP Team Participants for Transition Planning

• Required Members
• Student (Indicator 13 requirement!)
• parents/guardians
• local education agency representative (LEA)
• general education teacher
• special education teacher
• career-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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Agency Involvement in Transition

• Agency invitation is based on individual needs.
• 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.
• Not all students require agency involvement
  e.g., student with IEP that only addresses
  deficits in speech/articulation
• Agency involvement may vary by region.
• Parent understanding leads to parent consent.
• Document agency invitation on IEP Invite.

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Documenting Role of Agency or Other Partners
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Word of Caution!

• Never commit an agency or
• an individual for a service or
• activity without their full
• knowledge and participation!

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Relationship to Indicator 13

• File Review Question 247
• INVITATION TO PARTICIPATE IN THE IEP TEAM MEETING
  OR OTHER MEETING
• Transition planning and services Invitation to
  Student is checked, (age 14, or younger if
  determined appropriate).

• Indicator 13 Checklist
• Question 4. NEW! Is there evidence that the
  student was invited to the IEP meeting?
• 20 U.S.C. 1416(a)(3)(B)

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Relationship to Indicator 13

• File Review Question 246
• INVITATION TO PARTICIPATE IN THE IEP TEAM MEETING
  OR OTHER MEETING
• Transition planning and services if
  appropriate, evidence that a representative of
  any participating agency was invited to the IEP
  meeting with the prior consent of the parent or
  student.

• Indicator 13 Checklist
• 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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• Design a Transition Plan that includes
• Courses of Study and
• Services/Activities
• Section III of the IEP
• The Transition Grid

Step Four
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Courses of Study

• Support post-secondary goals
• A coordinated set of activities
• Focus on improving academic and functional
  achievement
• Facilitate movement from school to
  post-secondary, by aligning curriculum with
  identified transition goals
• Should promote graduation by meeting district
  standards
• Needs to reflect current years courses
• Reminder List courses by name- not functional
  curriculum or college prep

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Transition Services

• For each post-secondary goal, there needs to be
  at least one of the following
• (a) instruction,
• (b) related service(s),
• (c) community experience,
• development of employment and other
  post-secondary adult living objective,
• 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-secondary goal

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Transition Service / Activity

• Action steps both activities and services
• 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-secondary goal
• Put all together from 1st year to final year of
  transition planning coordinated set of
  activities

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• Sample Services

• Sample Activities

• DO NOT NEED A MEASURABLE ANNUAL GOAL
• 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

• THAT ADDRESS SKILL DEFICITS AND LEAD TO
  MEASURABLE ANNUAL GOAL PROGRESS MONITORING
• Developing reading comprehension
• Travel training
• Language therapy to improve oral communication
• Community based instruction
• Social skills training
• Improving functional math skills budgeting,
  measuring to the inch, etc.

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Services and Activities Phillip
Denotes measurable annual goal
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Services and Activities Phillip
Denotes measurable annual goal
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Services and Activities Shawna
Denotes measurable annual goal
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Services and Activities Shawna
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.
• Effective secondary transition instruction and
  activities occur in the classroom, school, and
  the community (a students entire secondary
  program is transition related)
• The environment for effective instruction must be
  flexible, to meet the needs of youth.
• Progress must be monitored on skill development,
  regardless of the setting.

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Listing Services and Activities in the Grid

• List all services being provided to the student
• When listing instructional services (e.g.,
  reading, math, behavior) in the grid, do not word
  as a measurable annual goal but DO indicate what
  need is being addressed
• Give credit for whats done in general education,
  e.g.,
• Career portfolios
• Senior project
• Career exploration
• Dont need to list routine Specially Designed
  Instruction in the Grid
• Dont need to list a service under more than one
  post-secondary goal area

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Reminders Services and Activities

• Keep the I in Individual
• Address Independent Living
• May be 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
• 11 correspondence Needs- Grid Measurable
  Annual Goals

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Relationship to Indicator 13

• File Review Question 292 a
• Transition services include courses of study
  that will reasonably enable the student to meet
  his or her postsecondary goals.

• Indicator 13 Checklist
• 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)

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Relationship to Indicator 13

• File Review Questions 292 and 292 b 292 b
• Transition services in the IEP that will
  reasonably enable the student to meet his or her
  postsecondary goals.
• 292.Location, Frequency, Projected Beginning
  Date, Anticipated Duration, and Person(s) /Agency
  Responsible for Activity/Service

• Indicator 13 Checklist
• 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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• Develop
• Measurable Annual Goals that address skill
  deficits and lead to post-secondary goals

Step Five
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Measurable Annual Goals

• Are based in the PA Academic Standards (including
  Concepts and/or Competencies from the Standards
  Aligned System) or Assessment Anchor Content
  Standards.
• Students who take the PSSA-Modified must have IEP
  goals for academic skills aligned to the
  standards.

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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)
• Project student performance at the end of one
  year of instruction
• Contains measurable, countable data

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Measurable Annual Goals (MAG)

• Are written to include How Progress Will Be
  Monitored
• Lead to visual, countable progress monitoring
• NOT curriculum or grade averages
• Communicate expectations
• Prioritize 3-5 goals

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Measurable Annual Goals

• Four required parts
• Condition
• Students Name
• Clearly Defined Behavior
• Performance Criteria
• Adapted from Strategies for Writing Better Goals
  and Short Term Objectives or Benchmarks by
  Benjamin Lignugaris/Kraft Nancy Marchand-Martella
  and Ronald Martella Sept/Oct 2001 Teaching
  Exceptional Children

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Measurable Annual Goals 1. Condition

• Describes the situation in which the student will
  perform the behavior (e.g., accommodations,
  assistance provided prior to or during
  assessment)
• Examples
• During lunch breaks on the job
• Given picture checklists to follow ..
• Includes a clear description of
• Material that will be used to evaluate the
  learning outcome
• Evaluation setting

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Measurable Annual Goals 2. Student Name

• Should not be a problem!
• Caution if using copy/paste
• Names
• Pronouns (she/he and him/her)

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Measurable Annual Goals 3. Clearly Defined
Behavior

• Use PA Academic Standards as basis
• Describe the behavior in measurable, observable
  terms
• Ask yourselfwhat will the student actually DO?
• Examples
• Say, print, write, read orally, point to
• Non-examples
• Understand, know, recognize, behave, comprehend,
  improve

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Measurable Annual Goals 4. Performance Criteria

• 3 Parts
• Criterion Level
• How well- the level the student must demonstrate
  for mastery
• Number of Times Needed to Demonstrate Mastery
• How consistently the student needs to perform the
  skill(s) before its considered mastered
• Evaluation Schedule
• How frequently the teacher plans to assess the
  student
• Method of evaluation

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Sample Language for Performance Criteria

• of time
• times/times
• with or of accuracy
• with fewer than errors
• words/digits/ correct per minute
• with x movement on a prompting hierarchy

• x or better on a rubric
• with no more than x occurrences of
• with an x or better on x rating scale
• with x/x points on an assessment checklist
• independently

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Shawna Grid to Measurable Annual Goal
Denotes measurable annual goal
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Shawnas Measurable Annual Goal

• Given 10 signs from a list of 50 functional signs
  found in the community, Shawna will read and
  explain each in her own words with 100 accuracy
  as measured by a vocabulary rubric (0,1,2) for 4
  out of 5 trials over 3 consecutive weeks.
• Reading Writing, Speaking and Listening
  Standards
• 1.1.11.E. Establish a reading vocabulary by
  identifying and correctly using new words
  acquired through their relationship to other
  words. Use a dictionary or other reference.
• 1.1.11.G. Demonstrate after reading
  understanding and interpretation of both fiction
  and nonfiction text, including public documents

95
Condition

• Given 10 signs from a list of 50 functional signs
  found in the community, Shawna will read and
  explain each in her own words with 100 accuracy
  as measured by a vocabulary rubric (0,1,2) for 4
  out of 5 trials over 3 consecutive weeks.

96
Clearly Identified Behavior

• Given 10 signs from a list of 50 functional signs
  found in the community, Shawna will read and
  explain each in her own words with 100 accuracy
  as measured by a vocabulary rubric (0,1,2) for 4
  out of 5 trials over 3 consecutive weeks.
• Reading Writing, Speaking and Listening
  Standards
• 1.1.11.E. Establish a reading vocabulary by
  identifying and correctly using new words
  acquired through their relationship to other
  words. Use a dictionary or other reference.
• 1.1.11.G. Demonstrate after reading
  understanding and interpretation of both fiction
  and nonfiction text, including public documents

97
Performance Criteria

• Given 10 signs from a list of 50 functional signs
  found in the community, Shawna will read and
  explain each in her own words with 100 accuracy
  as measured by a vocabulary rubric (0,1,2) for 4
  out of 5 trials over 3 consecutive weeks.

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Shawnas Measurable Annual Goal on the IEP
99
Phillip - Grid to Measurable Annual Goal
100
Phillips Measurable Annual Goal - Writing
101
Phillip - Grid to Measurable Annual Goal
102
Phillips Measurable Annual Goal Decoding
103
Sams Reading Example

• Present Education Level
• Sam (gr. 8) reads 5th gr. passages at 55 wcpm.
  Accuracy on words with vowel digraphs is 45.
• Sam will need to improve his overall reading
  skills in order to achieve his post-secondary
  goal of enrolling in a two year college.

104
Non Example Cloudy Language

• Given a 7th grade passage, Sam will read 105
  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?

105
InsteadMeasurable Language

• Goal Given reading passages at 7th gr. level,
  Sam will read aloud at 105 wcpm for three
  consecutive biweekly probes within 36 weeks.
• Progress will be monitored via oral reading
  fluency probes administered biweekly.
• NoteSpecially designed instruction would include
  a robust reading intervention that addresses his
  needs for word study including vowels, along
  with fluency building activities.

106
Measurable Annual Goals- Reminders

• Measurable annual goals (MAGs) are written for
  skill development
• not for activities
• not for subjects
• PA Academic Standards/Anchors provide focus and
  language for skill development in MAGs
• MAGs must be based on baseline data and are
  realistic
• Need to see the student performing the
  behavior.
• Over time, MAGs should reflect student growth and
  skill acquisition

107
Relationship to Indicator 13

• File Review Question 292 c
• Annual goals are related to the students
  transition services

• Indicator 13 Checklist
• 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

107
108
Indicator 13 IEP Checklist

• Summary Question
• Does the IEP meet all requirements of Indicator
  13?
• If all Questions 1-8 are answered YES or N/A the
  IEP meets the requirements of Indicator 13.
• If one or more questions are answered NO, the IEP
  does not meet requirements for Indicator 13.

108
109

• Monitor Progress and Adjust Instruction Based on
  Data

Step Six
110
(No Transcript)
111
Alignment Assessment to Goals
112
Phillip Writing Example
113
Phillips Total Errors in Short Writing
AssignmentsIs Phillip making progress?
114
Lessons Learned IEPs

• For students age 14-21, every measurable annual
  goal supports the students post-secondary goals
• 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

115
Making the ConnectionStandards-Aligned
System,Secondary Transition, and the IEP

116
Transition and the Standards Aligned System
Clear Standards What students should know and
do
Fair Assessments How you measure what students
know can do
Interventions How you help struggling kids
understand the content
Strong Results For ALL Students
Curriculum Framework Big Ideas, Concepts,
Competencies the content behind the standards
Resources Materials What is used to teach the
content
Instruction How you teach the content behind
the standards
117
Making the Connection SAS, Transition, and the
IEP

• All students, including students with IEPs, work
  towards grade-level Standards.
• Establish what students need to know and be able
  to accomplish.

118
Making the Connection SAS, Transition, and the
IEP

• Use Fair Assessments to
• Identify students post-secondary Goals
• Develop Present Levels of Academic and Functional
  Performance (PLAAFP), including specific Needs
• Monitor progress towards IEP goals
• Inform instruction in the general curriculum

119
Making the Connection SAS, Transition, and the
IEP

• Curriculum Framework includes Big Ideas,
  Concepts, and Competencies that relate directly
  to Standards used to drive instruction and also
  to Develop Measurable Annual Goals

120
Making the Connection SAS, Transition, and the
IEP

• Use effective Instructional strategies including
  Specially Designed Instruction (SDI ) to keep
  student fully engaged and progressing in the
  curriculum

121
Making the Connection SAS, Transition, and the
IEP

• Use appropriate Materials and Resources as tools
  for instruction
• Consider Services and Activities, SDI, and
  Related Services as Interventions (Safety Nets)
  to make sure student meets standards and moves
  towards post-secondary goals

122
Indicator 13Resourcesfor Educator and Parents
123
Resources

• PaTTAN/BSE Transition Folders
• Pennsylvania Youth Leadership Network (PYLN)
  Toolkit and Secondary Health Care Transition
  Toolkit
• Transition Health Care Checklist
• Upcoming web-based trainings for parents and
  caretakers (schedule TBA)
• Parent trainings recorded on websites of Parent
  Training and Information Centers (PTI)

123
124
BSE/PaTTAN Transition Folders

• Transition Folders for IEP students age 14
• Folders contain CDs with nine resource documents
  (in both English and Spanish) designed to support
  transition
• LEAs will receive Penn Link (Sept. 2009)
• Folders will be sent to LEAs
• LEAs will distribute folders to students
• IU consultants will collect follow-up data

124
125
BSE/PaTTAN Transition Folders

• Delivering folders to students and families
• Make sure each folder is delivered
• May have sign-off for receipt
• For families who may not have access to
  computers, LEAs are expected to
• Print hard copy of contents, OR
• Invite families to review the folder online at
  school
• Consider parent training around transition and
  folder contents

125
126
The PYLN

• The Pennsylvania Youth Leadership Network (PYLN)
  is a group of young adults with disabilities who
  want to make a difference in the lives of youth
  in Pennsylvania. The mission of the PYLN is to
  develop the self-determination, empowerment, and
  leadership of youth that promotes successful post
  school outcomes in the areas of education,
  employment, independent living, and health and
  wellness among youth and young adults throughout
  Pennsylvania.

127
What Does PYLN Do?

• Provide a youth voice at the table on important
  boards and committees that impact the lives of
  youth with disabilities.
• Recruit and match mentors who are young adults
  with high school youth to help them prepare for
  their future success.
• Develop and share transition, self-determination,
  self-advocacy, and empowerment resources geared
  toward youth in high school.
• Ensure unbiased policies, practices and attitudes
  that affect individuals with disabilities

128
Pennsylvania Youth Leadership Network (PYLN)
Toolkit

• Youth driven, youth written tool for youth
• 110 page guide and workbook for the transition
  process
• Accessible
• Great to complete BEFORE transition
• Phase One ACCEPT YOURSELF!
• Phase Two DECLARE YOURSELF!
• Phase Three EMPOWER YOURSELF!

128
129
PYLN Health Care Toolkit

• As a follow up to the 2008 Pennsylvania Youth
  Leadership Networks (PYLN) Secondary Transition
  Toolkit the PYLN, with funding support from a
  Heinz Endowment Youth-Philanthropy grant, has
  created the PYLN Health Care Toolkit. With a
  focus on living a fulfilled healthy life, The
  PYLN Health Care Toolkit is designed to further
  assist youth in their transition into the adult
  world. The best thing about the toolkit is that
  it was written and designed by youth with
  disabilities who are members of the Pennsylvania
  Youth Leadership Network (PYLN) for youth. It
  can also be used with families and professionals
  as a youth-friendly resource for transition.

129
130
Accessing the PYLN Toolkits

• http//payouthleaders.ning.com
• This address provide not only the link to the
  PYLN toolkits but also provides informational
  videos, materials and updates regarding the PYLN

130
131
Transition Health Care Checklist

• www.health.state.pa.us/transitionchecklist

131
132
Parent Training and Information Centers

• Parent trainings will be conducted during the
  2009-2010 school year through Parent Training and
  Information Centers (PTI) including
• Parent Education and Advocacy Leadership Center
  (PEAL)-West and Central PA 866-950-1040
• Parent Education Network (PEN)-East PA
  800-522-5827
• Parent trainings conducted during the 2008-09
  school year have been recorded and are available
  on the websites of the PTIs

133
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-secondary goals?

134
Contact Information www.pattan.net

• Michael Stoehr
• PaTTAN Pittsburgh
• mstoehr_at_pattan.net
• 800-446-5607
• Rosemary Nilles
• PaTTAN Pittsburgh
• rnilles_at_pattan.net
• Ken Deitmen
• PaTTAN Harrisburg
• kdeitmen_at_pattan.net
• Mark Steciw
• PaTTAN King of Prussia
• msteciew_at_pattan.net

Commonwealth of Pennsylvania Edward G. Rendell,
Governor Pennsylvania Department of
Education Gerald L. Zahorchak, D.Ed.,
Secretary Diane Castelbuono, Deputy
Secretary Office of Elementary and Secondary
Education John J. Tommasini, Director Bureau of
Special Education Patricia Hozella, Assistant
Director Bureau of Special Education