July 22, 2009 Pennsylvania Community on Transition Conference Michael Stoehr, Rosemary Nilles,

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

5

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

6

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

8

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…

9

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’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


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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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:


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

27

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


Age appropriate transition assessment is needed to:

34

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.


Yes/No


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.


Yes/No


Courses of Study :


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


Identifying student’s post school goals leads to further

assessments…

46

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

47

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)

48

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)

50

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!

51


Describe the student’s Present

Levels of Academic Achievement /

Functional Performance

(PLAAFP)(incorporating

Assessment data)

53

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.

54

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.

56

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.

58

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

59

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

60

Establish Transition

Team partnershi

ps

61

Step Three:


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)

62

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

64

Agencies

65

Postsecondary Education and Training Goal:


Yes/No(Document in

Section V)

Courses of Study :


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

67


Design a Transition Plan that includes: Courses of Study

and Services/Activities

“The Grid”

69

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


• 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)

70

• 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”

71

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

72

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

73

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

75

Postsecondary Education and Training Goal:Caroline has a goal of enrolling in postsecondary training in the area of cosmetology or a related field.


Yes/No(Document in

Section V)

Courses of Study:

Biology, English, American History, Algebra I, Art


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



Room



Staff

*Improve skills in algebraic concepts and numbers and

operations, including using math software


Classes and Resource

Room



Staff

* Denotes measurable annual goal

Sample Services/Activities: CarolineEmployment 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:


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


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


Staff76


Sample Services/Activities: CarolineEmployment Goal:

Measurable Annual GoalYes/No


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


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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


Determine Measurable

Annual Goals that address skill deficits and lead to post-school

outcomes

82

Step Five:


• 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

83

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

86

Postsecondary Education and Training Goal:Caroline has a goal of enrolling in postsecondary training in the area of cosmetology or a related field.


Yes/No(Document in

Section V)

Courses of Study:



Date

AnticipatedDuration

Person(s)/ Agency

Responsible

*Increase writing fluency and

willingness to write.



Room



Staff

Expand use of word processing and graphic organizer software to complete assignments



Room



Staff

*Improve skills in algebraic concepts and numbers and

operations, including using math software


Classes and Resource

Room



Staff


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

87

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


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


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

Documents

July 22, 2009 Pennsylvania Community on Transition Conference Michael Stoehr, Rosemary Nilles,