Pennsylvania Training and Technical Assistance Network

Ensuring Effective Secondary Programs and Post-Secondary Outcomes:

Pennsylvania’s Indicator 13 Process

Cohort # 5

Step 1: Assessment and Post-Secondary Goals

Step 2: Present Levels

Pennsylvania Training and Technical Assistance Network

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 data

Step Three: Establish Transition Team partnerships

Step 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

3

Session Outline

• Step 1: Use assessment to identify the student’s post-secondary desired goals or vision. – Role of Assessment in Transition Planning– Assessing Interests and Preferences– Setting Post-Secondary Goals– Assessing Aptitudes and Skills– Assessment Considerations and Resources

• Step 2: Describe the student’s Present Levels of Academic Achievement / Functional Performance (PLAAFP), embedding Assessment data

4

Caroline: Example Student

• 15 year old 10th grader• Interested in becoming a

cosmetologist and going to Career Technical Education Program next year

• Recent behavioral concerns• Positive Behavioral Support Plan

developed • Writing skill deficits• Math skill deficits• Strengths in art and sports

Shawna: Example Student

• Age 16• Included in general

education for Family and Consumer Science, Physical Education, and Horticulture

• Life Skills Support for part of day

• Exploring post-secondary training for eventual employment

• Receives services from MH/MR

6

Use assessment to identify the student’s post-

secondary desired goals or

vision.

7

Step One:

Pennsylvania Training and Technical Assistance Network

Transition assessment is a process…

9

Identify interests

and preferences

Set post- secondary

goals

Further assess

aptitudes, abilities,

skills

Interests – a measure of opinions, attitudes and preferences

Preferences – what the student values and likes

• Post-Secondary Education/ Training

• Employment• Independent

Living

• 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

Why Transition Assessments?

• It’s the law- IDEA 2004• To include information in the present

levels related to the student’s interests, preferences, aptitudes, and needs

• To make instructional programming decisions

• To identify the student’s goals for post-secondary education/training, employment, and independent living 10

Assessment is…

A process of gathering relevant information to plan, evaluate, or make decisions (academic assessment, transition assessment, career and vocational assessment).

• Information can be gathered from multiple people and places over a period of time.

11

Assessment may not look the same for all students!

12

Formal AssessmentsInterviewsSurveys Web-based assessmentsQuestionnairesObservation

Situational assessmentsInformation from volunteer

placements, training situations,

job shadowing, jobs

I

Gathering information on interests, preferences, and aptitudes

Information from parents & various team membersSurveysPerson-centered planningFormal Planning Tools

STUDENT Information

Begin with assessments of interests and preferences

13

Identify interests

and preference

s

Set post- secondary

goals

Further assess

aptitudes, abilities,

skills

Interests – a measure of opinions, attitudes and preferences

Preferences – what the student values and likes

Assessing Interests and Preferences- Examples

• www.pacareerzone.org (**free)• www.alife4me.org (**free)• Bridges Interest Inventory• O*Net• 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

14

Informal Ways to Assess Interests & Preferences

• Questionnaires and interviews with students, parents, teachers, employers, coaches

• Transition Checklists• Direct Observations • Observations at home, school, community,

work • Talking with student about likes and dislikes• Setting up experiences to allow the student

to try something that may be of interest• Can be teacher-made• Typically do not result in a score–must be

explained and interpreted

Student Surveys or Interviews

• Surveys can be paper or pencil, or online– If using paper and pencil, consider

readability and level of vocabulary.– Many options available.– Some students may need guidance to

complete.• Interviews

– Can be informal, but recommend a structured process

– May need more than one conversation to get true idea of interests and preferences

Assessing Interests and Preferences More examples:

• Team-based assessments– Person-Centered Planning (PATH)– Functional Behavioral Assessment– Comprehensive Autism Assessment

Tool• Portfolio- electronic or paper• Ecological Assessment• Situational Assessment• Electronic or web-based assessments • Information from student and family

members• Employer checklists, rating scales 17

Assessing Caroline’s Interests and Preferences

• Since 8th grade, the following have been used to assess Caroline’s interests and preferences:– Student surveys– Keys2Work assessments– Student interviews– COIN Career Guidance System of

assessment– Visit to Career Tech Education

Center 18

Assessing Shawna’s Interests and Preferences

Team used combination of formal and informal sources• PATH person-centered planning• Student and parent surveys• Face to face student and parent

interviews• Observations• Written reports from her supervisor at

the nursing home where she volunteers as a Candy Striper

• Choose and Take Action online assessment:

19

Pause and Reflect

• What kinds of assessments do you use to determine interests and preferences of your students?

• Are you making use of assessments already being done through general education classes or administered by guidance department?

Pennsylvania Training and Technical Assistance Network

Post-secondary goals are based on assessment

22

Identify interests

and preference

s

Set post- secondary

goals

Further assess

aptitudes, abilities,

skills• Post-Secondary

Education/Training

• Employment

• Independent Living

23

Post-secondary Education/Training

Employment

Independent living

What are Post-Secondary Goals?

Post-Secondary Goals are statements that reflect what the student plans to do

AFTER High School in each of three areas:

Post-Secondary Goals are based on age-appropriate transition assessment.

Post -Secondary Goals

• Identify what student will do AFTER high school

• Based on information gathered on interests and preferences

• For each student, we must address all three areas:– Post-Secondary Education/Training– Employment– Independent Living

• NOT the same as events that occur IN high school

• NOT the same thing as IEP Measurable Annual Goals

Documenting Post-Secondary Goals in the IEP

• IEP Team must address each post-secondary goal area and document in the IEP

• Describe post-secondary goals in two places in the IEP:– 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.25

Caroline’s Post-Secondary Goals

• Post-secondary Education and Training Goal:– Caroline has a goal of enrolling in post-

secondary training in the area of cosmetology or a related field.

• Employment Goal:– Caroline has a goal of competitive

employment in the area of cosmetology or a related field.

• Independent Living Goal:– Caroline has a goal of living

independently at some point after graduation.

Shawna’s Post Secondary Goals

• Post-secondary Education and Training Goal: – Shawna has a goal of attending an

employment training program.• Employment Goal:

– Shawna has a goal of employment in a clerical or related field.

• Independent Living Goal:– Shawna’s goal is to live in an

apartment in the community and access community resources and programs with appropriate supports.

What happens when students have “unrealistic” goals?

• Use ongoing assessment, exploration, and experiences to work through “unrealistic” goals.

• Help students learn about requirements needed for their goals

• Further exploration may indicate, for example:– Student who wants to be a veterinarian may

actually have interest in a “helping” role.– Student who wants to be a pilot may have an

interest in settings near air transport.– Student interested in professional sports career

may actually be interested in working with sporting goods or with people.

• Note: If there are discrepancies within the team regarding post-secondary goals, address in present education levels.

28

Post Secondary Education/Training Goals: Example Statements

• Bryan plans to attend a two year technical program.

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

• Vicky’s goal is to attend an employment training program for food service.

• Kris plans to attend a nursing school.• Fred’s goal is to attend an adult training

facility.• Ron plans to have on-the-job training.• Or, The IEP team has documented that a goal

and related services/activities for this area is not needed at this time.

29

Employment Goals: Example Statements

30

• Jessie has a goal of working in the travel industry.• 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.• 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: Example Statements

For students who are anticipated to need services:• Caroline’s goal is to live independently. (will need

services)• 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.

For students are NOT anticipated to need services (based on data):• Jeff’s goal is to live on his own once he has established

employment. Based on data, the IEP team has determined that a goal and services for the Independent Living area are not needed at this time.

31

More About the Independent Living Goal

The post-secondary goal area referred to as Independent Living actually refers to three areas:• Residential: Where/how does the student intend to live?

– Independently? With family support? With agency support?

• Participation: How will the student access community resources (shopping, transportation, etc.)?– Independently? With family support? With agency

support?

• Recreation/Leisure: How will the student access community programs? – Independently? With family support? With agency

support?– Will s/he participate in special program with people with

disabilities?

Essential Question: Given the data we have, do we anticipate that the student

will need supports to prepare to meet her goals for living in and accessing the

community-- whether independently, with family support, or with agency support?

This post-secondary goal area addresses how the student plans to access the community after graduation.

Independent Living Goal Area

Examples: self care, organizational, communication, budgeting, travel skills; accessing recreation/leisure; making/keeping appointments; shopping or food preparation; housing , etc.

Essential Question: Given the data we have, do we anticipate that the student will need supports to prepare to meet

her goals for living in and accessing the community-- whether independently, with family support, or with agency

support? YES- student

needs services and activities to meet her goals

List student’s goal in GridList services and activities to be provided

NO- data suggests student will not need

services and activities for this

area“The IEP team has determined that a goal & services for this area are not needed at this time.” Leave rest of grid blank.

Caution!

Stating that a student has “age appropriate skills”

is not sufficient to determine that he or she does not need to have

Independent Living addressed as a post-secondary goal area!

Like anything else in present levels, we need to back statements with data and

provide the source of data!

What kind of skills might be indicators that a student would or

would NOT need a goal and services for

Independent Living?• It’s all about assessment data! • Much of this information be listed in

various sections of the present levels—academics, functional skills, information from parents, and additional information that may be included in the transition bullet.

8th Grade Example:

Data indicates that the student…• completes chores around the house,

communicates and socializes appropriately, displays organizational skills by bringing materials and assignments to class, selects clothing, manages grooming, and shows awareness of good hygiene.

• Student’s goal is to live independently. Based on the above data, the team has determined that a Post-Secondary Goal and transition services are not needed for this student at this time.

11th grade Example

• Data indicates that student comes to class on time, has good attendance, completes assignments in a timely manner, is working on a driving permit, volunteers in the community, earned a Red Cross Babysitting Certificate, navigates through the community with friends, manages clothing, hygiene, medication, etc.

• Student has stated a desire to live independently once employed. Based on the above data, the team has determined that a Post-Secondary Goal and transition services are not needed for this student at this time.

Red Flags for Independent Living

• Possible indicators that a student may need goal and services for Independent Living area:

• Difficulties with any of the skills listed on the previous slides

• Behavior and discipline problems, communication issues, difficulty with managing materials or assignments, difficulty managing time and/or money, difficulty managing health care needs, teen parenthood, pregnancy, involvement of CYF, substance abuse

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.

Measurable Annual Goal

Yes/No

(Document in Section V)

Courses of Study :

Service/Activity Location Frequency ProjectedBeginning

Date

AnticipatedDuration

Person(s)/ Agency

Responsible

40

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.

41

Updating Post-Secondary Goals

• Post-secondary goals must be updated each year!

• This means that assessment data must be updated (formally or informally) and reviewed each year.

• Post-secondary goals may not necessarily change from year to year, but Present Education Levels must be updated to reflect that the team reviewed the goal.

• For example, in 8th grade, Jack indicated that he expressed interest in working in the area of architecture. Further assessment in 9th grade indicates that Jack is now interested in carpentry, and plans to attend the CTE program for carpentry.

42

Pennsylvania Training and Technical Assistance Network

Identifying student’s post secondary goals leads to further

assessments…

44

Identify interests and preferences

Set post-secondary

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…

Considerations….• Does Caroline have the reading and

math skills needed to succeed in a cosmetology program?

• Will she be able to manage writing demands for a post-secondary program?

• Will she be able to get along with supervisors and co-workers?

• Will she be able to manage a budget when she lives on her own?

• What gaps we will need to address? 45

Current Skills vs. Future Needs…GAP analysis

We gather information from various domains, to identify where the student is now and what is needed to reach his/her goals:– What are Caroline’s current reading and math

skills– what will she need to succeed in a cosmetology program?

– What are Shawna’s current skills with food preparation-- what skills will she need to be able to plan and manage meals?

– What are Brad’s current travel skills- will he be able to travel independently to work?

– Do Mike’s current work habits suggest that he is prepared for supported –or competitive --- employment?

• Include this gap analysis in Present Levels of Academic Achievement and Functional Performance.

46

Domains of Assessment that Inform Transition

Assessing aptitudes may include areas such as:

• 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

47

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)

48

• Free, online assessments designed to provide diagnostic information in order to guide instruction

• Assist PA educators in identifying students’ academic strengths and areas of need, providing links to classroom resources

• Integrated and aligned with the Standards Aligned System (SAS) 49

Classroom Diagnostic Tools (CDT)

NEW!

Assessing Aptitudes- More Examples

Aptitudes:– The Arc’s Self Determination Scale– Learning/Work Styles– Differential Aptitude Test– O*NET Ability Profiler– Transition Planning Inventory– Environmental Job Assessment (E-JAM)– PAES Program– Brigance Transition Skills Inventory

Assessment Considerations and Additional Resources

PA Assessment Wiki

• http://patransassessment.pbworks.com

Making Sense of the Data

• No matter how the assessment data is obtained…– Formal– Informal – Student as informant– Parent or teacher as informant– Observational– Team-based

• Be sure to interpret the data in the IEP 53

Summarizing Transition Data in the IEP

• Use “Present levels related to current postsecondary transition goals”

• Include information about interests and preferences

• Summarize various assessment data• Summarize all three post-secondary

goal areas • **If a goal area is not selected, be sure

to provide data to document why• More about Present Levels in Step Two54

Selecting Assessments for Transition

• How does a school/teacher/team go about selecting the most appropriate ways of gathering information on student interests, preferences, and aptitudes?

• How do we know if we have adequate assessment data?

• What are some considerations?55

How do we select appropriate assessments?

• Transition assessments can be selected based on the student’s reading level, general level of functioning, etc.

• Transition assessments may be based on the student’s post-secondary goals(e.g., employment vs. post-secondary training, independent living )

• Transition assessments may also be selected based on community opportunities (e.g., local training options, employers, and adult service providers)

56

What Assessment Data Do You Have Already?• Rather than trying to collect more

information, often the information transition partners have is not written down.– When (how often) do teams (teachers,

related services personnel, families, CTE instructors, adult agency providers) confer to share information?

– How do student teams improve processes for obtaining the information and incorporating it into transition planning?

57

Pause and Reflect

• What kinds of assessments do you use to determine aptitudes (including academic, work-related, self-determination, functional skills, etc.) for your students?

• Are you making use of assessments already being done through general education classes or administered by guidance department?

Pause and Reflect

• Do you have a plan or system for which assessments are given at each grade level?

• Do all staff understand how to use and interpret the assessments that are available?

Summary: Assessment

• Assessment informs the transition process!

• Use a variety of assessments to address academic, functional, career related areas

• Make use of assessments already given in general education or through guidance!

• Relate assessments to post-secondary goals

• Assessment is ongoing!

60

60

Describe the student’s Present

Levels of Academic

Achievement / Functional

Performance (PLAAFP)

(incorporating Assessment data)

61

Step Two:

Pennsylvania Training and Technical Assistance Network

Present Levels of Academic Achievement and Functional

Performance (PLAAFP)

It is impossible to write clear and measurable annual goals if you don’t have Clear and Measurable present levels of academic achievement and functional performance.

6363

64

Present Levels of Academic Achievement and Functional

Performance (PLAAFP)• Succinctly describe the student

• Describe instructional level as compared

to grade level expectations

• Refer to summative, formative, benchmark

assessments (and diagnostic as

appropriate)• Directly relate to assessments and

evaluation information• Provide information on student’s rate of

progress• Guide the development of IEP goals and

objectives

Present Levels Must…

• Be data driven –precise, measurable and observable.

• Provide a starting point (baseline) for development of measurable annual goals.

• Address each post-secondary transition goal area

• 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.

65

Address Each Bullet

• 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 disability (refer to IEP Need to Know)

66

Recommendation: Before you write present levels…

Introduce the student with a clear statement that includes information such as…– Name, age, grade– Disability– School attending– Anticipated year of graduation– Type of program and services currently

receiving– Post-secondary goals including post

secondary, employment, independent living

67

Present levels of academic achievement

• Helpful to address by skill area: –Reading, Writing, Math, etc.

• Include the following types of assessment data:– Summative: PSSA, Keystone, end of

course – Benchmark: 4Sight, Assess to Learn, etc.– Diagnostic: Comprehensive Diagnostic

Tool (CDT), others as needed– Formative: Progress monitoring data on

current goals, classroom assessment, data from teachers (see next slide)

• Be sure to interpret all data!

68

Present levels of academic achievement (cont.)

• Input from teachers (including CTE) is essential! – Observations, reports, grades, class

participation, organizational skills, formative assessment

– Specially designed instruction that works for the student

– Strengths & areas of weakness or errors• Listening comprehension (esp. if reading is

a need)• Use of accessible instructional materials or

assistive technology • How does student’s current

performance relate to reaching his/her future goals?

69

Present levels of Functional Performance

• Functional behavioral assessment and relevant behavioral data

• Social, behavioral skills• PT, OT, mobility• Self help, Activities of Daily Living

(ADL)• Organizational skills if not addressed

with academics• Progress monitoring data related to

any related goals

70

Present Levels of Functional Performance

• Ecological assessment data• Recreation, community participation• Relevant social information• Relevant health information• Agency support if appropriate• Summary of relevant information

from other agencies • How does the functional performance

relate to the student reaching his/her future goals? 71

Present Levels of Functional Performance: Describing

BehaviorsDescription should answer these questions:• What specific type of behavior does the

student exhibit?• Approximately how frequently does this

occur?• What is happening or under what

circumstances does the behavior typically occur?

• What is the perceived function of the behavior (result of FBA)?

• What does the student say about his/her behavior?

72

Present levels related to current postsecondary transition goals

• Name and date assessments used• Describe results of assessments of interests,

preferences, • Describe the student’s goals for each of the

three areas:– Postsecondary Education– Employment– Independent Living

• Remember that if any goal area is not needed, the present education levels must document WHY.

• Post-secondary goals must be updated each year!

• Include a statement regarding agency involvement– appropriate to student’s situation and age

73

Parental concerns for enhancing the education of the student

Be sure to include:• Parent transition survey information

– (if not already included in the transition section)

• Other relevant parent information regarding student strengths, needs

• Parent concerns• Relevant parent information

regarding agency supports, e.g., outside agencies involved, agencies invited to IEP 74

How the student’s disability affects involvement and progress in the general

education curriculum

• How does the information presented in the previous sections impact the student’s ability to be successful in the curriculum?

• How might the disability affect the student’s ability to be successful in his/her post-secondary goals? Are there gaps?

75

Strengths

• Important to build on student strengths

• Examples: –Academic strengths–Self determination/ self advocacy–Work related behaviors–Communication skills

76

Academic, developmental, and functional Needs related to

student’s disability• A prioritized list of the student’s skill

deficits that must be addressed in order to meet the student’s post-secondary goals.

• For example, Sam needs to:– Follow three-step verbal directions– Learn to complete demographic forms-

online and paper– Develop coping skills to use in stressful

situations– Improve ability to decode longer words– Use a digital watch or cell phone to

estimate time– Use cash to make simple purchases

77

• Academic skills• Functional skills• Skills related to post-

secondary transition• Parent Input• How disability impacts

involvement in general education curriculum

78

Present Levels

• Strengths• NEEDS

Reminder

• All Needs must be met through:•Measurable Annual Goals•Transition activities•Specially designed instruction•Related services

79

Jigsaw Activity

A closer look at Caroline’s Present Levels• Introductory paragraph: everyone• Read your assigned section

– Transition Area– Math and Budgeting– Writing– Behavior/ Organization Skills

• Identify and summarize key data in your section: – types of assessment, sources of data

• Prepare to share out briefly with the group

Caroline Example: Introductory Paragraph

• Caroline is currently a tenth grade student with a learning disability in math and written language. She is included for all subjects, and has a daily resource period with the Learning Support teacher for additional support in math and writing. Currently, she expresses an interest in the field of cosmetology. However, this year, she has been experiencing behavioral problems including refusals to complete assignments, accompanied by verbal challenges, that interfere with her success in school. She has had four detentions and three days of in-school suspension since the school year began.

• Caroline’s first interest survey, given in eighth grade, indicated that she was interested in Cosmetology and fashion. She has used Keys2Work since 9th grade to assess her skills, explore interests and career options, and to develop requisite skills. On Keys2Work, her career interests fall into the Human Services Cluster, and her personality type has emerged as Artistic-Social. In interviews and surveys in September, she stated that she is most interested in hairstyling, but also has interest in fashion, design, and graphics, and that she prefers fields that require interpersonal interactions.

• On the COIN Career Guidance System assessment in May, Caroline’s Educational Inventory Code was 4-5, indicating a personal orientation towards Creative and Social occupations. On an informal assessment of her personal traits in September, Caroline’s choice of three adjectives to describe herself were “creative” and “energetic” and “moody.” 

Caroline’s Present Levels- Post-Secondary Transition

• Caroline visited the open house at the regional Career and Tech Education Center during 9th grade, but decided not enroll for this year. She wanted to take an Art elective instead. This fall, she stated in her interview that she regrets not enrolling, and is very interested in attending the Cosmetology program next year. However, completing this three-year program could delay her HS graduation for another year. Her other options would be to graduate and continue the program on her own, or to enroll in a postsecondary program for cosmetology or a related field.

• At this point, Caroline plans to continue in a cosmetology program after graduation in order to obtain her license and be employed full time.

• Caroline reports that since June, she has been working at her neighbor’s beauty shop on Saturdays. Her duties include sweeping, laundry, and occasional shampooing. Caroline states that she enjoys the work, likes the people, and has never had a behavior problem on the job. This was verified by a note from her supervisor, who indicated that she gets along well, that the older women seem to enjoy her sense of humor, and that her attendance is perfect except for one day when she overslept and came in late.

Caroline’s Present Levels- Transition Area (cont.)

• Caroline states that she would like to live on her own within a few years of graduation. She is able to handle her own money but will need skills such as budgeting. She states that she would like to learn to drive and use her earnings to buy her own car. She is not able to describe her disability or self advocate for her needs. She will need services and activities in order to reach her goal of living independently.

• Caroline will have the opportunity to develop a Career Portfolio as all students in 10th grade will begin this process this year as part of their general education classes.

Caroline’s Present Levels- Transition Area (cont.)

Caroline’s Present Levels- Math

• Caroline is included for Algebra I class, with the support of a special education co-teacher in the classroom. She is cooperative in class, although she has three missing assignments this year. Accommodations that work for her include breaking assignments into chunks, frequent feedback and encouragement, and use of graphic organizers or drawings.

• Caroline has scored at the Basic Level on the last three 4Sight Math Benchmark assessments (which assess skills on 11th grade standards/anchors). Her Scaled Scores have continually increased since beginning at the Low Below Basic level in fall of 2010. Most frequent errors are with Algebraic concepts (solving equations and inequalities), with great improvement noted in Numbers and Operations since last year.

85

Caroline’s Present Levels- Math (cont.)

• Caroline expressed pride in having mastered last year’s math goal of performing basic operations with fractions and percents with 80% accuracy on biweekly probes. She will continue to practice Numbers and Operations skills during her resource period in preparation for her Cosmetology program.

• Since January 2011, Caroline has been assessed biweekly using the AIMSS Algebra Foundations. This 42-item (50 point) measure was designed to reflect five core concepts and skills that are viewed as the foundations of algebra, using five minute probes. Caroline has improved from 7 correct answers to 13 correct answers. Consistent attainment of 22 correct answers in a five minute probe would be indicative of improved overall skill and fluency in foundational skills for algebra. Caroline states that she enjoys seeing her progress on the probes.

86

Caroline’s Present Levels- Math Budgeting (cont.)• As a result of her stated need to learn budgeting

skills for independent living, Caroline’s skills with money and budgeting were assessed using teacher made probes. When working with simulated checks, she was able enter check amounts and use a calculator to add deposits and subtract checks and fees. She did so with 100% accuracy on 2 out of three simulations. When working with a simulated Debit Card account and a calculator, she also entered deposits and subtracted purchases and fees with 100% accuracy for three consecutive probes.

• Even with a calculator, however, she was only 40% accurate when attempting to work on a budget sheet which identified income and expenditures. She will need more work in this area to help her move towards eventual living on her own.

• Caroline’s skill deficits in math and Algebra will impact her ability to be successful with moving towards her post-secondary goals.

Caroline’s Present Levels - Writing

• Written language assignments remain challenging for Caroline, and writing assignments of any length may become an antecedent for refusal or a verbal outburst. These difficulties have been especially manifested in her academic courses (Science, English, and Social Studies) that require more written assignments.

• In general, Caroline has more difficulty with longer or less structured assignments. She states that writing is stressful for her and sometimes she goes blank. Since she performed well in her Computers Class last year, she has been encouraged to use the classroom computers to type her work. This adjustment has made some writing and editing assignments easier, thus reducing the occurrence of behavioral outbreaks that occur when she is asked to write or to edit her work.

88

Caroline’s Present Levels – Writing (cont.)• Caroline is more cooperative when given assistance

on writing assignments from her LS teacher during her support period, especially when using word processing. Recently, her LS teacher has been having her verbalize her ideas, and then use graphic organizer software to help her get started. Breaking writing assignments into manageable chunks is also helpful for her.

• Caroline had been using three minute biweekly writing probes, with scores varying from 4 words per minute to 17 words per minute, depending on her own behavior and mood. These scores indicate that her overall writing fluency is weak in comparison to other 10th grade students. However, this format of writing probes has been recently discontinued due to Caroline’s behavioral responses. Caroline has expressed willingness to try the probes using a word processor in the learning support classroom, and her two baseline scores were 16 and 19 words typed per minute.

89

Caroline’s Behavior

• Caroline began the school year with frequent refusals, sometimes accompanied by inappropriate verbalizations towards her teachers, typically when given an independent writing assignment or a task perceived as difficult. Although she has displayed minor behavior problems in the past, this is the first time that behaviors have truly interfered with her academic progress. Caroline has never had a refusal in art class, and only one in algebra class, during the first week of school.

• Informal interventions including student conferences with teachers and guidance counselors and a parent meeting were conducted. At the parent meeting, her mother revealed that although he has had issues with belligerent behavior in the past, behavior problems at home got much worse last spring, when her parents separated. She reports that problem behaviors are worse following Caroline’s visits with her father every other weekend. Caroline’s mother has recently initiated services with a community mental health provider.

90

Caroline’s Behavior (2)

• The team conducted a Functional Behavioral Assessment in September 2011. Baseline data was collected in the three classes where problems occurred most frequently…. Refusals were defined as “putting her head on the desk, muttering under her breath when asked to complete a task, failing to begin the task and closing her book or notebook with a bang.” Some refusals escalate to verbal challenges to staff (saying “make me”, swearing, name calling).

• Summary of data indicates that she is refusing about 40% of assignments in general, with the highest rate in English (.6) and the lowest rate in Biology (.25).

91

Caroline’s FBA Summary(3)

• The FBA conducted for Caroline resulted in the following summary statement:

• When given independent work , especially involving writing assignments, Caroline refuses to follow the request, accompanied by putting her head down, swearing and verbal challenges in order to escape the task. Consequences that appear to be maintaining these behaviors include being reprimanded, being sent to the principal’s office, given a failing grade for the assignment, or being assigned in-school suspension.

Caroline’s FBA (4)

• In an interview for her FBA, Caroline stated that she is frequently embarrassed by her behavior but that she cannot help herself sometimes. Caroline has several friends at school, but she reported that she is not spending as much time with them outside of school this year. She expressed fear that her behavior will cause friends and peers who have known her since grade school to start to avoid her. In the past two weeks, she has had two absences.

Caroline’s Present Levels -Organization• Last year, Caroline maintained grades in the 72-82%

range in most subjects except for English, where her grades ranged from 67-76%. Strategies that helped her include chunking assignments, graphic organizers, peer support and rehearsal with peers, and frequent feedback and encouragement.

• Caroline has struggled with organizational skills, losing or misplacing assignments on average of four a week, and forgetting folders, notebook, or other classroom essentials, despite using a planner. This year, the problem is worse. As of early October, she was missing a total of 23 assignments across Algebra, English, Biology, and American History classes, with grades in the failing range in English, Biology, and American History due to missing work.

• Caroline’s poor organizational skills, coupled with her current refusals to complete some assignments, represent a barrier to success at school and in her future career plans.

94

How student’s disability affects involvement and progress in general

education curriculum

• Caroline’s behavior problems result in removal from the general education setting, failing grades, missed assignments, and stigma from her peers. Problem behaviors also interfere with time scheduled to address her academic deficits. Problem behaviors along with academic deficits could also impact her self confidence and motivation to attend school. These behaviors, if not improved, will impact her ability to achieve her goal of completing a cosmetology program.

Caroline’s Prioritized Needs

Caroline needs to:• Develop acceptable replacement skills for

the problem behaviors during difficult assignments.

• Improve organizational skills that impact assignment completion.

• Improve writing fluency and willingness to write.

• Improve skills with algebraic concepts including solving equations and inequalities.

• Develop skills with budgeting to support her independent living goals.

96

Present Education Levels (PLAAFP) Non-Examples

• Casey chooses to misbehave at times during the week.

• Renee is failing biology class.

• Jackson has issues with female teachers.

• Talia is disorganized and forgets materials.

• Jasmine made progress in time telling skills.97

Denny: Non- Example

• Denny struggles with completing long-term assignments independently.

98

Better

• Denny cannot begin an assignment in class that contains more than two steps, unless the assignment is broken into single steps or clusters of closely related steps. This can be done orally, or using a written list with only a few steps at a time. At the beginning of each step, the teacher must ensure comprehension by requiring Denny to repeat the instructions or to state exactly what the outcome of each step will be. Task completion must be assessed at the completion of each step or cluster of steps and frequent feedback provided.

• Denny states that when tasks require multiple steps, he cannot remember what the end product is or what he needs to do first.

99

Renata: Non- Example

• Renata scored Below Basic on the PSSA reading.

• Teachers report that struggles with the text in her Civics and Biology classes.

• She is earning a 78% in Civics and a 56% in Biology. 10

0

How might you improve Renata’s present education level for reading?

101

Pause and Reflect: Present Levels

• How do you obtain baseline data from general and special education teachers?

• How do you gather information from various team members (Speech, OT, PT) for Present Levels?

• How do you ensure that all information in the PLAAFPs is relevant, useful, and understandable– for parents, students, other professionals?

102

Keep in Mind the Three Basic Questions

• Effective transition assessment will answer three basic questions:1. Where is the student presently?

2. Where is the student going?

3. How does the student get there?

• Well written present levels in the IEP will address the first two questions. The third question will be answered in the remainder of the IEP… next trainings!

103

Next Trainings

• Step 3: Transition Partnerships• Step 4: Transition Services &

Activities (Grid)Training Date(s):

• Step 5: Measurable Annual Goals• Step 6: Progress Monitoring

Training Date(s):104