ensuring effective secondary programs and post-secondary outcomes: pennsylvania’s indicator 13...

Pennsylvania Training and Technical Assistance Network

Ensuring Effective Secondary Programs and Post-Secondary Outcomes:

Pennsylvania’s Indicator 13 Process

Cohort 5 Series Overview

Part I: Introducing the Indicator 13 Training Process– Transition Background– State Performance Plan– Indicator 13 IEP Review Checklist

Part II: PA’s Process for Addressing Transition

Part III: Using the Indicator 13 IEP Review Checklist

3

Today’s Agenda

Today’s Objectives• Introduce the Indicator 13 Cohort 5

training series to school teams–Explain how we will be working

together this year to improve the quality of IEPs and overall transition services

–Explain PA’s six step process for transition (further developed at future trainings)

–Learn how to use the Indicator 13 IEP Review Checklist

Objectives for Cohort # 5 Training Series

• As a result of this entire training series, participants will be able to:– Develop IEPs that include:

• Clearly written Present Levels of Academic Achievement and Functional Performance

• Post-secondary goals that are based upon age appropriate transition assessments

• Meaningful transition services and activities that will help the student to achieve his/her post-secondary goals

• Measurable Annual Goals that address skill deficits and provide for progress monitoring5

Objectives for Cohort # 5 Training Series

• As a result of this entire training series, participants will be able to:– Implement effective practices that will

lead to successful postsecondary outcomes for students with disabilities.

– Utilize ongoing assessment and progress monitoring practices to guide transition planning.

– Work collaboratively with students, families, education and agency staff in the secondary transition process.

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Ensuring Effective Secondary Programs and Post-Secondary Outcomes:

Part I: Introducing the Indicator 13 Training Process

Transition BackgroundState Performance Plan

Indicator 13 IEP Review Checklist

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We strive to ensure that each student in Pennsylvania:

• Is proficient in core subjects• Graduates from high

school, ready for post-secondary education & career

• Achieves equitable outcomes, regardless of background, condition or circumstances

Beginning with the end in mind…

8

Primary Purpose• To ensure that all children with

disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living H.R.1350 (IDEA 2004)

Individuals with Disabilities Education Act

IDEA 2004

9

What is Secondary Transition?• “a coordinated set of activities for a

child with a disability that is designed within a result-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.” (IDEA 2004)

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Age Requirement in PA

• Transition services must be addressed in the IEP of the student in the year in which the student turns 14 years of age

• The IEP team does not have to wait until the student’s approaching 14th birthday year to consider the student’s transition needs Pennsylvania Chapter 14 Regulations July, 2008

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State Performance Plan (SPP) – 20 Indicators

1. 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 timelines12.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

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• 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!– 2006 data: 69% compliance– 2007 data: 75% compliance– 2008 data: 75.1% compliance– 2009 data: 76.1% compliance– 2010 data: 81.4 % compliance

State Performance Plan: Indicator 13

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Goal = 100%!

• 2010: Percent of students whose IEPs met Indicator 13 requirements: 81.4%

• 2010: Percent of students whose IEPs did NOT meet Indicator 13 requirements: 18.6%

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WHO must be trained as part of Cohort 5?

• Teams from each LEA/ APS , including:– Special Education Director– District Transition Coordinator– ALL special education staff responsible for writing IEPs for

students age 14 or older– Other staff responsible for contributing to IEPs

• Other recommended team members:– Principals– Guidance counselors– School psychologists– Career and Technical Education Staff– School Nurse– General Education Teacher(s)

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HOW will training be accomplished?

• From September 2012 through April 2013– A combination of:

• Regional group trainings• Review of Indicator 13 IEP Review

Checklist (Pre and Post training)• Individualized guided practice (usually

onsite)– According to a customized training plan

developed by each LEA/APS in collaboration with IU and/or PaTTAN staff

• Ending with a follow-up webinar for all Cohort # 5 LEAs/APS on May 1, 2013. 16

WHAT content will be covered?• Indicator 13 requirements• Indicator 13 IEP Checklist Pre-Review• A process for effective transition planning, including:

– Age-appropriate transition assessments– Post-secondary goals– Present Levels of Academic and Functional Performance (PLAAFP)– Transition team partnerships– Transition Services and Activities– Measurable Annual Goals (MAGs)– Progress monitoring

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Questions on the 2012-13 Indicator 13 IEP Review Checklist

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INDICATOR 13 ELEMENT PreReview

Post Review

1. Evidence that the student was invited to the IEP meeting2. Evidence that agency representatives were invited with parent

consent3. Age-appropriate transition assessment

4. Post-Secondary Goal(s) clearly identified 4 F . Post-secondary goals updated annually

5. Courses of Study identified6. Transition Services to improve the academic and functional

achievement 7. Measurable annual goals that will reasonably enable the child to

meet the post-secondary goal(s)?

o Condition

o Student Nameo Clearly Defined Behavioro Performance Criteria

Summary: Does the IEP meet the requirements of Indicator 13?

Sample Indicator 13 Pre/Post Data

Indicator 13 Element Results Prior to Training (% yes)

Results After Training(% yes)

1. Age Appropriate Transition Assessment

39% 89%

2. Post-Secondary Goal(s) 17% 85%

3. Student Invited to IEP Meeting 63% 96%

5.Agency representation 43% 68%

3. Courses of Study 37% 95%

4. Transition Services 23% 84%

6. Measurable annual goals 20% 73%

Indicator 13 IEP Review Checklist

What it IS:A tool that is used to:• Help educators review

their IEPs for overall quality and effective practice, and alignment with Indicator 13 requirements

• Focus and guide professional development based on needs identified through IEP review

• Collect data to show the effect of professional development on quality IEPs

• Promote implementation of effective transition practices

What it’s NOT• NOT used to evaluate

individual teachers • NOT used to evaluate

schools or districts• NOT used for

compliance monitoring

• NOT to be used without accompanying professional development and individualized guided practice

As a Reminder…

• The Indicator 13 Training series promotes Effective Practices for transition planning

• Effective practices focus on appropriate transition services and activities to promote positive outcomes for students

• This is not a compliance training. 21


Ensuring Effective Secondary Programs and Post-Secondary

Outcomes:

Part II: “PA’s Process for

Secondary Transition”

A Process for Addressing Transition

Step One: Use assessment to identify the student’s post- secondary desired goals or vision. Step Two: Describe the student’s Present Levels of Academic Achievement / Functional Performance (PLAAFP), embedding Assessment dataStep Three: Establish Transition Team partnershipsStep 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 24

Training Example: Phillip

• Grade 11• Fully included• Enrolled in a Career Technical

Education Auto Body Repair Program

• Considering post-secondary education vs. immediate employment

• Reading and writing needs• Beginning to develop self

advocacy skills25

Use assessment to identify the student’s post-

secondary desired goals or

vision.

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Step One:

Age appropriate transition assessment is needed to:

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Identify interests

and preferen

ces

Set post-

secondary goals

Further assess

aptitudes, abilities,

skills

Interests – a measure of opinions, attitudes and preferences

Preferences – what the student values and likes

Assessment ≠ testAssessment = gathering

informationAssessments can be formal or

informal or a combination of both.

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Assessing Interests and Preferences

Examples: • Bridges Interest Inventory• Student Transition Survey or Interview• Kuder General Interest Survey (KGIS)• COIN Career Guidance System of

Assessment• Aviator Assessment• Casey’s Life Skills Inventory or Personal

Preference Indicator• Keys2Work• Learning Styles Inventory 30

Age appropriate transition assessment is needed to:

32

Identify interests and

preferences

Set post-

secondary

goals

Further assess aptitud

es, abilities, skills• Post-Secondary

Education/Training

• Employment

• Independent Living

Post -Secondary Goals• Statements of the student’s goals for

each area:–Post-Secondary Education/Training–Employment– Independent Living

• Based on information gathered on interests and preferences

• For each student, we must address all three areas

• NOT the same as events that occur IN high school

• NOT the same thing as IEP Measurable Annual Goals

• Must be updated annually.

Documenting Post-Secondary Goals in the IEP

• IEP Team must address each post-secondary goal area.

• Post-secondary goals are summarized in two places:– Present Levels (Post-Secondary Transition bullet)– Transition Grid

• If a post-secondary goal area is not selected:– Present education levels must use data to

document why.– Use statement such as, “The IEP team has

documented that a goal and services for this area is not needed at this time.”

– DO NOT write “N/A”, “none” or leave the goal area blank.

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Example Post-Secondary Education and Training Goal:

PhillipPostsecondary Education and Training Goal:

Phillip has a goal of enrolling in postsecondary training in the area of automobile repair or a related field.

Measurable Annual Goal

Yes/No

(Document in Section V)

Courses of Study :

Service/Activity Location Frequency ProjectedBeginning

Date

AnticipatedDuration

Person(s)/ Agency

Responsible

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Example Employment Goal: Phillip

Employment Goal: Phillip has a goal of competitive employment in the area of auto body repair or related field.


Yes/No


Courses of Study :


Date

AnticipatedDuration

Person(s)/ Agency

Responsible

36

Example Independent Living Goal: Phillip

Independent Living goal: The IEP team including Phillip and his parents has determined that a goal and services for this area are not needed at this time.


Yes/No


Courses of Study :


Date

AnticipatedDuration

Person(s)/ Agency

Responsible

37

NOTE: If a goal area is NOT selected, leave

the rest of the grid BLANK!

BUT– present levels must document WHY…

see next slide

Why does Phillip not have a goal for Independent Living?

Present Education Levels: Functional Performance• Phillip missed only two days of school last year.

He had one tardy and no office disciplinary referrals.

• 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. He will not need a goal or services for this area.

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Post Secondary Education/Training Goals: More Examples

• Caroline has a goal of enrolling in postsecondary training in the area of cosmetology or a related field.

• Will’s goal is to attend a two year technical school

• LeToyia’s goal is to attend a four year college to pursue her interest in working with persons with hearing loss.

• Shawna’s goal is to attend an employment training program for work in a clerical area.

• Or: The IEP team has documented that a goal and related services/activities for this area is not needed at this time. (Use present levels to document that a goal for this area was considered)

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Employment Goals: More Examples

40

• Caroline has a goal of competitive employment in the area of cosmetology or a related field.

• Steve plans to seek competitive employment possibly in the trucking industry.

• Andre plans to seek employment in Video Production after graduation from college.

• Cindy has a goal of supported employment, possibly in the area of food service.

• Lee plans to enlist in the Army after High School.• Mark’s goal is to work with computers after

graduation.• Almost every student will have a goal for

Employment!• Or: The IEP team has documented that, given her

intense medical and cognitive challenges, a goal and related services/activities for employment are not appropriate for Diane at this time.

Independent Living Goals: Example Statements

For students who are anticipated to need services:

• Caroline’s goal is to live independently. (Note: she will need services during HS to reach her goal)

• Zack’s goal is to live with his family. He will need supports to access community resources.

• Jill’s goal is to live in an supported apartment, and to access community resources and programs with supports.

Or, for students who are NOT anticipated to need services (based on data):• The IEP team has determined that a goal and

services in this area are not needed at this time.

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Identifying student’s post secondary goals leads to further

assessments…

43

Identify

interests and

preferences

Set post-secondar

y goals

Further

assess aptitudes,

abilities,

skills• 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

Matching assessments to goals…Gathering information to help us know if/how

the student can reach his/her goals:• Does Phillip have adequate reading skills to

succeed in a highly technical postsecondary program?

• Does Caroline have the reading and math skills needed to succeed in a cosmetology program?

• Will Zack be able to travel independently to work?

• What skills will Shawna need to be able to plan and manage meals?

• 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• Other areas based on individual need

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Examples of Assessments of Aptitudes

• Curriculum-Based Assessments

• Classroom quizzes comprehension checks, essays, checklists/rubrics

• Progress monitoring on goals

• Comprehensive Diagnostic Tool (CDT)

• 4Sight• Keystone• PSSA

• Career and technical education assessments

• Work Samples• Portfolios• Information from

employers• Commercially

prepared assessments of specific career-related aptitudes (McCarron-Dial, SAGE, etc.)

• Observations (Home/School/Community)

46

Describe the student’s Present

Levels of Academic Achievement /

Functional Performance

(PLAAFP)(incorporating

Assessment data)

47

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.

49

Address Each Bullet: Leave No Area Blank

• 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

• How student’s disability affects involvement and progress in general education curriculum

• Strengths• Academic, developmental, and functional

needs related to the student’s disability50

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. 51

Example Present Education Levels: Phillip’s Post-Secondary Transition Information

• Phillip’s decision to enroll in the auto body program was based on parent survey information, his student interview in which he expressed an interest in cars, and visits to the career and technology school in 8th and 9th grade. Over the past 3 years, Phillip has been given a variety of assessments that include yearly student interviews , PA Career Zone Quick Assessment (9th gr.) and Interest Profiler (10th gr.), and the Self Directed Search (SDS) in 10th gr. In September 2011, he was given the Survey of Work Styles (SWS) and the following aptitude assessments from the SAGE Vocational Aptitude Assessment (Pesco): General, Numerical, Spatial Ability, Finger Dexterity, and Manual Dexterity. Results of these assessments are consistent with previous assessment data and information from the Career Center. These results suggest that Phillip has the aptitude, dexterity, and interest to pursue a career in auto body repair. As required of all students in the district curriculum, Phillip has maintained a career portfolio which documents his career exploration and preparation.

• Although the CTE program will prepare him for employment immediately after high school, Phillip is also considering going on to a local technical school or community college to expand his skills or explore a related area. Phillip and his parents feel that additional education would give him more employment options and increase his earning power.

Example Present Education Levels: Phillip’s Writing

• Phillip’s 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 8.5 words, with 2 or fewer errors of grammar or omission of words per 100 words. He met last year’s 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 7-10 word sentences, with average length of 7.6 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 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. He has learned the SCOPE strategy and will continue to use it.

• 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.

53

Indicator 13 Checklist Question #3

• (File Review Question # 289)

• Evidence that the measurable postsecondary goals were based on age appropriate transition assessment

Question # 3:• Is there evidence of age-

appropriate transition assessment(s)? §300.320(b)(1)

Review Present Levels of IEP• Refer to questions on next

slide.

54

Guiding Questions - Question 3A. Were age-appropriate assessments (formal

or informal assessments of interests, preferences, aptitudes, achievement) conducted in order to develop postsecondary goals?

B. Is there evidence that assessments are given and/or updated each year? (refer to Question 4F below)

C. Was all assessment data interpreted and utilized in the development of the present levels, postsecondary goals and transition services and activities?

D. Is there baseline data in the present levels to support the development of the measurable annual goals?

55

Additional Look-fors- Question # 3

• Is assessment information compiled from a variety of formal and informal sources and types?

• Is assessment data gathered over time?

• Do present levels show that assessments are given or updated at least annually? (Question 4-F) 56

Indicator13 Checklist Question # 4

• (File Review Question # 290)

• An appropriate measurable postsecondary goal that covers education or training, employment, and, as needed, independent living.

Question # 4: • 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)

Review Present Levels AND Part III, Transition Grid• Refer to questions on next slide. 57

Guiding Questions - Question # 4A. Do present education levels provide evidence

that all 3 post-secondary goal areas have been considered?

B. Is there a post-secondary goal for Education/Training or a statement that the area was addressed by the IEP team?

C. Is there a post-secondary goal for Employment or a statement that the area was addressed by the IEP team?

D. Is there a post-secondary goal for Independent living or a statement that the area was addressed by the IEP team?

E. Will the goal(s) occur after the student graduates from school? 58

Reminder: For any post-secondary area for which a goal was NOT selected, present levels must provide data and evidence to support that decision.

Indicator 13 Checklist Question # 4F

(File Review Question #291)Evidence that the postsecondary goal or goals that cover education or training, employment, and, as needed, independent living are updated annually.

Note: This question involves looking at two consecutive IEPs. It will not be counted for Indicator 13 Checklist Pre and Post Reviews.

Question # 4 F: • 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))

Review Present Levels:• Look-fors: Evidence

that assessments are given or updated at least annually

59

Establish Transition

Team Partnership

s

60

Step Three:

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 IF likely to provide or pay for services

• relatives/friends/advocate

61

Invitation to the IEP Meeting

• Invite must reflect that student is invited– Use a separate Invite for student and

parent

• Invites must include agencies when it is appropriate for them to be invited – If agency is likely to provide or pay for

services– With parent permission 62

Agency Involvement in Transition

• Agency involvement is based on individual needs– Younger students may not require

agency unless have MH-MR supports or foster care, disability-related need (e.g., autism services, epilepsy).

– OVR may be not be involved till 11th or 12th grade.

– Agency involvement may vary by region.

• Document agency invitation on IEP Invite!

63

Agency Involvement in Transition• Use Transition or Parent section of Present

Levels to describe any special circumstances regarding agency participation, for example:– An agency is working with the family and

will be invited – Student is too young to initiate services

but agency involvement will be discussed at meeting

– Parents refused agency participation• Parents are more likely to consent to

agency involvement if they understand the reasons

• Get to know your local agencies!

64

Indicator 13 Checklist Question # 1

(File Review Question # 247)• Transition

planning and services – Invitation to Student is evident, (age 14, or younger if determined appropriate).

Question # 1: • Is there evidence that the

student was invited to the IEP meeting?

20 U.S.C. 1416(a)(3)(B)

Review IEP Invitation:

• Is there an IEP Invitation Letter specifically addressed to the student? 65

Indicator 13 Checklist Question # 2(File Review Question # 246)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.

Question # 2: • 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)

Review IEP Invitation• Refer to questions on next

slide. 66

Guiding Questions - Question # 2A. Does the IEP (Present Levels) include

information regarding agency involvement?B. Were representatives from other agencies

invited to the IEP meeting with parental consent? If YES, skip the remaining items in this section and record the summary rating.

If agencies were NOT invited…1. Was it too early to determine that outside

agency involvement was needed? 2. Was it unlikely that an outside agency would

be providing or paying for services?3. Did parents refuse to consent to inviting

outside agency personnel? 67

Design a Transition Plan that includes:

Courses of Study and Services/Activities

Section III of the IEP“The Transition

Grid”

68

Step Four:

Employment Goal: Measurable Annual Goal

Yes/No


Courses of Study :


Date

AnticipatedDuration

Person(s)/ Agency

Responsible

What are Courses of Study?• Part of the “coordinated set of activities” that

help student move from high school to identified post-secondary goals

• Support academic and functional achievement• Should promote graduation by meeting district

standards• Include “Programs of Study” at Career Tech

Centers, whether Exploratory or Laboratory program

• Courses should be listed by course name- not “functional curriculum” or “college prep”

• Course of Study must reflect current year’s courses. 70

Courses of Study

Employment Goal: Measurable Annual GoalYes/No


Courses of Study: List current courses by name here


Date

AnticipatedDuration

Person(s)/ Agency

Responsible

71

What are Transition Services / Activities?

• Action steps that support the student’s movement towards post-secondary goal areas

• Slated to occur during current IEP• Each post-secondary goal area must

have:• At least one SERVICE- Measurable

Annual Goal to address skill deficit (e.g., reading, writing, behavior, organization, etc.)

• At least one ACTIVITY- other activities that help the student reach his/her goal (next slide)

• Put all together from 1st year to final year of transition planning = coordinated set of activities

72

Transition Services and ActivitiesPost-Secondary Education Goal: Measurable Annual Goal

Yes/No


Courses of Study:


Date

AnticipatedDuration

Person(s)/ Agency

Responsible

LIST AT LEAST ONE MEASURABLE ANNUAL GOAL

Where? How often?

Same as IEP dates

Same as IEP dates

Recommend listing by title not name

LIST AT LEAST ONE ACTIVITY

Where How often?

Might be same as IEP dates, or time limited

How long will it continue?

Recommend listing by title not name

Example Services…

…ADDRESS SKILL DEFICITS & LEAD TO MEASURABLE ANNUAL GOAL & PROGRESS MONITORING

• Build vocabulary skills• Writing conventions• Learn to board a bus• Comprehend figurative

language• Initiate peer interaction• Improve skills with

budgeting, time management , algebraic equations, etc.

• Follow three-step directions

• Self advocacy skills

Example Activities…

…DO NOT NEED A MEASURABLE ANNUAL GOAL

• Attend college fair• Complete a virtual tour• Explore employment

options• Compile list of pros &

cons of working right after HS

• Meet with guidance counselor to determine schedule

• Group meeting with OVR counselor

• Job shadow

74

Provided to help student achieve post-secondary goals, BUT DON’T NEED MEASURABLE ANNUAL GOALS

• Visit a college or job fair• Complete a virtual tour• Complete career portfolio• Job shadow 4 hours per 9

wks.• Meet with guidance

counselor to review graduation plan

• Senior project• Group or individual

meeting with OVR counselor

• Support for voter registration

Phillip’s Transition Grid- Post-Secondary Education

75

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


Yes/No(Document in

Section V)

Courses of Study: Auto Body Repair Program; English, Algebra II, Chemistry; US History


Date

AnticipatedDuration

Person(s)/ Agency

Responsible

*Continue to improve writing and editing skills

HS During the school day

Oct, 19, 2011 Oct, 17, 2012 LS Teacher, General ed. teachers

Continue to expand use of materials in digital format in content area classes

HS During the school day

Oct, 19, 2011 Oct, 17, 2012 LS Teacher, General education teachers

Develop list of questions to use when visiting postsecondary programs.

High School

One time Oct, 19, 2011 Dec. 22, 2011 Transition coordinator

Investigate local Community College and trade school to explore program options via visits, virtual tours, and/or college fairs.

HS or CommCollege,ABC Trade School

One activity per school

Jan. 4, 2012 April 30, 2012 Guidance Counselor; family

* Denotes measurable annual goal

Don’t Forget….

For each postsecondary goal…. – Post-secondary Education– Employment– Independent Living

• There must be at least one Measurable Annual Goal referenced in the Transition Grid.

• Conversely, each Measurable Annual Goal should be referenced in the Grid.

76

Indicator13 Checklist Question # 5• File Review

Question # 292 a

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

Question # 5: • 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)

Review Part III of IEP Transition Grid• Refer to questions on next slide. 77

Guiding Questions- Question # 5A. Are the courses listed by name? (not

just “math” or “Life Skills” or “college prep”)

B. Do the courses listed align with the student’s identified post-school goal(s)?

C. If the student’s schedule has changed for any reason has the IEP been updated to reflect these changes to courses? (IEP needs to reflect current courses)

78


• File Review Questions:

• 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

Question # 6: • 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)

Review Part III of IEP, Transition Grid• Refer to questions on next

slide.

79

Guiding Questions- Question # 6A. For each targeted postsecondary goal

area, is the box at the top of the grid section checked “Yes” to indicate that there is one or more measurable annual goal(s) related to that postsecondary goal?

B. For each targeted postsecondary goal area, does the transition grid contain a reference to one or more measurable annual goal(s) [service(s)] addressing a skill need?

C. Are all measurable annual goals referenced as services in the Transition Grid?

80

Guiding Questions (cont.)- Question # 6

D. For each targeted postsecondary goal area, does the transition grid contain at least one activity to help a student reach that goal, (e.g., college or employment visit or fair, meeting with an agency representative, job shadowing, resume preparation, etc.)?

E. Based on data in the Present Level Section, if a postsecondary goal area is not targeted, is the related grid section left blank? 81

DevelopMeasurable Annual Goals that address

skill deficits and lead to post-

secondary goals

82

Step Five:

Measurable Annual Goal (MAG)

• For students age 14-21, every measurable annual goal (MAG) and short term objective (STO) supports the student’s post- secondary goals.

84

Measurable Annual Goals (MAG) • Build skills (identified in Needs)• Prioritized: 3-5 goals for most• Communicate expectations-projects

student performance at the end of one year of instruction

• Begin from baseline of skill (present levels)

• Contain measurable, countable data• Are written to include progress

monitoring 85

Alignment: Present Ed Levels to Goals

86

PLAAFP •Present Levels of Academic Achievement and Functional Performance : Baseline information that gives a starting point.

Needs •Needs: Areas of need that must be addressed in the IEP

Grid •Grid: Services or Activities listed in the Transition Grid that will help the student to achieve his/her post-secondary goals

MAGs •Measurable Annual Goals: Specific areas of skill deficits that will be targeted for instruction and monitoring

Progress Monitoring •Progress Monitoring: How, and how often, we will monitor the skill to ensure that student is on track to achieve the goal.

Measurable Annual Goals and ObjectivesWhat they are NOT • NOT curriculum • NOT for subject areas• NOT grade averages or passing a

course• NOT only for students instructed in

special education classes• NOT activities such as visiting a

college fair or job shadowing• NOT specified as “transition goals”• NOT the same as post-secondary

goals

87

Examples of SKILLS that might be needed for

Secondary Students • Academic Skills• Organizational skills• Social Skills• Time Management Skills• Dexterity Skills• Communication Skills• Self Help Skills• Travel Skills• Mobility Skills• Workplace Values• Self Determination and Self

Advocacy Skills 88

Measurable Annual Goals

Four required parts:1. Condition2. Student’s Name3. Clearly Defined Behavior 4. 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 89

90

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?

Examples:Given visual cues…

During lectures in math…

Given active response checks…

Describe behavior in measurable, observable terms. Use action vebs.

What will s/he actually DO?

Examples:LocateNamePointSeparateRankChoose Remember--Academic Standards, Big Ideas, Competencies from the Standards Aligned System (SAS) provide the content for goals.

The level the student must demonstrate for mastery:

How well?

Examples:

% 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?

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 consistent use of a strategy (SCOPE*), and spelling guide of his choice, Phillip will review his writing to include 100% correct spelling, punctuation, capitalization, and grammar on 6 out of 6 randomly selected short writing assignments in content area classes.1.5.11.F. Edit writing using the conventions of language.

Teacher checklist applied to first four sentences of randomly selected writing assignments (biweekly)--------Sample assignments provided quarterly.PSSA Scores reported in Fall.

Quarterly

91

Phillip’s Measurable Annual Goal - Writing

92

PLAAFP

• Difficulty with spelling, capitalization, grammar, punctuation on short pencil and paper writing assignments.

NEED

• Improve written language by using a consistent strategy for proofreading and self-correcting of errors.

GRID• Continue to improve writing and

editing skills using self monitoring strategy.


• Given consistent use of a strategy (SCOPE*), and spelling check of his choice, Phillip will review his writing to include 100% correct spelling, punctuation, capitalization, and grammar on 6 out of 6 randomly selected short writing assignments.

Progress Monitoring

• LS Teacher (biweekly) will use a brief checklist to review punctuation, capitalization, and grammar to first four sentences of randomly selected writing assignments from various classes.

Phillip: Writing Example

Monitor Progress and

Adjust Instruction Based on

Data93

Step Six:

Phillip’s Total Errors in Short Writing AssignmentsIs Phillip making progress?

94

0

1

2

3

4

5

6

Sept.15 Sept. 22 Sept. 27 Oct. 1 Oct. 7 Oct. 11 Oct. 18 Oct. 24

Total Errors

Phillip’s Progress Reporting - Writing

Nov. 1: On his last 3 writing samples Phillip made 2, 1, and 1 errors. He is making progress towards his goal. Attached are three samples from classes.Jan 23: On his last 4 writing samples P. made 1, 4, 0, and 2 errors. We reviewed & discussed consistent use of the SCOPE strategy esp. for grammar. Attached are three samples from classes. March 30: On his last 5 writing samples Phil made 0, 1, 2, 0, and 0 errors. He is making progress towards his goal. Attached are three samples from classes.

95


File Review Question # 292 c• Annual goals

are related to the student’s transition services

Question # 7: • Is (are) there measurable

annual IEP goal(s) that will reasonably enable the child to meet the postsecondary goal(s)? ) Indicator 13 language

Review: Part V of IEP, Measurable Annual Goals• Refer to questions on next slide.

96

Guiding Questions - Question # 7Does each annual goal (and Short Term Objective) contain the following components?

A. A condition? B. Student’s name?C. Clearly defined behavior?D. Performance criteria, including:

1. level of performance (how well?)2. number of times needed to

demonstrate mastery (how consistently?)

3. evaluation schedule (how often and by what method will the student be evaluated?)

97

Guiding Questions - Question # 7 (cont.)

E. Is there alignment between the Present Levels, list of Needs, the Transition Grid, and Measurable Annual Goals?

(Do all parts of the the IEP match, and make sense?)

98

Indicator 13 IEP Checklist

Summary Question• Does the IEP meet all

requirements of Indicator 13? – If all Questions 1-7 are answered

YES 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. 99


Ensuring Effective Secondary Programs and Post-Secondary

Outcomes:Part III:

Using the Indicator 13 IEP Review Checklist

Your Turn

• List two new ideas you learned today:

101

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?

103

Contact Information www.pattan.net

104

Rosemary NillesPaTTAN [email protected] 412-826-6870800-446-5607 ex. 6870

Michael StoehrPaTTAN [email protected] ex. 6864

Commonwealth of PennsylvaniaTom Corbett, Governor

Pennsylvania Department of EducationRonald J. Tomalis, Secretary

Dr. Carolyn Dumaresq, Deputy SecretaryOffice of Elementary and Secondary

Education

John J. Tommasini, DirectorBureau of Special Education

Patricia Hozella, Assistant DirectorBureau of Special Education

mailto:[email protected]

mailto:[email protected]

ensuring effective secondary programs and post-secondary outcomes: pennsylvania’s indicator 13...

Documents

secondary transition

phillips iep

training seriesas

entire training series

process cohort

pennsylvanias indicator

new indicator

postsecondary outcomes