The California Department of Educationand

The California Community of Practice on Secondary Transition Presents

A Webinar Series Triangulating Postsecondary Goals

Incorporating Industry Standards and Common Core Standards in

Postsecondary and Annual Goal Statements

Hosted by California Department of EducationMarch 20, 20123:00 – 4:30 p.m.

Welcome

Sue SawyerPresidentCalifornia Transition Alliance

www.catransitionalliance.org

Sharen Bertrando Research Associate Comprehensive Center @ WestEd

sbertra@wested.org

Jill Larson, ConsultantPolicy and Program Services Unit

Special Education DivisionCalifornia Department of Education

jlarson@cde.ca.gov

This presentation was developed by the California Community of Practice on Secondary Transition which is a statewide, multi-agency, stakeholder group.

Briefly review the transition mandates in IDEA, evidence-based practices, and predictors on post-school outcomes

Develop an awareness of “Industry Standards”

Develop an awareness of the Common Core State Standards (CCSS)

Explore the process of Triangulating Goals with CCSS and industry standards to inform the Individual Education Program (IEP)

Outcomes

Transition Mandates

• IDEA• Evidence-based practices• Predictors

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

• Based on youth’s strengths, preferences 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

IDEA & Transition

5

One Goal in each area• Education / Training

• Employment

• Independent Living*

*if IEP team determines appropriate

Postsecondary Goals

7

Using Transition Indicators

Post-School Outcomes~Indicator 14~

Postsecondary education and/or training Employment Independent living

Dropping Out~Indicator 2~

Why? Appropriate programs? Address student and family needs?

Graduation~Indicator 1~

Expectations and standards? Various pathways available? Linkage to post-school environments?

What’s the Quality of Our IEPs?~Indicator 13~

Measurable post-school and annual goals Transition-related assessments Services and activities Coordination of services

Satisfied? Not satisfied?

Why? Why Not?

Paula D. Kohler, Ph.D.September 20, 2006

8

Statewide Transition Goal 2011-12 School Year

All (100%) students with disabilities, age 16 or older eligible for special education services, shall have IEPs that meet all Indicator 13 requirements in the areas of postsecondary education, employment, and independent living and include statements describing the implementation of evidence-based transition practices (EBTPs) or predictors.

Indicator 13: Effective Transition

Indicator 13: Percent of youth with IEPs aged 16 and above with an IEP that includes (1) appropriate measurable post-secondary goals that are (2) annually updated and based upon an age (3) appropriate transition assessment and transition services, (4) including courses of study, that will reasonably (5) enable the student to meet those post-secondary goals and annual (6) IEP goals related to the student’s transition services’ needs. There also must be evidence that (7) the student was invited to the IEP team meeting where transition services are to be discussed and evidence that, if (8) appropriate, a representative of any participating agency was invited to the IEP team meeting with the prior consent of the parent or student who has reached the age of majority. (20 U.S.C. 1416(a)(3)(B))

How is California doing on all eight measures for Indicator 13?

85-100%70-84%55-69%40-54%“I have no clue”

Indicator 13

Secondary Transition Requirements   Total IEPs of students age 16 and above meeting all eight elements 71,728Total IEPs of students age 16 and above

156,215

Percent of students aged 16 and above whose IEPs contain all of the required elements 45.9% The target

is 100%

12

Post-school Outcomes

EmploymentEducationIndependent

Living

PREDICTORS

13

Predictors/Outcomes Education Employment Independent Living

Career Awareness X XOccupational Courses X XPaid Employment/Work Experience X X XVocational Education X XWork Study XCommunity Experiences X

Exit Exam Requirements/High School Diploma Status

X

Inclusion in General Education X X XProgram of Study X

In-School Predictors by Post-School Outcome Area

15

Predictors/Outcomes Education Employment Independent Living

Self-Advocacy/Self-Determination

X X

Self-Care/Independent Living X X X

Social Skills X X

Interagency Collaboration X X

Parental Involvement X

Student Support X X X

Transition Program X X

In-School Predictors by Post-School Outcome Area

College Readiness . . .• Being prepared for any postsecondary

education or training experience, including study at two- and four-year institutions leading to a postsecondary credential.

• A high school graduate has the English and mathematics knowledge and skills necessary to qualify for and succeed in entry-level, credit-bearing college courses without the need for remediation.

What is College and Career Ready? Achieve http://www.achieve.org/files/CollegeandCareerReady.pdf

Career Readiness . . . A high school graduate has the English and

mathematics knowledge and skills needed to qualify for and succeed in the postsecondary job training and/or education necessary for their chosen career (i.e., technical/vocational program, community college, apprenticeship or significant on-the-job training).

What is College and Career Ready? Achieve http://www.achieve.org/files/CollegeandCareerReady.pdf

After high school _(I) (Name) will ______________________ ______________

Behavior where/how

Post-Secondary Goals’ Formula

EnrollPlans to

Go to work

Is the goal measurable- Observable? Can it be observed or documented? Can answer “Did it happen?” with yes or no.

Explore

Measurable Postsecondary Goals• Appropriate measurable postsecondary goals

– Appropriate is based on the child’s chronological age rather than developmental age

• Refers to goals a child hopes to achieve after leaving secondary school

• Postsecondary goal is not the process of moving toward a desire outcome.

• Post secondary goal is related to training, education, employment, independent living skills

IDEA 2004: Part B: Section 614 (d)(1)(A)(aa)

• 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? We will explore integrating industry standards in the IEP through a process defined as “Triangulation”.

Annual Goals

Triangulating Goals

Postsecondary Goal

Annual Goals

Industry StandardsSCANS / 21st Century Skills

Common Core Standards“Next Environment Prerequisites”

Postsecondary GoalsEducation/Training

Employment Independent Living

Annual Goals

• 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.

Industry Standards Inform the IEP

The Core of Transition is AssessmentRealistic: Do’er Works with Things Practical, hands-on, physical. Work with hands, tools, equipment Investigative: Thinker

Works with DataAnalytical, Intellectual, Scientific, Observe, read, research

Artistic: Creative Works with ideas, things Creative, original, independent, chaoticDislike structure.

Social: Helper Works with People Cooperative, supportive, help, nurture, heal, counsel, educate heal, educate

Enterprising: Persuader Work with people dataCompete, lead, persuade, sell

Conventional: Organizer Works with dataDetail-oriented, organized

What three describe you?

Descriptor of Holland Code

Let’s Explore Industry Standards

O*Net Onlinehttp://www.onetonline.org/

California Career Resource Networkwww.californiacareers.info

Industry ~ Informing the IEP

• Industry standards are the level of skills required for success in the student’s stated career interest area

• Generates discussion about goals being realistic, attainable

• An annual goal statement

• Sometimes students state goals that are inconsistent with their assessment information

• Sometimes students state goals that appear to be unrealistic

• Industry standards, Labor Market Information, and postsecondary program prerequisites can be researched and explored by the students who are preparing for competitive employment

http://www.edd.ca.gov

Realistic Goal Issue

A Message from President Obama A National Goal . . .

“Every student should graduate from high school ready for college and a career, regardless of their income, race, ethnic or language background, or disability status.”

Why college and career ready?

• Increased competition for employment

• Employers’ expectations

• Poverty is linked to level of education

http://www.achieve.org/files/CollegeandCareerReady.pdf Douglas-Hall, A. & Chau M. (2007). Parents’ Low Education Leads to Low Income,

Despite Full-Time Employment. National Center for Children in Poverty, Columbia University Mailman School of Public Health. http://www.nccp.org/publications/pub_786.html

Common Core State Standards

Rigorous

Knowledge and skillsGlobally competitive

Clear and consistentLogical progression

Multi-state collaborative

CCSS Foundations• 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

Anchor Standards

Standard LabelingEnglish Language Arts

Strand Grade

Standard

1. Cite strong and thorough textual evidence to support analysis . . .

Reading Standard for

Informational Text

Grades 9-10

9-10.RIT.1

California Department of Education 33

Literary Text

Informational Text

Writing

Analyze a case in which grasping point of view requires distinguishing what is directly states in a text from what is really meant. RL.11-12.6

Cite strong and thorough textural evidence to support analysis of what the text says explicitly as well as inferences . . . IT.11-12.1

Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience. W.11-12.4

English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects

California Department of Education 34

Number and Operations in

Base Ten

Standards LabelingMathematics

Grade

Standard

Kindergarten

Work with numbers 11–19 to gain foundations for place value.1. Compose and decompose numbers from 11 to 19 into ten ones . . .

K.NBT.1Strand

For High School no grade shows because it is course specific: Number and Quantity The Real Number System is labeled N-RN.1

California Department of Education 35

Algebra – Creating Equations

Geometry – Circles

Statistics and Probability – Interpreting Categorical and Quantitative Data

Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. A-CED.4

Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for quadrilateral inscribed in a circle. G-C.3

Interpret the slope and intercept of a linear model in the content of the data. S-ID.7

Mathematics Common Core State Standards

Key concepts of the Common Core State

Standards• A new way of thinking

• Universal Design for Learning– Instruction– Assessment

• Multiple pathways

• Learning Progression

• Individualize and personalized

A New Way of Thinking . . . “This is a change in spirit. It’s a change in how we think about kids and practice every day; of moving from a world where we’re trying to protect them from the things we think are hard, to helping them embrace and encounter those things that are hard to practice them, as an aid to them . . . so it is a moral an ethical move.”

~ David Coleman 2011

Triangulating Goals

Transition

A coordinated set of activities for a child with a disability . . .

• Designed to facilitate the child’s movement from school to post-school activities

• Based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests

IDEA Partnership, June, 2011

Evidence-based Practices and Predictors of

Success

Common Core State Standards

Industry Standard

s

40

POST SECONDARY TRANSTION

Core State Standards

Standards-aligned

instruction

Evidence-based

practicesAssessmen

t

A Standards-aligned IEP is . . .

What we teach

How we teach

How well we’ve taught

Building a Transition IEPThe IDEA requires that transition services begin no later than the first IEP to be in effect when the student turns 16

Transition IEP must prepare the student for college and career through transition services: Instruction, Services, Community Experiences, Employment, Life Skills

Triangulating Transition Goals• College• Career and Technical

Education• Linked Learning Pathways• Career AcademiesEducation Training

•Job training•Paid work•Volunteer•Community service•Resources• Additional skills

Employment

• Financial skills• Citizenship• Community involvement• Coordinate services• Transportation

Independent Living

• Self advocacy• Self success• Adults rights• Lead IEP meeting • Solutions to barriers

Self- Determination

Triangulating Transition Goals• Job training• Paid work• Volunteer• Community

service• Resources• Additional

skillsEducation Training

Reading Standards for Informational Text Grades 11-12

Key Ideas and Details1. Cite strong and thorough textural

evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Vocabulary Acquisition and Use6. Acquire and use accurately general

academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level

Triangulating Transition Goals• College• Career and

Technical Education

• Linked Learning Pathways

• Career AcademiesEmployme

nt

Writing Standards Grades 11-12 Range of Writing 10.Write routinely over extended time frames

(time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Reading Standards Grades 11-1211.Follow precisely a complex multistep

procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Triangulating Transition Goals• Financial

skills• Citizenship• Community

involvement• Coordinate

services• Transportation• Executive

functionIndependent Living

Reading Standards for Grades 11-12 Integration of Knowledge and Ideas7. Integrate and evaluate multiple sources of

information presented in difference media or formats (e.g., visually, quantitatively) as well as in words in order to address a questions or solve a problem.

Algebra – Seeing Structure in ExpressionsWrite expressions in equivalent forms to solve

problems8. Derive the formula for the sum of a finite

geometric series (when common ratio is not 1), and use the formula to solve problems, e.g., calculate mortgage payments.

Triangulating Transition Goals• Self advocacy• Self success• Adults rights• Lead IEP

meeting • Solutions to

barriersSelf-Determination

Speaking and Listening Standards SL . 11-12Comprehension and Collaboration6. Adapt speech to a variety of contexts and

tasks, demonstrating a command of formal English when indicated or appropriate.

Craft and Structure7. Determine the meaning of symbols, key

terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to texts and topics.

04/22/2023

Characteristics of GoalsGoals are:

• Specific• Observable and Measurable• Accomplished in one year• Use Instructional strategies

Goals are supported by:

• Access to Curriculum• Accommodations• Supports• Services• Instructional settings

What should the IEP team provide for Casey, Kelly, and Miguel in terms of meeting academic access, transition services and goals, curriculum,

instruction and assessment?

CaseyFirefighter

KellyWork with

animals

MiguelGo to college

Think about Casey . . .

Casey is a very social 16-year-old sophomore. 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.

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

Casey’s Strengths and NeedsStrengths

• Good time management and strong work ethic

• Using appropriate tools strategically

• Social skills with adults and peers • Strong auditory recall and

comprehension• Hands-on learner • Prefers work-based learning • Passed CAHSEE Math, Reading,

Writing• Excellent coordination and

physical strength

Needs• Written composition• Reading comprehension• Vocabulary

What does he need to

be a fire fighter?

Reading Standards for Informational Text 6-12: Grades 11-12: Key Ideas and Details

1. Cite strong and thorough textural evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Linking the annual goal to the CCSS

California’s Common Core State Standards for English Language Arts & Literacy in History /Social Studies, Science and Technical Subjects

Building the Education/training Goal for Casey

• When

• Given what

• Who

• Does what

• How much

• How will it be measured

• By June 1, 2015

• Provided syllabi for the required coursework

• Casey• Will obtain (research/order/request) digital text

formats and access text via multi-modalities to identify textural evidence to support the analysis of text in order to comprehend subject matter to complete assignments

• At least 4-5 days per week during the semester

• As measured by maintaining at least a B average grade in all registered course work (e.g., English, social studies and work training course)

CCSS 11-12.RIT.1

Building the Employment Goal for Casey

• When

• Given what

• Who

• Does what

• How much

• How will it be measured

• By June 1, 2015

• Upon admittance into a Regional Occupational Program in Fire Sciences (to help further prepare for a career as a firefighter)

• Casey

• Will successfully complete two consecutive semesters in order to be eligible to earn an internship upon course completion by graphing progress towards goal

• As measured by maintaining at least a B grade, above satisfactory citizenship in all coursework requirements and evaluations, and faculty/supervisor recommendations and self-monitoring progress

CCSS Algebra – Integrating Functions4. Interpret functions that arise in applications in terms of the context

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.

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

Kelly’s Strengths and NeedsStrengths

• Good self-care habits, personal care

• Flexible with working schedule• Polite to others• Reads some sight words• Familiar with community

resources• Strong family support and

network of friends• Good sense of humor and

passionate for animals

Needs• Speaking and Listening skills• Technology to support weak

fine motor skills and limited dexterity and for text/print reading comprehension, following a multi-step sequence to complete skills

What does she need

to have a job working

with animals?

Speaking and Listening Standards 6-12: Grades 11-12: Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence, clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Linking the annual goal to the CCSS

California’s Common Core State Standards for English Language Arts & Literacy in History /Social Studies, Science and Technical Subjects

Building the Self-Determination Goal for Kelly

• When

• Given what

• Who

• Does what

• How much

• How will it be measured

• By June 1, 2015

• Given situations requiring presentation/sharing of knowledge and skills to convey personal perspective

• Kelly

• Will practice organizational skills while presenting information, findings, and supporting evidence such that listeners can follow the line of reasoning,

• Within three at least different environments and audiences (e.g., peers/coworkers, teachers/supervisors, work/school/community)

• As measured by receiving at least 4 out of 5 on teacher/student/employer/supervisor made rubric

CCSS 11-12.SL4

Think about Miguel . . .Miguel is a soon to be 16-year-old sophomore

with Autism. He excels in mathematics and science and excessively talks about these topics. He needs reminders to turn in his work, complete assignments on time, and self-manage personal life skills/problem solve. His career path is undecided but he wants to live independently. He is thinking about becoming a meteorologist.

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

Miguel’s Strengths and NeedsStrengths

• Vocabulary • Science and Mathematical

concepts • Attention to detail• Passed CAHSEE Math, Reading,

Writing• Excellent comprehension of

factual knowledge (informational text)

Needs• Organization• Time management• Problem solving• Speaking & Listening

What does he need to

be successfully attend

college to live

independently?

Reading Standards for Informational Text 6-12: Grades 11-12: Integration of Knowledge and Ideas

7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Linking the annual goal to the CCSS

California’s Common Core State Standards for English Language Arts & Literacy in History /Social Studies, Science and Technical Subjects

Building the Independent Living – Community Participation Goal for Miguel• When

• Given what

• Who

• Does what

• How much

• How will it be measured

• By June 1, 2015

• When given a question or problem to solve related to real-life personal situations (e.g., finances, consumer awareness, decision-making)

• Miguel

• Will integrate and evaluate multiple sources of information presented in different media or formats, as well as in words, in order to address at least ten targeted questions or problems

• As measured by receiving at least a 4/5 on student/teacher made rubric

CCSS 11-12.RIT.7

Triangulating Transition Goals

Are Casey, Kelly, and Miguel on the right track to be College and Career ready in terms of meeting academic access, transition services and goals by the time they graduate?

A Teacher’s Perspective . . .

Meet Amanda Van Kleist

Putting it all together . . .

Reflection . . .

• Questions• Comments

Thank you!

ResourcesResources from the State of California – • http://www.cde.state.co.us/cdesped/TK.asp

• http://www.cde.state.co.us/TransitionIEPTraining/2-Page2OverviewoftheComponentsofaTransitionIEP.asp

Website-Based• Common Core State Standards Collections IDEA Partnership -

http://www.ideapartnership.org/index.phpoption=com_content&view=article&id=1522

• Common Core Curriculum Maps for English Language Arts - http://commoncore.org/maps/index.php