The Transition Process: Measurable Post-Secondary Goals And IEP Annual .
2/13/2019AGENDATHE TRANSITION PROCESS:M E A S U R A B L E P O S T- S E C O N D A R YGOALS AND IEP ANNUAL GOALS Laws, rules, regulations, and requirements Postsecondary Goals Transition in the IEP Case studies Self Determination21
2/13/2019HOW DO YOU DEFINETRANSITION?TRAINING GOALSUnderstandUnderstand the transition process as preparation for successfulattainment of postsecondary goalsUnderstandUnderstand the critical components of transition planning in the IEPRecognizeRecognize the importance of interagency collaboration Write a few key wordsof transition How would you definetransition to schoolpersonnel, parents,students and/or otherstakeholders32
2/13/2019FEDERAL STATE LOCALFederalLawFederalRegulationsStateLawState RulesLocalPolicyLocalProceduresSTATE PERFORMANCE PLANINDICATOR 13“Percent of youth with IEPs aged 16 and above with an IEP that includesappropriate measurable postsecondary goals that are annuallyupdated and based upon an age appropriate transition assessment,transition services, including courses of study, that will reasonably enable thestudent to meet those postsecondary goals, and annual IEP goals related tothe student’s transition services needs.”State Performance Plan 2005-2012563
2/13/2019TRANSITIONASSESSMENTSSTATE PERFORMANCE PLANINDICATOR 13, CONT.“There also must be evidence that the student was invited to the IEP Teammeeting where transition services are to be discussed and evidence that, ifappropriate, a representative of any participating agency was invited tothe IEP Team meeting with the prior consent of the parent or student whohas reached the age of majority.”State Performance Plan 2005-20127“The IEP must includeappropriate measurablepostsecondary goals based uponage appropriate transitionassessments related to training,education, employment, andwhere appropriate, independentliving skills”IDEA §300.32084
2/13/2019TRANSITIONASSESSMENTSASSESSMENTS Assessments should be age appropriate Assessments should provide information about the student’s:o Academic achievemento Functional performance (behavior, daily living skills,relationships, personal responsibility)o Career and leisure interests and pursuitso Physical/mental healtho Community participationo Communicationo Self-determination/advocacyo National Technical Assistance Center on Transition elf Determination AIR SD Assessment elf-determination-assessment ARC Self Determination: miscellaneous/the-arc-selfdetermination-scale.pdf ChoiceMaker Self Determination Assessment: ls/choicemaker-self-determination-assessment.html “I’m Determined”: http://www.imdetermined.org Dream Sheet: sheet.pdf5
2/13/2019TRANSITION ASSESSMENTSTRANSITION ASSESSMENTSBASIC ELEMENTS StudentcharacteristicsWHAT DO WE DO WITH THE RESULTS? Functionalperformance data– Needs– Education/Training– Strengths– Employment– Interests– Independent livingskills, whenappropriate– Preferences11 Use the information to help the student–Develop postsecondary goals(required by law)–Learn more about themselves–Become their own advocate–Learn about careers–Choose a course of study126
2/13/2019TRANSITION ASSESSMENTSWHAT DO WE DO WITH THE RESULTS? Use the information to help the ARDcommittee–Draft annual goals in the student’s IEP–Develop the summary of performance–Identify linkages/interagency collaborations–Identify any need for further transitionassessments13TRANSITION ASSESSMENTSDATA FOR PLAAFP PLAAFP (Present Levels of AcademicAchievement and FunctionalPerformance)– Includes transition assessment data, both academicand functional information, to determine thestudent’s present levels of performance related totransition needs147
2/13/2019The Transition ts,Preferences,Needs, StrengthsIEP Present Levelsof Achievementand Training,Employment,Independent LivingIEP AnnualGoalsCourses ofStudyInstruction,Related Services,CommunityExperiencesCoordinatedSet of ActivitiesAgency LinkagesWHAT IS A POSTSECONDARYGOAL?Summary ofPerformance158
2/13/2019WHAT IS A POSTSECONDARY GOAL?A postsecondary goal is generally understood to refer to those goalsthat a child hopes to achieve after leaving high school.Beginning not later than the first IEP to bein effect when the child is 16, and updatedannually thereafter—POSTSECONDARYGOALS– appropriate measurablepostsecondary goals based upon ageappropriate transition assessmentsrelated to training, education,employment, and, where appropriate,independent living skillsIDEA § 300.320189
2/13/2019MEASURABLE POST-SECONDARY GOALSPOST-SECONDARY GOALS GUIDE THESTUDENT’S DESIRED OUTCOMES Based on needs, strengths, interests and preferences Based on age-appropriate transition assessments Student identified goals in the following areas: Student demonstrates self-determination by sharing their vision with the IEP team IEP includes measurable annual goals that will lead to the attainment ofpostsecondary goals Course of study is aligned to postsecondary goals– Education/training– Employment Transition assessment and evaluation data is continually revisited to affirmpostsecondary goals– Independent living, where appropriate Student attains postsecondary goals by creating a high school plan/IEPs that arerelevant Have the opportunity to gain knowledge and skills that form the foundation forpostsecondary activities192010
2/13/2019MEASURABLE POST-SECONDARY GOALSGUIDING QUESTIONS Is the goal meaningful to the student?MEASURABLE POST-SECONDARY GOALSGUIDING QUESTIONS Is the goal observable and measurable?– Does the goal reflect the student’s interests andpreferences?– Is the goal challenging yet attainable?– Was information from age-appropriate transitionassessments used to determine the goal?– Does the goal require the student to apply knowledgeand skills gained during high school?21– Is the goal based on the student’s strengths?2211
2/13/2019MEASURABLE POST-SECONDARY GOALSGUIDING QUESTIONSTHE BIG 3 GOALS Is the goal focused on future results and outcomes?– Are there goals for each of the required areas:education/training, employment, independentliving?1.Post Secondary Education and Training2.Employment3.Independent living– Does the goal occur after high school?– Can the goal be measured one year after thestudent exits high school?2312
2/13/20191. POST-SECONDARY EDUCATION AND TRAINING The IEP team must goal-plan for the post-secondary and/or training that is needed in order forthe student to achieve their identified life goals Could include:o Postsecondary Educationo Vocational Educationo Continuing and Adult Educationo A military training programo Job-specific courses/trainingo On-the-job trainingo Short-term education or employment training program (e.g. Job Corps,VocationalRehabilitation)o Vocational Technical School (less than 2 year program)MEASURABLE POST-SECONDARYGOALS Must be written in measurable terms but do not require the same four elementsas annual goals in the IEP– Observable, effectiveness, completion– Formula for writing post-secondary goal:Upon completion of high school, name of student will behavior where/ howEX: Upon completion of high school, Samantha will attend STC to earn anAssociate of Arts in Teaching.o Adult Programo Related training on Independent Living and Community ParticipationNSTTAC http://www.nsttac.org/ Should be written so that they can be measured one year after exiting2613
2/13/2019POST-SECONDARY GOALSEDUCATION/TRAININGAfter high school, Jeremy willimprove his social, selfadvocacy, and self-care skillsby attending instruction at acenter-based adult program.YES, because Focused on training Improving skills is an explicitoutcome ‘Attending program’ and ‘improvingskills’ are observable27POST-SECONDARY GOALSEDUCATION/TRAININGNO, because After high school,Jeremy will need tocontinue to work onhis self-care skills. Not a goal, but a need that shouldprobably be addressed Does not explicitly addresseducation or training2814
2/13/20192. EMPLOYMENT The IEP team must goal-plan for the student’sidentified employment interest/preference. Could include:o Competitive/Integrated employmento Supported/Sheltered employmentEMPLOYMENT DEFINITIONSCOMPETITIVE EMPLOYMENT Work in the competitive labor market that is performed ona full-time or part-time basis in an integrated setting;– at or above the minimum wage– not less than the customary wage and level of benefitspaid by the employer for the same or similar workperformed by individuals who are not disabled.NSTTAC http://www.nsttac.org/3015
2/13/2019EMPLOYMENT DEFINITIONSSUPPORTED EMPLOYMENT For individuals with the most significant disabilities– for whom competitive employment has not traditionallyoccurred; or– for whom competitive employment has been interrupted orintermittent as a result of a significant disability; and– who, because of the nature and severity of their disability,need intensive supported employment services.EMPLOYMENT DEFINITIONSSUPPORTED EMPLOYMENT Competitive work in integrated work settings, oremployment in integrated work settings– in which individuals are working toward competitivework– consistent with the strengths, resources, priorities,concerns, abilities, capabilities, interests, and informedchoice of the individuals,NSTTAC http://www.nsttac.org/313216
2/13/2019POST-SECONDARY GOALSPOST-SECONDARY GOALSEMPLOYMENTEMPLOYMENTYES, because After high school, Jasonwill enroll in a four-yearcollege to obtain hisundergraduate degree inhistory and education, tobecome a high schoolsocial studies teacher. Enrolling is observable Obtaining a degree ismeasurable Becoming teacher isobservable Jason’s expectations foremployment are explicitNO, because Jason will meet thecriteria for passingSpanish II, so that he canapply to college wherehe wants to major ineducation. Activity occurs during high school “Apply” is an activity or process,not an outcome Does not address employment Occurs after high school333417
2/13/2019POST-SECONDARY GOALSEMPLOYMENTAfter high school, Sallywill participate in thehiring and firing of herpersonal attendants.3. INDEPENDENT LIVINGYES, because The IEP team must goal-plan for the student’s future living arrangements. Focuses on employment Could include: Is observableo Independent living Occurs after high schoolo Living w/parents/guardianso A foster homeo A skill-development homeo Supervised group livingo Institution3518
2/13/2019INDEPENDENT LIVING SKILLSDEFINITIONPOST-SECONDARY GOALSINDEPENDENT LIVING Those skills or tasks that contribute to the successful independentfunctioning of an individual in adulthood (Cronin, 1996) in thefollowing domains: leisure/recreation, home maintenance andpersonal care, and community participation.NSTTAC Indicator 13 Training materials37After high school, Paulowill assume responsibilityfor a share of livingexpenses by saving moneyearned at work andfollowing a budget set byPaulo and his parents.YES, because Focuses on application ofindependent living skills Is observable Occurs after high school3819
2/13/2019Case Study RolandPOST-SECONDARY GOALSINDEPENDENT LIVINGNO, because Paulo will write a budgetfor living expenses. The expectation for application ofindependent skills is not explicitlystated Activity occurs during high school39Roland is a 15 year-old freshman with a learning disability in reading comprehension and written expression. Teacherreports indicate that Roland reads at an eighth grade level with fluency, but struggles with oral readingcomprehension and written expression. When provided with a graphic organizer, Roland’s comprehension of printedtext increases to 70%.Roland participates in the general curriculum in an inclusive setting with accommodations and supports from thespecial education teacher. Roland currently uses the following accommodations: extended-time on tests, oraladministration, and computer software resources that support listening comprehension and writing. He also attendsa locally developed study skills course with a special education teacher who works on independent study skills, notetaking, and organizational skills.Around his friends and family, Roland is outgoing and witty. However, he tends to be fairly quiet when he is in newsituations and when he is around people he doesn’t know. Recently, he told his mother that he is embarrassed by hisdisability. His mother expressed at his last ARD meeting that these feelings deter Roland from discussing his disabilitywith his teachers or from asking for additional help.Roland plays soccer on the Junior Varsity team at his high school. He hopes to make the varsity team next year. Hespends time with his friends on weekends or during school sponsored events. This summer, Roland plans to get a jobat the YMCA as a scorekeeper for soccer and baseball.Roland is diligent about completing his assignments in class. However, when he is asked to complete projects athome or to do homework, Roland either forgets to turn in the project or will put off the task until the last minute.This issue affects Roland’s overall grade in his classes and jeopardizes his opportunity to participate in Junior Varsitysoccer games.Roland plans to attend Popular Community College (PCC) when he graduates. Many of the students from his highschool attend PCC, and it is the closest community college to Roland’s house. He intends to live at home and workpart-time on campus until he finishes an associate’s degree. At that point, Roland plans to transfer to a four-yearstate college to continue his degree. Informal career cluster inventories reveal that Roland is most interested incareers related to medical data processing.20
2/13/2019CASE STUDY: ROLANDROLAND AGE 15 – GRADE 9 15 YO Freshman with a learning disability in reading comprehension and written expression Transition Assessments Reads at eighth grade with fluency. Struggles with reading comprehension and written expression When provided with a graphic organizer, comprehension increases to 70% Mainstreamed into general education with accommodations and support from the specialeducation teacher– Education/Training– Employment– Independent Living PLAAFP - Present levels ofacademic achievement andfunctional performance– Needs and strengths– Interests and preferences4221
2/13/2019ROLAND’S TRANSITION ASSESSMENTSNeedsEDUC AT IO N AND TRAINI N G– Flynt-Cooter ComprehensiveReading Inventory– Observations– Task Analysis– AIR Self DeterminationAssessment– Transition Planning Inventory(Student, Home, School Survey)– Interviews/ObservationsEMPLOY M E N T AS S ES S MEN TS AIR Self DeterminationAssessments Transition PlanningInventory(Student, Home, SchoolSurvey) Interviews/ObservationsStrengths Reads at 8th grade level with fluency Outgoing and witty around friends and familyInterests Soccer and baseball FriendsPreferences43 Struggles with oral readingcomprehension/written expression Using graphic organizer, comprehension ofmaterials read increases to 70% Accommodations include: extended-time ontests; oral administration; computer softwareresources that support listeningcomprehension and writing Independent study, note taking, andorganizational skillsROLAND’SPLAAFP Attend college Careers related to medical data processing4422
2/13/2019Education and TrainingROLAND’SPOSTSECONDARYGOALS Upon graduation, Roland will attendPoplar Community College to earnan associates degree in dataprocessing with an emphasis onhealth care.45ROLAND’SPOSTSECONDARYGOALSEmployment Upon graduation, Roland will obtaina job in the work study program atPoplar Community College.4623
2/13/2019POST-SECONDARY GOALSROLAND’SPOSTSECONDARYGOALSIndependent LivingAre yourstudent’sgoalsresultsoriented? Upon graduation, Roland willrequest needed accommodationsfrom state and/or communityservice providers, including office ofdisability services at college.474824
2/13/2019MEASURABLE ANNUAL GOALSThe Transition ts,Preferences,Needs, StrengthsIEP Present Levelsof Achievementand Training,Employment,Independent LivingIEP AnnualGoalsCourses ofStudyInstruction,Related Services,CommunityExperiencesCoordinatedSet of ActivitiesAgency Linkages Facilitate movement toward postsecondary goals May be academic and/or functional goals Must contain four elements– Timelines: When (Within 36 weeks ., By the end of .)– Conditions: How (Using ., With .)– Behavior: Will– Criterion: AccuracySummary ofPerformance4950Individualized Education Program (IEP) Annual GoalDevelopment Question & Answer Leadership25
2/13/2019ROLAND’S IEP – ANNUAL GOALSSPP INDICATOR 13 CHECKLISTPostsecondary Goal:Education/TrainingUpon graduation, Rolandwill attend PoplarCommunity College toearn an associates degreein data processing with anemphasis on health care.#6. Is (are) there annual IEP goal(s) relatedto the student’s transition services needs?Yes / No51IEP Annual Goals - AcademicWithin 36 instructional weeks, using a graphicorganizer, Roland will make logical connectionsbetween ideas and details in several texts andsupport those findings with textual evidence with85% accuracy.By the end of the current school year, using a wordprocessor, Roland will paraphrase, summarize, quote,and accurately cite researched information accordingto a standard format with 80% accuracy.5226
2/13/2019ROLAND’S IEP – ANNUAL GOALSROLAND’S IEP – ANNUAL GOALSPostsecondaryGoal: EmploymentIEP Annual Goals - FunctionalUpon graduation, Rolandwill obtain a job in thework study program atPoplar CommunityCollege.During the instructional school year, using anacademic planner to record assignments whendirected by classroom teachers, Roland willcomplete planner entries in core content areascorrectly and on time in 3 out of 5 class periods.Postsecondary Goal:Independent LivingUpon graduation, Rolandwill request neededaccommodations fromstate and/or communityservice providers, includingoffice of disability servicesat college.53IEP Annual Goals - FunctionalWithin 36 instructional weeks, Roland will seek andrequest adult assistance when he needs extendedtime, oral administration, or note taking assistance in4 out of 5 opportunities.5427
2/13/2019POSTSECONDARY GOALS AND ANNUAL IEPGOALSPO S TS EC O N DA RY G OALANNUA L IEP G OALEducation and Training:Given South Texas College information, Cindywill demonstrate knowledge of the college’sadmission requirements by verbally describingthese requirements and identifying admissiondeadlines with 90% accuracy by November2018.Upon completion of high school,Cindy will enroll at South TexasCollege (STC) to earn a WeldingCertificate.POSTSECONDARY GOALS AND ANNUAL IEPGOALSPO S TS EC O N DA RY G OALSANNUA L IEP G OALEmployment:At the end of 36 instructional weeks, givenexplicit instruction on entrepreneurial traits andbehaviors, applying problem-solving skills, Cindywill list 4:5 personal traits/behaviors associatedwith successful entrepreneurial performance.After graduation from STC, Cindy will be a selfemployed welder at her uncle’s mechanic shop.28
2/13/2019POSTSECONDARY GOALS AND ANNUAL IEPGOALSP O S TS E C O N DA RY G OALANNUA L IEP G OALIndependent Living:During the instructional school year,given a bus schedule, Cindy will selectthe correct time and stop for fivescenarios of activities presented to herwith 95% or better accuracy.After high school, Cindy willindependently prepare for work eachday by making her lunch and accessingtransportation.CASE STUDIESPO S T-S EC O N DA RY G OALANNUA L G OAL Employment Soft Skills Education/Training Academic Skills Independent LivingAfter graduation, student, will,behavior, when/how. Employability SkillsWithin #weeks (when), using/with (how),student, will (behavior), 4:5 times/45%accuracy (criterion)29
2/13/2019KEVIN’S POSTSECONDARY AND IEPANNUAL GOALSPO S TS EC O N DA RY G OAL:E DUC AT IO N / T R A I N I N GUpon graduation from high school,Kevin will participate in habilitativeand functional skills training throughAnchor Habilitation Services and willattend courses designed to providespecialized academic, functional, andoccupational preparation 2 times perweek at the community college.ANNUA L IEP G OAL:With in 36 instructional weeks, usinghis AAC device to communicate,Kevin will independently andaccurately use the device tocommunicate his needs and wants inthe school and community setting.KEVIN’S POSTSECONDARY AND IEPANNUAL GOALSPO S TS EC O N DA RY G OAL:E MP L OY M E N TUpon graduation from high school,Kevin will obtain a supportedemployment position that allows himto work to his maximum stamina andincorporate the use of assistivetechnology.ANNUA L IEP G OAL:With in 36 instructional weeks, Kevinwill participate in the on-campusvocational preparation program witha minimum of two sessions per weekand session duration of one hourper session.30
2/13/2019KEVIN’S POSTSECONDARY AND IEPANNUAL GOALSPO S TS EC O N DA RY G OAL:INDE P E N DE N T L IVINGUpon graduation from high school,Kevin will continue to live with hisparents and will participate in hisdaily care routines to the maximumextent possible.ANNUA L IEP G OAL:With in 36 instructional weeks, givenpicture symbols with Velcro, Kevinwill utilize a schedule to plan selfcare, employment, and recreationalactivities five days each week.TEKSCAREER & TECHNICAL EDUCATION /index.html Review TEKS in Career and Technical Education cluster Locate employability and/or self help skills to maintainemployment Write a post-secondary goal and annual IEP goal31
2/13/2019SOFT SKILLS Interpersonal (people) Skills-How a person interacts in their relationship withothersWHY DO EMPLOYERS CARE ABOUTSOFT SKILLS Being able to interact well with others makes a business succeed-Attitude-Communication-Creative thinking-Work ethic-Team work-Networking-Decision making-Positivity-Time management-Motivation-Flexibility-Problem solving-Critical thinking-Conflict resolution Soft skills are transferable skills Important in customer based jobs32
2/13/2019JOB OFFER OF A LIFE TIME!https://youtu.be/uftkRErGuHUInsert the Presentation Title Here6633
2/13/2019WHAT IS SELF-DETERMINATION?WHAT IS SELF-DETERMINATION? Knowledge, skills, attitudes and beliefs a student acquires throughout his orher educational experience (k-12) that enables the student to plan andpursue his or her postsecondary goals.The attitudes, abilities, and skills thatlead people to define goals forthemselves and to take the initiativeto reach these goalsSelf-determination is the“ultimate goal of education.”Ward, 1988Halloran, 1993676834
2/13/2019COMPONENT ELEMENTS OFSELF-DETERMINATION Decision-makingINSTRUCTIONAL BENEFITS OFSELF-DETERMINED STUDENTS Choice-making Goal-setting and attainmentskills Problem solving Self-instruction skills Independent living, risktaking, and safety skills Self-advocacy and leadershipskills Self-observation, evaluation,and reinforcement skills Positive self-efficacy andoutcome expectancy Self-awareness Self-understanding69Wehmeyer, 1999 Leads to improved learning Enhanced community participation Increased personal responsibility Higher self-awareness and self-esteem Leads to positive post-school resultsAbery, 19997035
2/13/2019SELF-DETERMINATION ANDCULTURAL DIVERSITYTHE NEXT STEP VIDEO Five Texans with disabilities who enrolled incolleges, universities or technical schools Individualized approach to eachfamily Consider hopes, dreams, strengths,and challenges Consider the student’s placewithin the family and community Available from the Texas Council forDevelopmental Disabilities (OnlineDVD) https://www.youtube.com/watch?v CjQHCKsBmk4 http://www.tcdd.texas.gov/7136
2/13/2019RESOURCES Secondary Transition/Post-School Results Network 2014 The Balanced CareersTHANK YOUNoelia C. PerezTransition/DHHSpecialistRegion One ESC National Secondary Transition Technical Assistance Center (nsttac)noperez@esc1.net(956)984-61647437
appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student's transition services needs." 6
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