Pennsylvania’s Indicator 13 and 14 Approach: Ensuring Coordinated, Measurable Goals, Transition...

Pennsylvania’s Indicator 13 and 14 Approach: Ensuring Coordinated,

Measurable Goals, Transition Services, and Post School Outcomes

Date: Monday, February 25, 2008 - 12:45 p.m. - 2:00 p.m.

Provided by: Pennsylvania Training and Technical Assistance Network (PaTTAN)

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Agenda• Overview of the Transition Process• An Overview of OSEP Indicator 13

• The PA Model • Indicator 13 Training Components• The Results of Year # 1• Next Steps

• An Overview of OSEP Indicator 14

There continues to be a large discrepancy in the outcomes of schooling between students in the IEP subgroup compared to their non-disabled peers -- for example: (1)National data show that about 70.3% of students who receive special education graduate with diplomas, compared to 85% of their peers in general education. (2)About 32% of students with IEPs who complete high school enroll in post-secondary education compared to 68% of the general student population.

Why Focus on Transition

(3) The rate of employment for youth with disabilities is substantially below the 63% employment rate for youth in the general population.

(4) Up to 2 years after high school, about three-quarters of youth with disabilities still are living with their parents.

(Wagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. (2005) After high school: A first look at the postschool experiences of youth with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International.)

Why Focus on Transition

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What is Secondary Transition?

• Is a coordinated set of activities

• Promotes movement from school to post-school activities

• Is an outcome-oriented process

• Addresses individual student’s needs

• Is focused on student’s preferences and interests

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Transition ServicesWhat the Law States

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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

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Age Requirement

Transition services must be addressed in the IEP of the student in the year in which the student turns 16 years of age

The IEP team does not have to wait until the student’s approaching 16th birthday year to consider the student’s transition needs

20 U.S.C. 1414(d)(1)(A)(i)(VIII)

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Goals

20 U.S.C. 1414(d)(1)(A)(i)(VIII)

• The IEP must include:

• A statement of appropriate measurable postsecondary goals based upon age appropriate transition assessments

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Assessments

20 U.S.C. 414(d)(1)(A)(i)(VIII)

• The assessments must be: • Related to training, education,

employment, and, where appropriate, independent living skills, and the transition services (including courses of study) needed to assist the student in reaching those goals

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The IEP Must:

• Identify Transition Services Needed and Courses the Student is Taking to Reach His/Her Post School Outcomes

20 U.S.C. 1414(d)(1)(A)(i)(VIII)

State Performance Plan(SPP)

• Evaluate the State’s efforts to implement the requirements and purposes of IDEA

• Describe how the State will improve such implementation• 6-Year Plan• 20 indicators related to the 3 priorities• Annual Performance Report

SPP - 20 Indicators

1. Improve graduation rates for students with disabilities.

2. Decrease dropout rates for students with disabilities.

3. Ensure all students with disabilities participate in statewide or alternate assessments.

4. Reduce suspension and expulsion rates for students with disabilities.

5. Provide services for school-age students with disabilities in the least restrictive environment.

6. Provide preschool children with disabilities services in the least restrictive environment.

7. Improve cognitive and social outcomes for preschool children with disabilities.

8. Improve parent involvement in their child’s special education program.

9. Reduce disproportionality of cultural groups in special education.10. Reduce the number of students from other cultures in certain

disability categories.

11. Improve efforts to locate and serve students with disabilities.

12. Ensure a smoother transition from preschool programs to school-based programs.

13. Improve transition services for students with disabilities at age 16 and above.

14. Improve the outcomes for students moving from secondary to postsecondary activities

15. Make sure school districts correct noncompliance areas in special education program.

16. Ensure complaints filed by parents and other agencies are completed in a 60- day period.

17. Ensure due process hearings are completed in a 45-day period.

18. Increase the use of resolution sessions to resolve due process hearings.

19. Increase the use of mediation to resolve differences with the school.

20. Make sure the data used by Pennsylvania is valid, reliable, and accurate.

SPP Indicator 13

Percent of youth aged 16 and above with an IEP that includes coordinated, measurable annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals

Target: 100% compliance!

Indicator 13 Checklist

National Secondary Transition Technical Assistance Center (NSTTAC)

• National technical assistance and dissemination center

• Funded from January 1, 2006 through December 31, 2010

• U.S. Department of Education’s Office of Special Education Programs

http://www.nsttac.org

Additional Resources

Pennsylvania Community on Transition Website

www.sharedwork.org/patransition

http://www.sharedwork.org/patransition


Overview of the Transition Process

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A Process for Addressing Transition

Step One: Identify the student’s post-

school desired goals or vision.

(Assessment)

Step Two: Describe the student’s Present

Levels of Academic Achievement /

Functional Performance (Assessment)

Step Three: Determine Agency Linkages

and Supports

A Process for Addressing Transition

Step Four: Design a Transition Plan that

includes courses of study and

activities/services (transition grid)

Step Five: Determine Annual Goals that

lead to post-school outcomes (academic,

transition, etc)

Step Six: Measure Student’s Progress

towards goals

State Compliance Questions

• 121. Evidence of age-appropriate transition assessment(s) (IEP Section II. and/or located in ER)

• 122. Measurable post secondary goals (outcomes) for education or training and employment, and, as needed, independent living (IEP Section IV.)

• 123 Transition activity/services (including courses of study) that focus on improving academic and functional achievement of the child to facilitate their movement from school to post school (IEP Section IV.)

State Compliance Questions

• 123 a. Location, Frequency, Projected Beginning Date, Anticipated Duration, and Agency Responsible for identified Transition Activity/Services (IEP Section IV.)

• 124. Measurable annual goals that will reasonably enable the child to meet the desired post-school goals (IEP sections IV. V.)

• 125. For transition services that are likely to be provided or paid for by other agencies, evidence that representatives of the agency (ies) were invited to attend the IEP meeting, with parent consent (Signature of other agency representative on IEP or documented on Invitation to Participate in the IEP Team Meeting)

Who, What, Where, When and Why?

The Pennsylvania Training Model

Overview

• Who:Who:• LEA teamsLEA teams

• District transition coordinatorDistrict transition coordinator• Special education teacher responsible for writing IEPs Special education teacher responsible for writing IEPs

containing transition planscontaining transition plans• Related services staff responsible for contributing to IEPsRelated services staff responsible for contributing to IEPs• Special education supervisorsSpecial education supervisors• Guidance counselorsGuidance counselors• Other special education teachersOther special education teachers• Local Intermediate Unit educational consultantsLocal Intermediate Unit educational consultants• State Department of Education educational consultantsState Department of Education educational consultants

• What:• Overview of the secondary transition process • Training on writing measurable transition goals

• Where:• 16 Down linked sites across Pennsylvania

• What:• Overview of the secondary transition process • Training on writing measurable transition goals

• Where:• 16 Down linked sites across Pennsylvania

Overview

Overview

• Where:Where:• PaTTAN HarrisburgPaTTAN Harrisburg• PaTTAN King of PrussiaPaTTAN King of Prussia• PaTTAN PittsburghPaTTAN Pittsburgh• Intermediate Unit 1Intermediate Unit 1• Pittsburgh Public Schools IU 2 – (Conroy Education Center)Pittsburgh Public Schools IU 2 – (Conroy Education Center)• Northwest Tri-County IU 5Northwest Tri-County IU 5• Westmoreland IU 7Westmoreland IU 7• Central IU 10Central IU 10• Seneca Highlands IU 9 Seneca Highlands IU 9 • Lincoln IU 12Lincoln IU 12• Luzerne IU 18Luzerne IU 18• Northeastern Educational IU 19 Northeastern Educational IU 19 • Colonial IU 20Colonial IU 20• Carbon-Lehigh IU 21Carbon-Lehigh IU 21• Chester County IU 24 Chester County IU 24

Overview

• When:• December – Day # 1• January – Day # 2• March – Day # 3• May – Day # 4

• Why:• Meet the requirement of OSEP monitoring on

Indicator 13

• When:• December – Day # 1• January – Day # 2• March – Day # 3• May – Day # 4

• Why:• Meet the requirement of OSEP monitoring on

Indicator 13

Indicator 13 Training Components

Components of Day One

• Review indicator 13 requirements

• Indicator 13 self-assessment – pretest

• Review of effective transition planning

• Age-appropriate transition assessments

• Post-school outcomes

• Present levels / measurable annual goals

• Progress monitoring 7-step process

• Description of follow-along support and Moodle

Components of Day Two

TopicsTopics

• Present levelsPresent levels

• Measurable goalsMeasurable goals

• Examples givenExamples given

• Practice providedPractice provided

• AssignmentAssignment

• Moodle site proceduresMoodle site procedures

Components of Day Three

• Participant Report Out• Topics

• Collecting data• Graphing data• Interpreting data• Making instructional changes

• Examples given• Practice provided• Assignment

Components of Follow-Along

• Follow-along help during implementationFollow-along help during implementation• Moodle siteMoodle site

• Support provided from local and state Support provided from local and state consultants for assistance between each day of consultants for assistance between each day of trainingtraining

MoodleMoodle

• Web-based communication networkWeb-based communication network• Will be monitored by one state consultant inWill be monitored by one state consultant in each regioneach region• Examples posted with comments notedExamples posted with comments noted

• Transition plansTransition plans• Present level statementsPresent level statements• Measurable goalsMeasurable goals

• Everyone can make suggestionsEveryone can make suggestions• Between each day of training: support availableBetween each day of training: support available for questions / assistancefor questions / assistance

Components of Day Four

Team presentations• Entire process, beginning to end

• Present levels, based on assessments• Transition plans• Measurable transition goals• Progress monitoring

• Indicator 13 self-assessment – post-test • Discussion of results, obstacles, barriers• Implementation and strategic planning

The Results

Number of Participants

• 320 School Teams Attended

• 1500 Individual Participants

• 200 Replication Trainings

Data Analysis

Data Analysis

• 9 elements tracked – pre and post• Outcome• Activity/service• Present level• Assessment• Goal• Condition• Name• Clearly defined behavior• Performance criteria

• 9 elements tracked – pre and post• Outcome• Activity/service• Present level• Assessment• Goal• Condition• Name• Clearly defined behavior• Performance criteria

Data Analysis

Element Pre Post

Outcome 56% 93%

Activity/service 68% 92%

Present level 15% 40%

Assessment 20% 75%

Goal 59% 95%

Condition 28% 85%

Name 56% 94%

Clearly defined behavior 17% 65%

Performance criteria 9% 39%

Total 48% 74%

Data Analysis

Indicator 13 Goal Elements

020406080

100120140

Before

After

Lack of Understanding Regarding:

• Assessment

• Post-school outcome

• Transition activity / service

• Present levels

• Measurable annual goal

• Progress Monitoring

An Overview of the Training

I-13 Checklist - Question #1

Assessment

Assessment

Interests – a measure of opinions, attitudes and preferences

Preferences – what the student values and likes

Aptitudes – a combination of abilities and other characteristics that suggest whether a student might learn or become proficient in a particular area

Abilities – natural talents or acquired proficiencies shown by a student

Examples of Formal Assessments

Standardized Tests – Scholastic Aptitude Test (SAT), American College Testing Program (ACT)

Aptitude Tests – Weschsler Adult Intellegence Scale (WAISIII), The System for Assessment and Group Evaluation (SAGE), McCarron-Dial Evaluation System (MDS), Career Ability Placement Survey (CAPS), Woodcock Johnson Revised

Interest Tests – Career (California) Occupational Preference System (COPS), Kuder General Interest Survey (KGIS), Strong-Campbell Interest Inventory, Keys2Work

Examples of Informal Assessments

Student Survey/InterviewParent Survey/Interview

Observations (Home/School/Community)Teacher Questionnaires

Person-Centered PlanningWork Samples

Situational AssessmentCurriculum-Based Assessments

Ecological AssessmentFunctional Behavioral Assessment

Examples of Other Assessments

• Information from student and family members

• Information from employers

• Interests, preferences, aptitudes, abilities

• Career and technical education assessments

• Progress monitoring

• Review of the student’s IEP

Indicator 13 Checklist: Transition Assessment(s)

1. Is there evidence of age-appropriate

transition assessment(s)?

§300.320(b)(1)

Yes or No

Indicator 13 Checklist: Transition Assessment(s)

Locate where information relates toassessment and the transition componenton the IEP (either in the IEP, ER, or thestudent’s file)

• If there is evidence … circle Y.

• If there is no evidence… circle N.


Post-School Outcome(s)

Post-School Outcomes

• Identifies where student will be AFTER high school

• NOT intended to describe events that occur IN high school

• NOT the same thing as an IEP annual goal• Addresses education/training, employment,

independent living• Is observable, countable

Postsecondary Education and Training Outcome:Activity/Service

(Including Courses of Study)

Location FrequencyProjected Beginning

Date

Anticipated Duration

Agency Responsible

IEP Goal(Y/N)

Post-school Outcomes

• Attend a 2 or 4 year college• Attend a postsecondary vocational training program• Attend a short-term education or employment training

program• Attend a community or technical college• Participate in an apprenticeship program• Attend a licensing program (Nursing, Cosmetology, etc.)• Attend adult continuing education courses• Attend an adult training facility• Attend an adult center program• Attend an adult in-home training program• Participate in on–the-job training

Post-secondary Education/TrainingSample Statements

Employment Outcome:Activity/Service



Date


Agency Responsible

IEP Goal(Y/N)


• Competitive employment

• Military

• Supported employment (paid work in a community setting for those needing continuous support services)

• Sheltered employment (where most workers have disabilities)

• Employment that allows for technological and medical supports

Employment Sample Statements

Independent Living Outcome:Activity/Service



Date


Agency Responsible

IEP Goal(Y/N)


• Independent

• Family Support (will access community resources and programs with family support)

• Agency Support (will access community resources and programs with agency support)

• None

Independent Living Sample Statements

Indicator 13 Checklist: Post-School Outcome(s)

2. Is (Are) there a measurable postsecondary goal or goals that covers education or training, employment, and, as needed, independent living?

(NOTE: goals indicated here are the post-school outcome(s) on PA’s IEP form.)

20 USC 1414 614(d)(1)(A)(i)(VIII)(aa)

Yes or No


Locate the transition component of the IEP

• Are there post-school outcome(s) for this student that address Education / Training, Employment, and (if applicable) Independent Living after high school? (Y or N)

• Can the outcome(s) be observed? (Y or N)

• Will the outcome(s) occur after the student graduates from school? (Y or N)

• If yes to all three, then circle Y

• Otherwise, circle N



Transition Services

Definition of Terms

• Transition activity / service • Action steps • Slated to occur during current IEP• Leading to achievement of post-school

outcome• Put all together from 1st year to final year of

transition planning = coordinated set of activities

Specific area of study ___________________________School of interest ___________________________________ ASVAB ____PSAT/SAT ____ accommodations_____ College fairs _____ College/facility tour_____ Application _____ Financial Aid_____ Note taking _____ Organizational skills_____ Time management _____ Self-disclosure_____ Documentation (recent, by licensed psychologist,

with rationale for accommodations)_____ Request accommodations_____ Hiram Andrews information

Post-secondary Education/Training

Specific career interest _________________________ Career exploration (software programs, guest

speakers, graduation project)_____ In-school work experience_____ Community service_____ Job shadowing_____ Job tryouts_____ Work experience_____ Vocational-technical school _____ Tour _____ Shadow vocational programs_____ Co-op job placement (career-tech centers)

Employment

_____ Community-based instruction (pre-employment, travel training, social skills, etc)_____ Career TRACK_____ CareerLink_____ DPW Employment Program referral_____ OVR referral _____ Determination of eligibility _____ Employment services _____ Job training_____ MH/MR referral _____ Employment services _____ Training services

Employment

_____ Home responsibilities_____ Participate in apartment program_____ Summer camps_____ Open case with MH/MR Base Service Unit _____ Supports Coordination _____ Community Living Arrangements _____ Respite care _____ Companionship / social groups_____ Community-based instruction (shopping/money

skills, pedestrian safety, social skills,communication)

_____ Section 8 housing

Independent Living (Residential)

_____ Transportation _____ Driver’s license _____ Photo ID _____ Public transportation _____ Family transportation _____ Special transportation _____ Car pool_____ Voter registration_____ Selective service _____ Jury duty information_____ Court system / obeying the laws_____ Community-based instruction (travel training,

social skills, etc)

Independent Living (Participation)

Current hobbies ___________________________________________________________Current clubs _____________________________________________________________Current social activities __________________________________________________________ Community-based instruction (recreation,

social skills, sports, etc)_____ Local clubs, teen centers_____ Service organizations (AkTion Club, Kiwanis,etc)_____ Church groups

Independent Living (Recreation / Leisure)

OUTCOME STATEMENTS GO HERE:

Activity/Service(Including

Courses of Study)Location Frequency

Projected Beginning

Date


Agency Responsible

IEP Goal(Y/N)

ACTIVITIES AND SERVICES GO HERE

ACTIVITIES AND SERVICES GO HERE

Activity / Service

Employment Outcome: Competitive employment with support



Projected Beginning

Date


Agency Responsible

IEP Goal(Y/N)

Career Awareness Class, Travel Training, Community Service Project class

State HS / Community

5x/weekSept 2006

June 2007 LEA N

Volunteer experience at two non-profit sites

Community 2x/week Jan 2007 June 2007 LEA N

Training to use public transportation

Community 2x/weekSept 2006

June 2007 LEA Y

Transition Plans

Indicator 13 Checklist:

Transition Services

3. 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)

Yes or No


Transition Services

Locate where transition services/activities are listed

on the IEP (the grid).

For each post-school outcome, if there is

(a) instruction,

(b) related service(s),

(c) community experience,

(d) development of employment and other post-school adult living objective,

(e) if appropriate, acquisition of daily living skill(s), or

(f) if appropriate, provision of a functional vocational evaluation listed in association with meeting the post-school outcome,

circle Y


Transition Services

For each post-school outcome, if there is no

(a) instruction,

(b) related service,

(c) community experience,

(d) development of employment and other post-school adult living objective,

(e) if appropriate, acquisition of a daily living skill, or

(f) if appropriate, provision of a functional vocational evaluation listed in association with meeting the post-school outcome,

circle N


Courses of Study

OUTCOME STATEMENTS GO HERE:



Projected Beginning

Date


Agency Responsible

IEP Goal(Y/N)

COURSES OF STUDY GO HERE

Courses of Study


Courses of Study

4. 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)

Yes or No


Courses of Study

Locate the list of courses of study in the

grid.

• Do the courses listed align with the student’s identified post-school outcome(s)?

• If yes, circle Y. • If no, circle N.


Agency Representation

Desired Post-School Outcomes: Define and project the desired post-school outcomes as identified by the student, parent and IEP team in the following areas. State how each transition activity/service needed to assist the student in reaching goals will be provided. Indicate whether an IEP goal will be written .

Independent Living Outcome:

Activity/Service(Including Courses of

Study)


Date


Agency Responsible

IEP Goal(Y/N)

_____ Office of Vocational Rehabilitation_____ Mental Health _____ Mental Retardation_____ Blind and Visual Services_____ Department of Public Welfare_____ Children and Youth Services_____ Juvenile Justice System_____ Social Security Administration_____ Career TRACK _____ The Arc_____ Centers for Independent Living_____ accessAbilities, Inc

Agencies

Other Agencies Supporting Youth and Adults with Disabilities

• Centers for Independent Living• Office of Medical Assistance• Office for the Deaf & Hearing Impaired (L&I/DPW)• Children Youth and Families• Drug and Alcohol programs• United Cerebral Palsy Association• Mental Health Association• Epilepsy Foundation• Special Olympics

Word of Caution!

Never commit an agency or

an individual for a service or

activity without their full

knowledge and participation!

Indicator 13 Checklist: Agency Representation

5. 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)

Yes No NA


• For the current year, is there evidence (in the IEP, ER, For the current year, is there evidence (in the IEP, ER, invitation, or the student’s file) that representatives of invitation, or the student’s file) that representatives of any of the following agencies/services should be invited any of the following agencies/services should be invited to participate in the IEP development: to participate in the IEP development: postsecondary postsecondary education, vocationaleducation, vocational education, integrated employment education, integrated employment (including supported employment), continuing and adult (including supported employment), continuing and adult education, adulteducation, adult services, independent living or services, independent living or community participation community participation for this post-school outcome? for this post-school outcome? (Y or N)(Y or N)

• Was consent obtained from the parent? (Y or N)Was consent obtained from the parent? (Y or N)• If If yes to both, then circle to both, then circle Y


• If it is too early to determine if the student will need outside agency involvement, or no agency is likely to provide or pay for transition services, circle NA

• If an agency should be invited but parent did not consent, circle NA


• If no invitation is evident and a participating

agency is likely to be responsible for

providing or paying for transition services

and there was consent to invite them to the

IEP meeting, then circle N.


Measurable Goal(s)

Present Levels

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.

Present Levels Must:

1. Identify strengths and prioritize needs

2. Describe effect of disability on performance

3. Provide a starting point for development of annual goals

4. Guide development of other areas of the IEP

5. Be data driven (measurable and observable)

6. Reference post-school transition outcome(s)

Not measurable:“Jim has difficulty keeping up with his homework assignments.”

Measurable:“Jim completes / turns in 2 out of 10 homework assignments.”

Example:

Measurable AND Transition Related:“Jim completes / turns in 2 out of 10 homework assignments. He plansto attend a community college in the fall where homework assignmentsare expected on time and complete.”

Example:

Present Levels of Academic Achievement

• Includes information regarding how child is performing within the general education curriculum as it relates to post-school outcome

• Includes reading, writing, and math instructional levels as it relates to post school outcome

Present Levels of Academic Achievement

• Includes description of academic skills as it relates to post-school outcome

• Provides baseline for goals

• Not just grades, scores, or (as an example) the book child is working on in reading series

Present Levels of Functional Performance

• Describes how child functions in the activities of daily living, such as hygiene, dressing, basic consumer skills, community-based instruction, etc

• Describes functional academic skills, such as a functional reading level of 2nd grade for a 10th grade child

Present Levels of Functional Performance

• Describes functional behavioral skills, such as ability to follow a schedule, basic social skills

Remember:

as it relates to post-school outcome

Present Levels - Transition

Include when “transition services” on the special considerations page is checked

Describes adult life readiness, work experiences, career activities, aptitudes, interests, abilities

Present Levels - Transition

Indicate types of transition assessments and results derived

Relate specifically to identified post-school outcome(s)

Embed within academic achievement and functional performance sections OR separate paragraph

Let me show you! “Classroom performance is inconsistent.”

Classroom Classroom performance??

Inconsistent?

Maintains 3-ring binder of study guides for each core academic class

Ranges from 1 -- 8 missing guides per week

Put it All Together:Put it All Together:

Charlie maintains study guides for his academic classes, averaging 4 missing

guides per week.

Measurable Annual Goals

Step-by-step

Measurable Annual Goal

• IEP goal, covers one year• Addresses skill deficits (identified in needs)• Begins from baseline of skill (present levels)• Describes skill attainment level (endpoint) • NOT curriculum• Contains measurable, countable data• Leads to visual, countable monitoring• Not more than 3-5 goals

Postsecondary Education and Training Outcome:Activity/Service



Date


Agency Responsible

IEP Goal(Y/N)

Y or N

Y or N

Measurable Annual Goal

MEASURABLE ANNUAL GOAL

Describe HOW the child’s progress toward meeting this goal will be measured and WHEN periodic reports on progress will be provided to parents

Report of Progress

IF “YES” ON THE GRID IS INDICATED FOR ANY ACTIVITY/SERVICE, GOAL SHOULD BE FOUND ON THE GOAL PAGE SECTION OF THE IEP

Independent Living Outcome: Access community resources and programs with support

Activity/Service(Including Courses

of Study)Location Frequency

Projected Beginning

Date


Agency Responsible

IEP Goal(Y/N)

Functional reading, consumer math, pedestrian skill training

YY

CBI for shopping & communication skills

Y

Grids → Goals

Grids → Goals

Given a list of 25 restaurant and signs in the community, Nick will be able to orally read 100% of the words in isolation (in the classroom) and in context (in the community) 4 out of 5 trials over 3 consecutive weeks.

Independent Living Outcome: access community programs and resources with support



Projected Beginning

Date


Agency Responsible

IEP Goal(Y/N)

Travel training Y

Grids → Goals

Grids → Goals

Given decreasing supports and cue cards

with necessary information, Jane will

ride public transportation 5x / week, over

4 weeks, to successfully travel from

school to her job independently.

Employment Outcome: Competitive employment with support



Projected Beginning

Date


Agency Responsible

IEP Goal(Y/N)

Functional math, survival reading, family consumer science,……

Y

Paid work experience

Y

Grids → Goals

Grids → Goals

Given instruction and an alarm watch,

Reggie will begin and end his shift at

work with the setting of an alarm,

100% of the time 5x/week over 4

consecutive weeks independently.

Criteria for Writing Measurable Annual Goals:

Condition

Student’s Name

Clearly Defined Behavior

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

Condition

Describes the situation in which the student will perform the behavior (e.g.. accommodations, assistance provided prior to or during assessment)Examples:

• During lunch breaks on the job …• Given picture checklists to follow …..

Requires a clear description of the material that will be used to evaluate the learning outcome

Evaluation setting

Condition Example


Student Name

Should not be a problem ?

Caution if using “copy/paste”• Names• Pronouns (she/he and him/her)


Describe the behavior in measurable, observable terms

Ask yourself…what will the student actually DO?Examples:

• Say, print, write, read orally, point to…Non-examples:

• Understand, know, recognize, behave, comprehend, improve…

Clearly Defined Behavior Example



ExampleGiven a list of 25 restaurant and signs in

the community, Nick will be able to orally read 100% of the words in isolation (in the classroom) and in context (in the community) 4 out of 5 trials over 3 consecutive weeks.


Criterion LevelThe level the student must demonstrate for mastery

Number of Times Needed to Demonstrate Mastery How consistently the student needs to perform the

skill(s) before it’s considered “mastered”

Evaluation ScheduleHow frequently the teacher plans to assess the student

Method of evaluation


Performance criteria should set up “test “ situations for progress monitoring

Performance criteria should reflect the type of measurement that is meaningful for the skill

Performance Criteria % of time # times/#times with # or % of accuracy with fewer than #

errors words/digits/ correct

per minute with “x” movement on

a prompting hierarchy

“x” or better on a rubric

with no more than “x” occurrences of…

with an “x” or better on “x” rating scale

with “x/x” points on an assessment checklist

independently

Performance Criteria Example


Let me show you!

Original:

Improved:

Lisa will display organizational skills in all academic areas.

Given color-coded folders and a bin in the resource room, Lisa will keep regular education assignments in designated folders 100% of the time for 15 consecutive daily checks.

Let me show you!Original:

Improved:

Lisa will display organizational skills in all academic areas.

When attending regular education classes, Lisawill bring required materials (text, folder, pencil, etc.) 100% of the time over 6 randomweekly checks.

Postsecondary Education and Training Outcome: Two- or four-year college or university with support



Projected Beginning

Date


Agency Responsible

IEP Goal(Y/N)

English, Geometry,

Biology, World Cultures, Career

Awareness, Phys Ed

Y

Organizational skills for multi-

class assignments

Y

Self-advocacytraining Y

Lisa’s Goals on Grid

Indicator 13 Checklist: Measurable Goal(s)

Yes or No6. Is (are) there measurable annual IEP goal(s) that will reasonably enable the child

to meet the postsecondary goal(s)? Indicator 13 language


Locate the transition component of the IEP (the grid)

• For each post-school outcome on the grid, is there an indication that at least one annual goal is included in the IEP for that outcome area? (Y or N)

Now find the annual goals pages in the IEP.

Locate the specific annual goal that relates to

the transition outcome (as indicated on the grid).


• Does each annual goal contain the following components: (circle Y if all four are present)• A condition• Student’s name • Clearly defined behavior• Performance criteria

• For each post-school outcome, if there is no annual goal included in the IEP that will help the student make progress towards the stated outcome OR if the annual goal does not contain all four required components (and therefore, is not measurable), circle N

Progress Monitoring

Progress Monitoring

Progress Monitoring

1. Measurable Goals and Objectives

2. Data Collection Decisions

3. Data Collection Tools & Schedule

4. Representing the Data

5. Evaluation of Data

6. Instructional Adjustments

7. Communicating Progress



Report of Progress

Michael will take notes in his academic classes 70% of the time.

Teacher observation

Every 9 weeks

70% of his classes?

70% of the notes?Just because there is a NUMBER in the goal, doesn’t mean it’s measurable!



Report of Progress

Given instruction in the Cornell method of taking notes, Michael will complete a graphic organizer that will include 90% of teacher-covered material on four consecutive weekly samples.

Work samples compared with teacher notes

With regular report card and upon parent request

(calculate the % of teaching points that student has written on graphic organizer)



Report of Progress

Given instruction in the Cornell method of taking notes, Michael will complete a graphic organizer that will include 90% of teacher-covered material on four consecutive weekly samples.

Work samples compared with teacher notes

With regular report card and upon parent request

1st report: 25%

2nd report: 45%

3rd report: 70%

Michael's note taking

0

5

10

15

20

25

30

35

40

9/15

/200

6

9/22

/200

6

9/29

/200

6

10/6

/200

6

10/1

3/20

06

10/2

0/20

06

10/2

7/20

06

11/3

/200

6

11/1

0/20

06

11/1

7/20

06

11/2

4/20

06

12/1

/200

6

12/8

/200

6

12/1

5/20

06

Dates

Per

cen

tag

es

Percentage Goal

I-13 Checklist Conclusion

Indicator 13 checklist

Does the IEP meet the requirements of Indicator 13? (Circle one)

• If all Ys or NAs for each item (1 – 6) on the Checklist, then circle Yes

• If one or more Ns are circled, then circle No

YES or NO

Next Steps

Next Steps

• Train the Trainer and Regional Training Sessions• Online Course

• Introduction to the Online Course • Overview of a coordinated transition process• Transition Assessment• Post School Outcomes• Present Educational Levels• Course of Study• Transition Activities and Services• Agency Linkages• Measurable Annual Goals• Progress Monitoring for Specific Transition Skills• Coordinating Measurable IEP Goals and Transition Services – Final

Check for Understanding

Pennsylvania Post School Outcome Survey

(PaPODS)

Indicator 14 Resources• National Post School Outcome Center (NPSO)

http://www.psocenter.org/

• National Secondary Transition Technical Assistance Center (NSTTAC) http://www.nsttac.org

• National Dropout Prevention Center for Students with Disabilities (NCPD-SD) http://www.dropoutprevention.org/

• Pennsylvania Community on Transition Website www.sharedwork.org/patransition

http://www.psocenter.org/

http://www.nsttac.org/

http://www.dropoutprevention.org/


SPP Indicator 14

Percent of youth who had IEPs, are no longer in secondary school, and who have been competitively employed, enrolled in some type of post-secondary school or both within one year of leaving school

PaPODS Development History

145

DESIGNING THE SURVEY TO ACHIEVE

TWO GOALS

• Collecting information required for federal reporting

• Collecting information to inform program improvements resulting in better post-school outcomes for youth with disabilities

146

STAKEHOLDER INPUT FOR SURVEY DEVELOPMENT

• Exit Survey Developed through a Cross Agency Process with Individual Stakeholder Representation

• Survey drafts received Individual Reviews and Ratings

• Group Reviews to suggest addition of

missing questions or rewording of questions

147

IDENTIFYING A SYSTEM TO SUPPORT DATA COLLECTION

AND REPORTING

• Meeting with national experts at National Transition Summit - June 2005

• Advice sought from National Post-school Outcomes Center

• Decision to replicate Alabama System designed at Auburn University

148

Building the System

• Decision Points• Exit and Post-school surveys

Content of surveys• Implementation Procedure

Online versus paper/pencil• Data Collection Cycle and Sampling

5 year versus 6 year Sampling of LEA versus students

149

Building the System

• Decision Points• Administrative Structure to Support Process • Departmental Approvals and Field Directives• Use of Penn Data to Pre-Populate • Field Technical and Management Support Procedures

• PaTTAN Educational Consultants• Intermediate Unit Transition Consultants

150

SURVEY POPULATION

• Target Population “Youth who had IEPs, are no longer in

secondary school, and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school”

• All states have the same definition of “Population”

151

• All leavers identified by the LEA on the December 1 Federal Student Data Report, and those age 17 or older who may have left since that report

• “Leavers” are those students who “left”• With a regular diploma• Due to aging out (at 21 years of age)• Due to dropping out• To get a GED

SURVEY POPULATION

152

If a student moves to another district and does not graduate, age out, or drop out they are not considered a “leaver” for that year.

SURVEY POPULATION

153

Pennsylvania’s SAMPLE

• 1/5 of LEAs annually and• 1/5 of Philadelphia High Schools

— Attempt to interview all leavers in LEA

• All LEAs have been selected and placed on the sampling plan for the 5 years (i.e. each district participates once every 5 years)

154

SAMPLING VARIABLES

• District Size

• Urban, suburban, rural, plus charter schools

• Disability Category

• Ethnicity

• LRE Status (percent of time served in regular education classroom)

• Gender

155

Surveys

• Exit SurveyExit Survey for the “leavers” in the current school year (2007-08) – Survey Cycle Year # 3

• Post-School Survey for former students one year out from school – (2006-07 “leavers”) – Survey Cycle Year # 2

156

Exit Survey Content

• Demographic information • Reason for leaving• Accommodations received in high school• Referrals to community agencies and benefits

received• Mobility within the community• Contact information for post-school follow-up

157

Post-School Survey Content

• Work history and benefits

• Continuing education history and related items

• Probe if not employed or in post secondary training/education program

• Benefits received from social service agencies

• Mobility within the community

• Check on independent living status

PaPODS Data

Survey Results

2007- 08 PAPODS

2008 PaPODS Details

Year # 3 Exit Survey LEAs

LEAs assigned to Exit Survey Target Year #3 need to be aware of thefollowing points:

- From September 1, 2007 to May 31, 2008, the LEA will need to administer the EXIT SURVEY for all students who have an IEP and who have dropped out of school anytime during the 2007-08 school year. Student contact information to facilitate the post-school survey will also be collected at this time. - Between April 1, 2008 and May 31, 2008, the LEA will need to administer the Exit Survey for all students who have an IEP and who are planning to leave school at the end of the 2007-08 school year. Student contact information to facilitate the post-school survey will also be collected at this time.

Year # 2 Post School Survey LEAs

LEAs assigned to Post School Survey Target Year #2need to be aware of the following points. - Between April 1, 2008 and July 31, 2008, the LEA will need to administer the POST-SCHOOL SURVEY to former students who had an IEP and who were leavers at the end of the 2006-07 school year. (These former students should have been administered the EXIT SURVEY in spring 2007.) - IU transition consultants will monitor the districts' progress and assist as needed with the exit and post-school survey procedure. - PDE/BSE will provide training on the implementation of the POST-SCHOOL SURVEY for Survey Target Year #2 LEAs at a videoconference scheduled for March 14, 2008 from 1:00 PM - 3:00 PM. Please register for this videoconference after February 15, 2008 at www.pattan.net.

Year # 3 Exit Survey LEAs

LEAs assigned to Exit Survey Target Year #3 need to be aware of thefollowing points: - One year after exiting high school (between April and July) the former students (graduates and dropouts) will complete a post-school survey to be administered at the district level. - IU transition consultants will monitor the districts' progress and assist as needed with the exit and post-school survey procedure. - PDE/BSE will provide training on the implementation of the EXIT SURVEY for Survey Target Year #2 LEAs at a videoconference scheduled for March 14, 2008 from 10:00 AM - 12:00 PM. Please register for this videoconference after February 15, 2008 at www.pattan.net.

LEAs Not Assigned to Year # 3

Any LEA that is not assigned to targeted sampling year #3, butis interested in participating in the exit survey process, can register for the survey by contacting:

Michael Stoehr, PaTTAN Pittsburgh Office at 800-446-5607 (inside PA), ext. 6864, or via email at [email protected].

All requests must be received by February 28, 2008.

Q & A

time

Contact information:

Michael StoehrEducational Consultant

Pennsylvania Training and Technical Assistance Network (PaTTAN)

3190 William Pitt WayPittsburgh, PA 15238

(412) 826-2336, ext. # 6864(412) 826- 1964 (fax)

[email protected] www.pattan.net

mailto:[email protected]

http://www.pattan.net/

Pennsylvania’s Indicator 13 and 14 Approach: Ensuring Coordinated, Measurable Goals, Transition...

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