Transition and the IEP: Preparing for Indicator 13 South Carolina Department of Education Office of...

Transition and the IEP:Preparing for Indicator 13

South Carolina Department of EducationOffice of Exceptional Children

Developed for FFY102010 – 2011

National Secondary TransitionTechnical Assistance Center

This PowerPoint, along with the FAQ document and NSTTAC checklist can be found on our department's website:

http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-Children/Transition.Ind13.html

State Performance PlanIndicator # 13

Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if 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))

IEP Results Process for Transition Services

Includes: Courses of study

Includes:•Instruction•Related services•Community experiences•Employment and other post- school adult living objectives

When appropriate:•Daily living skills•Functional vocational evaluation

Step IMeasurable

Post-secondary Goals

Step II:Present Levels

of Academic Achievement

and Functional Performance

Step III:Transition Services

Step IV:Measurable

Annual Goals

Age-appropriate transition

assessments

•Training/Education •Employment•Independent Living Skills – when appropriate

O’Leary, E., 2005 © Copyright

“ So…. Is it easy ?”

Focusing OnFocusing OnIndicator 13Indicator 13

NSTTAC Indicator 13 Checklist A

NSTTAC Indicator 13

Checklist B

Teacher Trainer Checklist

Where Do I Get These Checklists?

• NSTTAC’s Website:– http://www.nsttac.org/indicator13/indicator13_checklist.aspx

Indicator 13 Checklist

1) Is there a measurable postsecondary goal(s) that covers education/training, employment, and as needed, independent living?

2) Is (are) the postsecondary goal(s) updated annually?3) Is there evidence that the measurable postsecondary

goal(s) were based on age appropriate transition assessment?

4) Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)?

Indicator 13 continued …..

5) Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)?

6) Is (are) there annual IEP goal(s) related to the student’s transition services needs?

7) Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed?

8) If appropriate, is there evidence that 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?

Checklist Question 1

Is there a measurable postsecondary goal(s) that covers education/training, employment, and as needed, independent living?

• Where Do I Find This?– Section I of the IEP

What is a Post-Secondary Goal?

• Articulation of what the student would like to achieve after high school phrased in the form of a measurable goal.

• Based on age-appropriate transition assessment.

• Based on student’s strengths, preferences & interests.

• Written for both training/education and employment.

• When appropriate, written for independent living.

Post-Secondary Goal Guiding Questions

• Where is the student going to work or engage in productive activities after graduation?

• Where and how is the student going to continue to learn and/or develop skills after graduation?

• If applicable, where is the student going to live and how is he/she going to access adult services, participate in the community and in recreation activities after graduation?

Post Secondary Goals are:

• measurable

• an actual outcome and not an activity or process. – "Seeks," "pursues," "continues," "learns," and "applies"

are processes, not outcomes. "Applying" to a college or "seeking" employment is therefore not considered a measurable postsecondary outcome and will not meet compliance.

• written as separate goal statements or a combined goal

Post Secondary Goals:How do I Write them?

• Use the word "will" when describing the PSG. "Wants," "wishes," "hopes to," and other similar words are not measurable and will not meet compliance

• Use results-oriented terms such as “enrolled in,” “work.”

• Use descriptors such as “full-time” or “part-time.”

• Write goals in third-person such as “Mary will….”

Post Secondary Goals:How do I Write them?

• Use action verbs. Avoid verbs such as pursue, wants, plans, hopes to, would like . . . .

– We do not write annual goals that say “Karen hopes to be able to read on a 5th grade level . . . .”

• The use of one word such as "military," "nurse," or "college," is not a measurable PSG. The outcome must be stated as an end result; "The student will enlist in the Army where he will receive both training and employment."

Formula for writing a post secondary goal

Let’s Meet Four Students• Jason - He is 17 years old. He is a bright, friendly

student with a specific learning disability in reading and reading comprehension.

• Lissette – She is a 20-year-old student with Down Syndrome.

• Jamarreo – He is a 19-year-old student identified with emotional and behavioral disabilities.

• Lilly – She is 18 years old and is medically fragile and functions as a student with a severe mental disability

Education/Training• After graduating from high school, Jason will enroll in a

four-year college to obtain his undergraduate degree in history and education.

– This goal meets I-13 standards for Item #1 for the following reasons:

• Enrolling in a four-year college is observable.• Obtaining an undergraduate degree in history and

education is measurable.• The expectation, or behavior, is explicit, as in Jason

performs the required activities or he does not, after graduating from high school.

• These goals logically must occur after high school (and it is stated that the goal will occur after graduation).

Education/Training

• After graduation from high school, Lissette will complete the non-degree program at Montgomery County College.


• Completing a postsecondary education program is the focus of the goal statement.

• This goal is consistent with Lissette’s other employment and independent living postsecondary goals and could support her attainment of her other goals.

• The goal is stated as occurring after• Lissette is no longer receiving services in high

school.

Education/Training

• Upon graduation from high school, Jamarreo will successfully complete welding courses at Central Piedmont Community College to attain the Entry Level Welding Certificate.

– This goal meets I-13 standards for item #1 for the following reasons:

• Participation in training is the focus of this goal.• Successful completion of a welding certificate can be

observed, as in Jamarreo meets the requirements of the coursework or he does not.

• The expectation, or behavior, is explicit, as in Jamarreo attains the certificate or he does not.

• It is stated in this goal that the training will occur after graduation.

Education/Training

• After graduation, Lilly will participate in a center-based program with an adult curriculum focused on gaining maximum social communication, daily living, and vocational skills.


• Participation in training is the focus of the goal.• “Participation” is an observable behavior.

Other Examples of Education/Training

• After graduation, Henry will attend York Technical College in Rock Hill to become a Vet Tech.

• After high school, Jackie will participate in on the job training at Catawba Animal Clinic.

• After exiting the district's 18-21 year old program, Maria will complete vocational training at the Johnson & Wales Culinary Institute.

• Following high school, Troy will attend a four year college for business management.

• Damian will attend a community based employment program after he ages out of school.

Education/Trainingnon-examples

• Jason will meet the criteria for passing Spanish II, so that he can apply to college where he wants to major in education.

• Lissette wants to go to college

• Jamarreo will learn about welding.

• After leaving high school, Lilly plans to enter an adult day care center.

Employment

• After finishing college, Jason will become a high school social studies teacher.


• Becoming a high school social studies teacher is also observable.

Employment

• After graduation, through the assistance of VR and the staff of the non-degree program, Lissette will work part-time on the campus at MCC so it does not interfere with the schedule for her program there.


• Obtaining part-time employment is observable.• This employment goal is also consistent with both

of Lissette’s postsecondary education and independent living.

• The action will occur after graduation.

Employment

• In the future Jamarreo will be a self-employed welder.


• The action will occur after high school.• The result of this goal is observable (i.e., Jamarreo

will or will not be a self-employed welder).

Employment

• After graduation, Lilly will participate in a center-based program with an adult curriculum, receiving services to increase her stamina and mobility to prepare her for work.

– These goals meets I-13 standards for Item #1 for the following reasons:

• It is stated that the goal will occur after graduation from high school.

• Goal are stated measurably: “participate” can be observed as occurring or not, within 1 year of graduation

• The goal is focused on Lilly’s preparation for employment

Other Examples• Carl will work as a manager of a McDonalds.

• Following graduation, Ashley will have volunteer positions in the community with support of the local community center board, but not paid employment.

• While attending a two-year college Karen will work part-time at PetSmart. After graduating from a two-year college with an associate's degree, Karen will work full-time as a vet tech.

• Following high school, Paul will work at the local hospital with a job coach.

Employmentnon-examples

• Lissette will get a job.

• Jamarreo wants to work as a welder.

• Upon completion of high school, Lilly will apply for services through vocational rehabilitation to support her participation in a vocational center program.

Independent Living• Upon completion of high school, Lissette will utilize

public transportation, including the public bus and uptown trolley.


• Participation in independent living skill development, specifically community participation, is the focus of this goal.

• Use of the bus can be measured, as in Lissette performs the necessary activities or does not perform the activities.

• The expectation, or behavior, is explicit, as in Lissette performs the required activities or she does not.

• It is stated in this goal that the

Independent Living

• After graduation Lilly will use an augmentative communication device at home and the center-based program to communicate her wants, needs, and desires and to interact with her environment more independently.

– The above goals meet I-13 standards for Item #1 for the following reasons:

• Goal is stated in a manner that can be observed (i.e., “will use”, “communicate”

• Goals are stated as outcomes for Lilly after high school, not activities or processes toward outcomes.

Other Examples• Bill will live independently by being able to follow the rules of

society.

• Susan will live with a roommate by being able to balance her checkbook monthly.

• After graduating, Jackie will utilize public transportation independently to access her job.

• Barry will live independently in his own home where he will direct his own supports and schedule medical and work appointments.

• Following Devon's aging out of the school system, he will live semi-independently with a roommate in an assisted living environment and utilize public transportation to access his community.

Independent Livingnon-example

• Jason will live independently.– If the child can simply “live independently” then a PSG for independent

living does not need to be addressed.

• Jamario will live with his parents.– Although this is minimally adequate, PSGs for independent living

should be more skill oriented (e.g. will live with his parents by being able to follow the rules set by society).

• Lissette will inquire about how to apply for an apartment lease.

• Lilly will rely on family members and staff to communicate her needs and wants.

A Few More Examples

• Alex will enlist in the Army where he will receive training in the area of telecommunications and where he will also be employed.

• Ethan will work at the electronics counter at Wal-Mart where he will receive on the job training to prepare for employment.

Combined PSGs

• After graduating from high school, Jason will enroll in a four-year college to obtain his undergraduate degree in history and education and will be employed as a social studies teacher.

• After graduation from high school, Lissette will complete the non-degree program at Montgomery County College where she will also be employed by the County College. She will learn to utilize public transportation, including the public bus and uptown trolley.

Combined PSGs

• Upon graduation from high school, Jamarreo will successfully complete welding courses at Central Piedmont Community College to attain the Entry Level Welding Certificate so he can become self employed as a welder.

• After graduation, Lilly will participate in a center-based program with an adult curriculum focused on gaining maximum social communication, daily living, and vocational skills receiving services to increase her stamina and mobility to prepare her for work. She will live at home where she will use her augmentative communication device at home and the center-based program to communicate her wants, needs, and desires and to interact with her environment more independently.


Is (are) the postsecondary goal(s) updated annually?

• Where Do I Find This?– Section II of the IEP

Is the Post Secondary Goal Updated Annually?

• Was (were) the postsecondary goal(s) addressed/ updated in conjunction with the development of the current IEP?

– Is there evidence that it was updated?• Within one year of the annual review date

– In the PLAAFP (Sec. II) and/or students interest/preference section (Sec. I), is there evidence that the assessment information is updated?


Is there evidence that the measurable postsecondary goal(s) were based on age appropriate transition assessment?

• Where Do I Find This?– Section II

What Must Transition Assessment Address?

Employment

Education & Training

Living Skills

(as needed)

The Guiding QuestionsTransition assessment is an individualized process designed to answer three broad questions about a person. Thorough assessment drives instructional and programmatic decisions.

1. Where is the individual presently?2. Where is the individual going?3. How do we get the individual there? (Colorado DPI, 2005)

Age-Appropriate Transition Assessment

• Activities, instruction, environment, and materials must reflect a student’s chronological age.

• Transition assessments can be formal or informal: task analysis, observations, meetings with student, self-determination measurements, interest inventories.

• The information is documented in the present levels of performance.

Age-Appropriate Assessment

Results guide the IEP team in establishing the post-secondary goals. The results lead to identification of:

Career Cluster Course of Study

Areas of Transition Services Meaningful Annual Goals

Related and Supplemental Services

Types of Transition Assessment

• Informal: Observing the student in both academic & work

experiences Talking with the student about likes & dislikes Setting up experiences to allow the student to try

something that he/she thinks may be of interest.• Formal:

Academic achievement tests Adaptive behavior scales Interest inventories Self-determination assessments Vocational interest & skills assessments

Websites of Interest• Casey Life Skills

– www.caseylifeskills.org• Zarrow

– www.ou.edu/zarrow

• Career/Vocational Assessments: – Holland Occupational Themes

http://www.brunswick.k12.me.us/bhs/guidance/Careerdocs/Holland%20SelfAssessment.pdf

– Diablo Valley College’s Learning Styles Inventory http://www.metamath.com/multiple/multiple_choice_questions.html

– Multiple Intelligences Inventory http://www.ldrc.ca/projects/miinventory/mitest.html

• Career Awareness, Exploration, & Research:– ACRN’s Career Decision Making Tool http://www.acrnetwork.org/cdmt/tool.htm – 16 Career Clusters and Career Plans http://www.careerclusters.org/ – O*Net’s “Interest Profiler,” “Work Importance Locator,” and “Occupation Finder”

http://www.onetcenter.org/ – California Career Zone http://www.cacareerzone.org/flash/index.html– The Vocational Information Center http://www.khake.com/index.html – Quality Work-Based Learning Toolkit http://www.newwaystowork.org/qwbl/index.html

Assessments - one size does not fit all!

Interests/Preferences

• The IEP includes a brief description of the student’s interests and preferences.

• These are derived from multiple sources including formal (such as standardized measures) and informal (such as interviews) methods.– A best practice would be to put dates next to the assessments

mentioned.• e.g. “on 5/14/2010, Becky reported to her case manager that . . .”

Age-Appropriate TransitionAssessment Example

Jason has had excellent attendance throughout high school. He has successfully passed all the necessary academic classes, End of Course (EOC) Exams, and should earn a regular diploma. His special education case manager notes his interest in becoming a high school teacher, which is supported by the feature that both his parents are teachers and he has served as a peer tutor while in high school . Jason’s scores on the Self-Directed Search Form R further established his interests in teaching and related jobs entailing working with and for others in some way. His score on the Career Interest Inventory – Level Two also showed a distinct preference for professional jobs like teaching.

Age-Appropriate Transition Assessment Example

“Lissette is a rule-oriented, quiet young woman with strong skills and interests in service employment. Lissette demonstrates cognitive skills below those of her peers and learns best through observation and experience, due to limited verbal and reading skills. Lissette has participated in a curriculum with a functional-academic focus in which she has demonstrated strengths in independent living skills such as self-care, home management, reading for success in the community, and community math skills including time and calendar skills. Lissette has expressed an interest in and demonstrated success in the service industry, including cleaning, laundry, and food preparation. 1 of 2

Age-Appropriate TransitionAssessment Example

Lissette indicates that her family encourages her to do well in school and in her job experiences. Her family expresses interest in Lissette’s living outside of their home as she becomes more financially independent after leaving high school.”Sources: (1) Classroom observation notes monthly August 2005 – April 2006; (2) Community Based Instruction (community and work activities) task analysis checks August 2005 – April 2006”, (3) Transition Planning Inventory, student, home, and school forms, April 2006; (4) Making Action Plans [MAPS]

2 of 2


Jamarreo reported to his special education case manager on 3/22/06 that he has worked part-time in his uncle’s metal shop for the past year and is interested in welding as a career. Career Planning Survey completed in 2005 and Work Adjustment Inventory completed March, 2006: Jamarreo has strengths in the area of mechanical work and likely be a serious, dedicated employee.”


A portfolio assessment indicates that Lilly accesses the general education curriculum through extension activities. She benefits from sensory stimulating activities and activities to improve her independence and communication.Results of a physical therapy evaluation indicate Lilly relies on others to move her wheelchair and place her in a chair, a stander, or on a mat for all activities. A 2-person lift or mechanical device is required for all transfers. Lilly does not initiate any attempt to move to another position, once placed in lying, sitting, or standing. She has limited fine motor skills and requires hand-over-hand assistance for all activities. Lilly is dependent on a personal care attendant to care for all of his personal care needs (i.e., eating, brushing teeth, combing hair). 1 of 2


Signed examination summary from Lilly’s pediatrician, dated during the current year indicated that she suffers from chronic digestive and cardio-pulmonary disorders and is completely blind. Her medical needs require 24 hour nursing care to monitor digestion, breathing, and normal heart rate.

2 of 2

Present Levels of Academic Achievement and Functional

Performance

You are here

Present Levels should pass the “stranger” test!

Remember

• To Meet Requirements for # 3:– It includes information

gathered over time.– It reflects student

strengths, interests, and preferences.

– The information is from multiple sources and places.

– The data sources are age-appropriate.


Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)?

• Where Do I Find This?– Start in Section I to see what

boxes are checked in the transition services section,

• From there, look for evidence of these services in the annual goals and/or objectives.

Transition Service Questions• What experiences must the student participate in this

academic year that are necessary for achieving the post-secondary goals?

• What services and specific instruction are essential this year for the student to develop skills and knowledge to attain his/her post-secondary goals?

• Do we know enough about the student’s vocational skills to identify an appropriate post-secondary employment goal or design activities to support the identified goal?

Transition Services• Transition services should focus on academic and

functional achievement to facilitate movement from school to post-school life.

• For each post-secondary goal, transition services might include: Instruction Related Services Community Experiences Acquisition of Daily Living Skills Development of Employment & Post-School Objectives Functional Vocation Evaluation

Types of Services

• Instruction– Instruction is one component of a transition

program that “the student needs to receive in specific areas to complete needed courses, succeed in the general curriculum, and gain needed skills”.

– Source: Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements: A guide for states, districts, schools, universities and families. Eugene: University of Oregon, Western Regional Resource Center

Types of Services

• Related Service– Related services are defined as “transportation, and such developmental,

corrective, and other supportive services (including speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, social work services, school nurse services designed to enable a child with a disability to receive a free appropriate public education as described in the individualized education program of the child, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist a child with a disability to benefit from special education, and includes the early identification and assessment of disabling conditions in children. However, the term does not include a medical device that is surgically implanted or the replacement of such device”.

– Source: Individuals with Disabilities Education Improvement Act of 2004, Public Law No. 108-446, 20 U. S. C. 1400, H. R. 1350.

Types of Services

• Community Experience– Community experiences are one component of a

transition program “that are provided outside the school building or in community settings. Examples include community-based work experiences and/ or exploration, job site training, banking, shopping, transportation, counseling and recreation activities”.

– Source: Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements: A guide for states, districts, schools, universities and families. Eugene: University of Oregon, Western Regional Resource Center.

Types of Services

• Employment and Other Post-School Adult Living Objectives– Employment and other post-school adult living objectives are

components of a transition program that “the student needs to achieve desired post-secondary goals. These could be services leading to a job or career or those that support activities done occasionally such as registering to vote, filing taxes, renting a home, accessing medical services, filing for insurance or accessing adult services such as Social Security Income (SSI)”.

– Source: Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements: A guide for states, districts, schools, universities and families. Eugene: University of Oregon, Western Regional Resource Cente

Types of Services

• Daily Living Skills– Acquisition of Daily living skills is one

component of a transition program that is included “if appropriate” to support student ability to do those activities that “adults do every day (e. g., preparing meals, budgeting, maintaining a home, paying bills, caring for clothes, grooming)”.

– Source: Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements: A guide for states, districts, schools, universities and families. Eugene, OR: University of Oregon, Western Regional Resource Center.

Types of Services

• Functional Vocational Evaluation– Functional vocational evaluation is one component of a

transition program that is included “if appropriate”. This evaluation involves “an assessment process that provides information about job or career interests, aptitudes, and skills. Information may be gathered through situational assessment, observations or formal measures, and should be practical. The IEP team could use this information to refine services outlined in the IEP”.

– Source: Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements: A guide for states, districts, schools, universities and families. Eugene, OR: University of Oregon, Western Regional Resource Center.

Transition ServiceExample

• Examples of instruction support the multi-domain postsecondary goal for Jason of attending college to gain employment as a teacher.

– Annual goals that address the child’s academic weaknesses

Transition Service Example• Examples of community experiences that support the

postsecondary education/training and independent living goal of “Lissette will complete the non-degree program at Montgomery County College” and “upon completion of high school, Lissette will successfully utilize public transportation, including the public bus and uptown trolley.”

– Annual Goals that address:• Purchase a monthly bus pass• Safety skills in the community• Learning to choose a seat near the bus driver• Learning to use the pull cord to identify her upcoming stop

Transition Service Example

• Examples of related service support the postsecondary education/training and employment goals of “upon graduation from high school, Jamarreo will successfully complete welding courses at Central Piedmont Community College to attain the Entry Level Welding Certificate” and “Jamarreo will be self-employed as a welder”.

– Annual Goals that Address:• Interpreter services for the hearing impaired

– (Jamario also has a hearing impairment)

• Counseling services to increase ability to manage anger

Transition Service Example• Lilly:

– Annual Goals that address:• (Instruction)

– Self-care skill instruction– Instruction in use of augmentative device

• (Community Experience)– Community-based independent and community

living instruction• (Related Services)

– Occupational therapy for use of assistive technology

– Physical therapy to maintain and improve strength and flexibility

– Nursing services to increase Lilly’s ability to access to community environments

Transition Service non-examples

• Jason:– Field trips to the grocery store– Watch series of videos on various professional

careers

• Lilly:– Instruction in word processing– Instruction in Anatomy and Physiology– Class trip to Disability Services at the local college

Transition Services

• Please Remember– For every transition service marked, there

must be a direct link to a corresponding annual goal or objective).

– Transition Services are individualized and not “just because we’re going to cover that this year in class” or “all my students go on that field trip.”

Checklist Question 5Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)?

• Where do I find this?– Section I

• Course of Study Box

AND

• Diploma/Certificate Box

Course of Study

Diploma/Cert

Course of Study• Describes the student’s anticipated course of study driven

by the student’s interests, preferences, and chosen SC Career Cluster.

• Describes the post-secondary goal and path the student will follow to achieve transition outcomes.

• Uses the IGP as the guiding document

• Encompasses curricular emphasis and requirements needed to meet the post-secondary goal.

Course of StudyExample

• His listed course of study states “standard course of study towards a high school diploma” and the box is checked showing that the Jason is pursuing a South Carolina High School Diploma.– These courses of study meet I-13 standards for the

following reasons:• Jason plans to attend a four-year college to

complete courses for a bachelor’s degree after he graduates high school

• Jason’s coursework throughout high school will need to prepare him for admissions to a college and so should include college preparatory work and the requirements for the diploma that will allow him admissions to the college


• The course of study states “occupational course of study towards a district credential” and the box IEP is checked showing that the Lissette is pursuing a district credential.


• The course of study states “standard course of study towards a high school diploma” and the box IEP is checked showing that the Jamarreo is pursuing a the South Carolina Diploma.– These courses of study meet I-13 standards for the

following reasons:• Jamarreo’s post-secondary goal is to take courses

at Central Piedmont Community College so that he can attain a welding certificate and be employed as a welder; therefore, it would be appropriate for him to take courses that are designed for students that want to attain a technical degree.


• Lilly’s IEP indicates that her course of study is “functional academics course of study.” She receives specially designed instruction with an alternate curriculum, including instruction focused on self-care and communication skills and linked to the state standard course of study (SCS) in Language Arts, Math, and Science.– This course of study meet I-13 standards for the

following reasons:• Program is specially designed to meet the

academic and functional needs of Lilly• Program support Lilly’s postsecondary goals

Course of Studynon-examples

• Jason – specific courses listed– The IEP does not indicate the series of courses that

constitute the course of study, throughout the four years of high school, which will help him meet his post-secondary goal.

• Lilly - The box is checked on the IEP indicating that the student is completing the coursework for a standard diploma.


Is (are) there annual IEP goal(s) related to the student’s transition services needs?

• Where Do I Find This?– Section IV of the IEP

• Annual goals

Annual IEP Goal Questions

• What skills and knowledge must the student attain this academic year that are necessary for achieving the identified post-secondary goals?

• What skills and knowledge does the student currently have that support his/her post-secondary goals?

Annual Goals

• The linkage between the annual goals and the PSG/transition services must be direct, specific, and genuine. If someone were to pick up the IEP and go directly to the annual goals, he/she should be able to predict the PSG/transition services needs with a high degree of accuracy.

• Annual goals should link to an academic standard, but a standard is not, by itself, an annual goal.

• Academic goals most readily link to the PSG in education/training.

Formula for writing an annual goal that supports the post-

secondary goal

Critical Components of a well-written goal are: (condition, measurable behavior, criterion, and timeframe).

43-243 p.76

Annual Goals

Target a student outcome (behavior)

Contain a condition

Are observable

Are measurable

Are attainable in a 12 month period of time

MUST be progress monitored

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The conditions under which we will measure the goal (the behavior that will occur)

– The materials the teacher uses to measure the behavior (e.g., given a worksheet of basic multiplication facts)

– The environment (e.g., when playing with other children at recess)

Annual Goal

Component #1: The Conditions

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• The behavior we want to change (DIRECTLY taken from the PLAAFP)

• Must be visible and observable– Behavior is described in terms that are

observable, measurable, verifiable, & repeatable (to write, to underline, to read aloud, to initiate interactions).

– Don’t use invisible target behaviors that are open to many interpretations (to develop, to understand, to enjoy, to improve).

Annual GoalComponent #2: The Target Behavior

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• The test refers to the criterion for mastery or acceptable performance.

• This tells us (and parents) what the student has to do to achieve the goal.

• It is the basis of accountability.

• It can be stated in terms of accuracy, speed, and quality.

Annual GoalComponent #3: The Measurement

Example for Jason

• Academically Jason still continues to make careless errors of convention when constructing his thoughts on paper. Last year on his final English III essay, he had 11 errors of convention which makes his papers difficult to read . . . .(PLAAFP)

• Jason’s scores on the Self-Directed Search Form R further established his interests in teaching, however, he still has unclear expectations about what it is like to be a teacher . . . . (PLAAFP)

• Through participation in the district’s teacher mentor program, Jason will write an essay about his expectations for his future career, including statements of (a) a goal (b) 3 or more negative aspects of teaching, (c) 3 or more positive aspects of teaching and (d) a summary statement of the mentor program experience with no more than 3 errors of convention. (Academic Goal)

These Two

Link

Annual GoalsExample

• Given a cell phone with pertinent telephone numbers programmed and weekly practice in school and community settings, Lissette will successfully call her boss to communicate important messages in 5 out of 5 role-play scenarios in school and community settings for the duration of this IEP.

– This annual goal meets I-13 standards for the following reasons:

• Preparing for employment is the primary focus of this goal.

• Using a telephone successfully is an important skill for a person who will maintain employment.

• The goal includes conditions, a timeframe, and a behavior with criterion that are measurable.

Annual GoalsExample

• Given transportation to Central Piedmont Community College, Jamarreo will achieve mastery (95% or better accuracy) of welding safety skills by completing an orientation course on welding safety by March 15, 2007.

– This annual goal meets I-13 standards forthe following reason:

• The annual goal will be accomplished by Jamarreo while in high school to prepare him for successfully completing welding courses at Central Piedmont Community College.

• This annual goal focuses on skills and knowledge to be mastered, that are measurable.

Annual GoalsExamples

• education/training – Given two physically or auditorally presented choices (e.g.,

classical music, outside noises), Lilly will manipulate a switch with her head to choose the preferred activity or item with 80% accuracy over six consecutive weeks.

• employment– Given placement in her chair with a work table or in a stander

in the classroom, Lilly will increase her stamina for exposure to multiple vocational tasks by 10% as measured by awake and content during a 20 minute session during one school semester.

Annual Goalsnon-example

• Jason will complete a work study with a local retailer, demonstrating mastery of the job skills and work behaviors, at 90% accuracy by May 2008.

• Lissette will participate in a variety of activities to prepare her for employment at the community college including public transportation training, telephone skills, safety skills, money skills and social skills.

• Given completion of welding coursework, Jamarreo will obtain a full-time job at a welding company by December 2010.

• Lilly will actively engage in daily activities.

Review Your Goals• Is there a measurable annual goal(s) that covers

(condition, measurable behavior, criteria, and timeframe):– education or training AND– employment, and – independent living, as needed

• Is there an annual goal(s) that will reasonably enable the child to meet the post-secondary goal(s)?

• At least one annual goal must show direct, specific, and genuine linkage to each of the PSGs and is supported by each of the specific transition services.

Annual Goals, one size does not fit all…


Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed?

• Where do I find this?– There is evidence of the

student’s invitation located in the student’s IEP folder.

• Letter of invitation to the meeting


If appropriate, is there evidence that 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?

• Where do I find this?– Signed consent form in the IEP folder (district

provided)• This is where you need an ANNUAL consent form.

Evidence of Coordination

Are there transition services listed on the IEP that are likely to be provided or paid for by an outside agency? If so, look for:

• Agencies identified that would provide or pay for post-secondary services

• Evidence of parent consent (student when age of majority) to invite agencies

• Evidence that agencies were invited to the IEP meeting

Does the IEP meet the requirement of Indicator 13?

• How do I know this?– You have marked “YES” or “N/A” for ALL questions

1 – 8.– It’s ALL or NOTHING. – Once you’ve marked “NO” for ANY of the

questions, STOP the Indicator 13 checklist – you do not have a compliant Indicator 13 IEP.

Good Planning +Good Teaching

Students with a CHANCE in our world!

Resources

• Casey Life Skills. (2009). Welcome to Casey Life Skills. http://www.caseylifeskills.org/

• Colorado Department of Education (2010). Transition resources. http://www.cde.state.co.us/cdesped/TransResources.asp.

• National Secondary Transition Technical Assistance Center. (2009). Welcome to the National Secondary Transition Technical Assistance Center (NSTTAC) website. http://www.nsttac.org/.

• Office of Exceptional Children. (2009). Exceptional Children. http://www.ed.sc.gov/agency/Standards-and-

Learning/Exceptional-Children/

• Zarrow Center. (2009). Zarrow Center for Learning Enrichment. http://www.ou.edu/zarrow.

Transition and the IEP: Preparing for Indicator 13 South Carolina Department of Education Office of...

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