The California Community of Practice on Secondary Transition Presents

A Webinar Series Triangulating Postsecondary Goals

Webinar I: The Big Picture

Hosted by California Department of EducationFebruary 21, 2012

3:00 – 4:30

Facilitator: Jill Larson, CDE Consultant Presenters Sue Sawyer, CA Transition Alliance Jon Paul Burden, Director of Exceptional

Services, Region 4 Colorado

Presenters

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

Today we will Explore the transition mandates in IDEA

Define “measurable postsecondary goals”

Explore the process of Triangulating Goals with common core academic standards and industry standards informing the IEP

Goal

Focus: Improve academic and functional achievement to facilitate movement from school to post-school activities (post-secondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living or community participation.

Based on youth’s strengths, preferences and interests.

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

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

IDEA & Transition 16 & Beyond

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Measurable Post Secondary Goals in employment, education/training, and independent living

Updated annually Based on age appropriate assessments Lists Transition Services Course of Study Annual IEP goals related to postsecondary

goals Student invited to the meeting Representatives of agencies invited to

meeting

State Performance Plan Indicator #13

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Predictors/Outcomes Education Employment

Independent Living

Career Awareness X X

Occupational Courses X XPaid Employment/Work Experience

X X X

Vocational Education X XWork Study XCommunity Experiences X

Exit Exam Requirements/High School Diploma Status

X

Inclusion in General Education X X X

Program of Study X

In-School Predictors by Post-School Outcome Area

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Predictors/Outcomes Education

Employment

Independent Living

Self-Advocacy/Self-Determination

X X

Self-Care/Independent Living

X X X

Social Skills X X

Interagency Collaboration

X X

Parental Involvement X

Student Support X X X

Transition Program X X

In-School Predictors by Post-School Outcome Area

Planning Begins with the Student

Goals Talents

Interests Preferences

Hopes

Abilities

And Parents / Family Post-Secondary Support, Mentor,

Share

insightsHobbies

Hopes

Expectations

Chores

Talents

Transition Planning begins with Student Choices

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

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Interests Aptitude Personality Learning Preferences and Styles/Accommodations Employment Literacy Skills Talents Work Values / Preferences Experience Physical Factors

Can be formal (standardized, commercial) or informal.

Mandate: IEP must be based on age appropriate Assessments

Career Assessments

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ConfidencePost-Secondary Education, Training GoalsTransportationLiving ArrangementsPersonal ManagementLeisure/RecreationHealth / Medical Income / ResourcesDevelopmental AssetsSupport SystemEligibility for services Resources

Evaluating Transition Needs

12

These fa

ctors

indicate

need for

agency

involvement,

community

experience

s, related

service

s.

Three essential elements to assessment: Expressed- Interview / Question Tested- Formal / Informal Demonstrated – Observation / Validation

Formal: Standardized, One Time, Norm referenced (Academic, Achievement, Cognitive, Aptitude testing), limited to evaluators

Informal: Student centered, on-going, can be integrated into a curriculum

(rubrics, checklists, portfolios, observations, work samples, situational, rating scales, interviews, work skills (including soft skills), learning styles, personality, preferences, can be completed by students, parents, employers, teacher input)

Assessment Strategies

One Goal in each area: Education / Training Employment Independent Living – if IEP team determines

appropriate

Goal statements: Measurable Outcomes Use action verbs, Relevant, Realistic Time framed (12-24 months after high

school)

Postsecondary Goals

Prepare annually for postsecondary goals Directly relate to education, employment

and independent living goal statements

How do we know the goals are reasonable and relevant? We will explore integrating industry standards in the IEP through a process defined as “Triangulation”

Annual Goals

John Paul Burden is joining us by phone. He is the Director of Exceptional Services,

Region 4 Colorado

He has been invited to share his experience of including Industry Standards (defined by O’NET, the Occupation Information Network) into the secondary transition IEP process

Triangulation: Aligning Meaningful Annual Goals with PSGs and Industry

Standards

After high school _(I) (Name) will ______________________ ______________ Behavior where/how

Goals Formula

EnrollPlans to

Go to work

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

Explore

Career Planning Development

Career ExplorationExplore careers in order to motivate students, identify options and make informed decisions

Work-Based LearningLearn through real experience, develop SCANS skills and technical career skills

PreparationPrepare for entry into career, includes postsecondary education

Career Development Continuum

Goals more specific

As postsecondary and annual transition goals are written, they need to be realistic. Sources of information include:

Industry standards-O’NET and/or 21st Century SkillsCalifornia Career pathways

Language of goals should reflect California Common Core Academic Standards

Course of Study: Classes to achieve HS Diploma/Certificate and elective classes that relate to interests. Reference CTE Pathway descriptors

Are Goals Realistic? Relevant?

IDEA Defines Expectations

The following pages list the most common goal statements listed in IDEA.

It is important to note that schools are required to offer the services to assist students to set postsecondary goals and put effort into adequate preparation, but we are not responsible for the student achieving the goals listed in the IEP. We have no control over what decisions the students make after they leave high school.

California Career Guides, CA EDD/LMID www.edd.ca.gov/lmid/educator

California Career Zone www.californiacareers.info

California CTE pathways www.capathways.org

Developmental Disability Serviceswww.dds.ca.gov Consumer Corner

California Resources

IDEA defines post secondary education/training outcomes:

Enroll in college or university Earn occupational certificate Enroll in vocational training (ROP, beauty school,

pet grooming, trucking school, ……. ) Enter military for training in…. Enter an apprenticeship Complete on the job training Enter Community based training …

May list major, industry, or job of interest as goals mature.

Postsecondary Goal Statements

I will enroll at… and earn a degree

certificate as,,

I will enroll at….

I will go to school

Competitive work- full time / part time Supported Employment Integrated work activity or Entrepreneurship Volunteer

Postsecondary Employment Goal Statements

I will work in full time employment

as… at

I will work as..

I will work

Live independently Live with family, roommates Live independently with supportive services Live in group home

Manage finances, household Access community – independently, use Public transportation

Independent Living Statements

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March 20, 2012 Webinar will focus on: Exploring California Common Core Standards and Transition Exploring how industry standards inform the IEP goals. Writing postsecondary and annual transition goals.

The April 24, 2012 webinar will focus on Bringing it together in the IEP process

All webinars are scheduled from 3:00 p.m.- 4:30 p.m.

The powerpoint presentation and all referenced resources will be available at www.catransitionalliance.org for four weeks. They will be archived to Members Only section at the end of that timeframe.

Next Steps

If you are interested in exploring O’NET before the next webinar, we invite you to visit the following websites

www.onetonline.com www.mynextsteps.com www.californiacareerzone.com

All materials and the powerpoint shared today will be posted on the Transition Webinar series at

www.catransitionalliance.org

Homework