TRIANGULATING POSTSECONDARY GOALS

#3 PUTTING THE IEP TOGETHER

MEETING INDICATOR # 13 MANDATE

April 24, 20123:00 – 4:30 p.m.

A Webinar Series Presented by

The California Community of Practice on Secondary Transition

J ILL LARSON, COORDINATOR OF COPCALIFORNIA DEPARTMENT OF EDUCATION

PRESENTERS

SUE SAWYER, CA TRANSITION ALLIANCE

LONI ALLEN, PARENTS HELPING PARENTS

Welcome

Goals

Our goal has been to offer a series of webinars to improve writing transition goals in the IEP.

Today we willReview the transition mandates in the IEPExplore the parent perspective on transitionExplore developing annual transition goals by

triangulating secondary goals, common core standards and industry standards

Construct the IEP

IDEA: Transition

Focus: Improve academic and functional achievement to facilitate movement from school to post-school activities

Based on youth’s strengths and interests

Includes instruction, related services, community experience, development of employment and other post-school living objectives

Mandates the development of a plan that summarizes skills, strengths, transition readiness, needs

State Performance Plan

Indicator 13 requires IEPs to:List measurable postsecondary goals in employment,

education/training, and independent living, if neededBe updated annuallyBe based on age appropriate assessmentsList transition servicesDefine the course of studyState annual IEP goals related to postsecondary goalsInvite students to the meetingInvite representatives of agencies that are approved by

parents/students

Timeline

Based on Indicator 13, specific items need to be addressed before the meeting1. Invitation to student to attend transition IEP.2. Invitation to agencies (approved by parents/student)3. Age and grade appropriate assessment

During the meeting Develop the IEPList postsecondary/annual goals, services, course of

studentAfter the meeting: Implement the IEP

Postsecondary Goal Mandates

One goal in each area:Education or TrainingEmploymentIndependent Living, if IEP team determines appropriate

Goal statements - measurable outcomesUse action verbs RelevantTime frame (12-24 months after high school)

Measurable Postsecondary Goals

IDEA and the National Post-school Outcomes Center specify what areas postsecondary goals need to address.

The language must be outcome focused. A best practice is to state the goal in the “I” voice.

After high school _(I) (Name) will

_______________________________________________________________________________

Behavior where/how

Is it countable? Can it be answered with yes or no?

Measurable Postsecondary Transition Goals

IDEA defines post secondary education/training outcomes:Enroll in college or universityEarn occupational certificateEnroll in vocational training (ROP, beauty school, pet

grooming, trucking school, ……. )Enter military for training in….Enter an apprenticeshipComplete on the job trainingEnter Community based training …May list major, industry, or job of interest as goals mature.

I will enroll at… and earn a degree

certificate as,,

I will enroll at….

I will go to school

Measurable Postsecondary Goals

EmploymentCompetitive work - full time / part timeSupported employmentIntegrated work activity orEntrepreneurshipVolunteer

I will work in full time employment as… at

I will work as..

I will work

Measurable Postsecondary Transition Goals

Independent Living GoalsLive independentlyLive with family, roommatesLive independently with supportive servicesLive in group homeManage finances, householdAccess community – independently, use public transportation

Prepare annually for postsecondary goals

Directly relate to education, employment and independent living goal statements

How do we know the goals are reasonable and relevant?

One way is to utilize industry standards, state common core standards, and identify the expectations of the “next environment”

Annual Goals

Triangulating Goals

Industry StandardsSCANS / 21st Century

Skills

Common Core Standards“Next Environment

Prerequisites”

Postsecondary GoalsEducation/Training

Employment Independent Living

Annual Goals

Let’s Explore O’NET

O’NET can inform the IEPEntry into careers require education and training

O’NET information can help studentsResearch CareersComplete on line applicationsResumes for scanningDefine postsecondary goalswww.onetonline.org

Industry Standards Inform the IEP

Have you ever wondered what students need to know and do in various career areas?

O’NET is the Occupation Information Network that is the national database for jobs in the U.S.

It lists the Industry standards required for success in the student’s stated career interest area. It can be aligned with student assessments.

We will explore how industry standards language can be integrated into the annual goal statement.

Common Core State Standards (CCSS)

Background: Common Core State Standards were a voluntary state led effort coordinated by the Council of Chief School Administrators and the National Governors Association Center

for Best Practices. Standards were developed for math and English-language arts

Goal: Develop a set of consistent, clear educational standards that

would prepare students for college and career success

Timeline: California adopted the standards August 2, 2010 and is

working to develop curriculum, assessment and instructional materials.

Key concepts of the Common Core State Standards

A new way of thinking Universal Design for Learning

Instruction Assessment

Multiple pathways Learning progression Individualized and personalized

Common Core State Standards

Aligned with college and work expectations

Prepare students for success in entry-level, credit bearing, academic college courses (2- and 4-year postsecondary institutions)

Prepare students for success in careers that offer competitive livable salaries above the poverty line, opportunities for career advancement, and are in growing or sustainable industries

Parents / Family Post-Secondary Support, Mentors

Shareinsights

Hobbies

Hopes

Expectations

Chores

Talents

Now Let’s Hear the Parent Perspective

What needs to happen before the IEPSchedule, Invite students, parents, agencies, IEP teamAssessment including parent input

Loni Allen is here to share the parent perspective.Loni is a member of the Community of Practice

Leadership Team and is with Parents Helping Parents.

Some Common Issues for Parents Are:

• Lack of training about transition rights• Lack of awareness of agencies who provide transition

support or what programs are available• Anxiety about transition process• Concerns about employment or further

education/training• Concern about independent living and if they may end

up supporting the child into adulthood• Who will care for the child when the parents are gone• Concerns that the students postsecondary goals may

not be realistic• Concerns about safety

How can parents help?

Offer input about the young person’s interests

Participate collaboratively in the assessment and goal development process

Provide personal networks to help a young person Partner with the school to effectively explore work-based

learning outside of school settings

Postsecondary GoalsEducation, Employment, Independent living

Annual Goals - lead to attainment of postsecondary goals

Core Academic StandardsIndustry Standards

Course of Study

Student Interests, Readiness,Challenges

Constructing the Transition IEP

Think about Casey . . .

Casey is a very social 17-year-old junior. He is eligible for special education under specific learning disability. He maintains a “B” average, taking courses this block semester in Art, Algebra, World Studies, and co-taught English with a lot of special education support. He would like to become a fire fighter. His general interests are Realistic (based on the Holland Code).

Assessments: Interest Surveys, Interviews, He wants to work part-time his last year in high school.

Analyze: Which skills will have the greatest academic impact on future growth, success and transition to post secondary life?

Casey’s Postsecondary Employment Goal:After high School, I will be employed as a forest firefighter

O’NET: TasksCollaborate with others as a member of the crewExtinguish flames and embers to suppress fires using shovels, pumpsTest and maintain equipment, tools, jump gear, parachutesMaintain contact with fire dispatchers-notify them of needs for resourcesRescue victims, administer emergency first aid

SkillsActive listening, speakingCoordinate actions with others, Monitor to make corrective actionsCritical Thinking

Abilities Oral Comprehension, Oral expressionProblem sensitivity,Deductive reasoning

Education: High School Diploma + Specialized training

Postsecondary Education GoalI will attend Shasta College to earn a fire technology certificate.

Annual Goal Language

Triangulated goals require that there is an obvious connection between postsecondary goals and annual goals.

Examples may include:

In order to prepare to work as a firefighter, Casey will successfully complete ROP Fire technology.

Casey will look for employment in a part-time job.

Think about Kelly . . .

Kelly is a junior with intellectual disabilities on a certificate track for graduation. She receives work training in a veterinary clinic, learning to use public transportation to/from work training and to use a visual/picture schedule to complete tasks. She is polite but has difficulty conversing/sharing information and /asking for assistance with co-workers/peers/teachers/supervisors. She would like to have a job working with animals.

Assessment: Vocational Situational Assessment, Interest Survey, InterviewInterests: realistic, conventional

Analyze: Which skills will have the greatest academic impact on future growth, success and transition to post secondary life?

Kelly’s Postsecondary Employment Goal:After high School, I will be employed as an animal caretaker

My Next Move Summary (Based on O’NET)What they do:Feed, water, groom, bathe, exercise, or otherwise care for pets and other nonfarm animals, such as dogs, cats, ornamental fish or birds, zoo animals, and mice. Work in settings such as kennels, animal shelters, zoos, circuses, and aquariums. May keep records of feedings, treatments, and animals received or discharged. May clean, disinfect, and repair cages, pens, or fish tanks.

Basic Skillskeeping track of how well people and/or groups are doing in order to make improvements; listening to others, not interrupting, and asking good questions; Problem Solving noticing a problem and figuring out the best way to solve it

Education: High School Diploma Specialized training/ OJT

Postsecondary Education GoalI will complete specialized training through the Petco stylist apprentice program.

Mapping Annual Transition Goals to Academic StandardsGoal Tasks Exhibit Learner

OutcomeAcademic Standards

Submit error free job application online

Research job opportunities

Read job announcement

Complete accurately, and error free document.

Submit on-line

Print out of job application for portfolio

Student will apply skills to work settings.

Read, interpret informational text.Gather relevant information.Write information clearlyDemonstrate knowledge of standard English, vocabulary and spelling.Use technology

Employment Postsecondary Goal: Competitive Employment in a specific career

What Do Students Need To Do? Age / Grade Appropriate

Career Planning Job Search Career Preparation Self Advocacy Independent Living Skills

Create Actionable Plan Find a Job Get Ready Advocate for services Tale Care of Self Grade 12 Develop personal career /

education plan Identify the postsecondary education/training program that will meet the educational needs, certification standards for your career. Submit applications to postsecondary education or training programs Pass placement tests and/or entry tests

Identify job opportunities using Craig’s list, cal jobs, Submit online applications that provide you meet minimum qualifications. Write resumes that demonstrate you have the skills, abilities and talents to be considered for employment. Interview for employment opportunities in careers of interest.

Complete classes to earn diploma/certificate Complete career technical classes and/or elective classes that relate to your interests. Demonstrate knowledge of career decision-making process.

Apply to Department of Rehabilitation for transition support. Apply to Disability student programs and services at the community college. List Employment ADA rights List reasonable Accommodations Using Job Accommodation network. Demonstrate self advocacy skills to advocate for yourself d the workplace. Review social media presence to verify that you are not disclosing a disability on line.

Research cost of living in your area using Reality Check Develop a personal budget to meet your needs. Apply for benefits if appropriate. Apply for financial aid Demonstrate the “soft skills” needed for education, training and independent living. Verify on line reputation is appropriate. Register to vote, Males, for draft Navigate a community

Grades 10-11 State tentative career choice Research tentative career interests to identify industry or career opportunities that match your personality, interests, talents, skills and educational / training goals. Research career choices using O’NET and or California Career Zone to match yourself to career choices.

Practice completing job applications and develop “cheat sheet” to ensure you have an error free sample application. Expand exhibits in your portfolio that you can share with potential employers. Participate in job fairs

Enroll in Career-Technical Classes and/or elective classes that relate to career interests. Participate in volunteering, service learning, internship, work experience or other Work based learning opportunities related to interests. Reflect on experiences to validate your interests.

Lead you own IEP Develop your portfolio that demonstrates your skills, Request accommodations as needed

Financial Literacy Self Care Community orientation Develop recreation interests Health and Wellness

Grades 7-9 Explore career choices through career fairs, education fairs, informational interview, job shadowing

Develop mock applications Participate in mock interviews Develop resume, portfolio

Identify career pathway courses offered at your school. Explore odd jobs, volunteer options Connect hobbies, interests to general career choices

Know learning style, Actively participate in IEP

Know yourself

Connections

AgenciesWhat agencies that will provide post-school support are in

your community?You are required to document an invitation, with

parent/guardian/student approval.If it is not appropriate to invite an agency, list N/A and

document.

Community ExperiencesDoes your student participate in community based

experiences/activities?Youth groups, 4-H, arts programs, volunteer programs

Special Olympics

Course of Study

High school graduation goal Diploma or Certificate District requirements /Graduation Status CTE / Elective classes related to career goalsOther items to consider:Test ScoresAcademic HistoryAttendanceBehavior Postsecondary goals and prerequisites

When we discuss the course of study, it is important to look at the “next environment.”

Do programs of interest have prerequisite testing?What are the qualifications?What do students need to know about the next environment?

www.thinkcollege.net

When I was researching training programs for animal care, I found this at Petco:

http://careers.petco.com

Course of Study

In Conclusion

It is important to remember …..

Transition is a process, not a document

The spirit of transition focuses on the youth

The transition IEP can help the student understand the reason to complete classes, engage in their community and envision a future

Transition Planning Begins with Student Choices

When do we start to help them dream about their future? Hope Confidence Resources

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