Making the Connection: Postsecondary and annual IEP goals Jennifer Coyle, Project Coordinator, Western Michigan University.

Making the Connection: Postsecondary and annual IEP

goals

Jennifer Coyle, Project Coordinator, Western Michigan University

A K A

Creating synergy by merging compliance with “best” practice

Topics

Indicator 13 refresher

Developing transition-rich IEPs

Our Challenge

How do we link what we’ve learned from transition research with practices in our schools and communities?

Research

Practice

Compliance

Critical Interrelationship

Establishing transition education

and services

Developing individual student

IEPs

Preparing students for the

future

Critical Interrelationship

Quality IEPs Staying in school

GraduatingAchieving post-school outcomes

IEP Requirements

IDEA – Statute:

Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include —

IEP Requirements

(aa) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate independent living skills and

IEP Requirements

(bb) the transition services (including courses of study) needed to assist the child in reaching those goals;

Indicator 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.

Indicator 13 (cont’d)

There must also 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))

What Do Your I-13 Data Say?

Are measurable postsecondary goals included and updated annually?

Are the postsecondary goals and present level statements based on age-appropriate transition assessments?

Do transition activities and services, including course of study, align with postsecondary goals?

Do annual IEP goals connect with the postsecondary goals? With transition services needs?

Was the student invited? Was an agency rep. invited?

Elements of Transition-Rich IEPs

Measurable postsecondary goals

PS goals and present level of performance – based on age-appropriate transition assessments

Transition activities and services, including course of study

Annual IEP goals related to transition services needs

Student and agency invited

A Transition-Rich IEP

Transition assessment/Present level of achievement

Annual IEP goals

Transition activities

(e.g., instruction)

and services, including course of

study


Measurable postsecondar

y goals



y goals

Measurable Postsecondary Goals

Can the goal be counted?

Will the goal occur after the student graduates from school?

Based on the information available about this student, does (do) the postsecondary goal(s) seem appropriate for this student?

Is the goal updated annually?


Measurable = Countable

Identifies an outcome, not a process

One goal for each adult outcome area

Adult outcome areas

• Education and Training (required)

• Employment (required)

• Independent Living (when appropriate)

Postsecondary Goal Questions

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

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

3. Where is the student going to live and how is he or she going to access adult services, participate in the community and have fun after graduation?

Writing PSGs

____________ _______ will ______ ______After high school The Student Behavior (Where and how)After graduationUpon completion of high school


Upon graduation, Jamal will work in his uncle’s printing business.

After graduating from high school, Karen will attend KVCC in the medical technology (radiology) program and work in the health care industry.

Sophie will work part-time in a retail entertainment store, with assistance from an employment specialist, after graduation from high school.

Measurable Postsecondary Goals?

After graduation, Jane will attend the tech center to gain job training in the area of community services.

Jane will visit local tech center health program.

Jane will attend the vocational school to obtain further skills in childcare program.

Jane will improve knowledge of local HE sites by increasing the number of sites visited from 0 to 5.

Jason

12th grade student diagnosed with ADHD

Passing all of his classes with minimal supports (organization strategies)

Understands his diagnosis of ADHD and can appropriately request accommodations from his teachers

Definitely wants to go to college to improve his career opportunities

Completed electrical and carpentry CTE courses, worked some part time jobs, but doesn’t have a strong career preference right now

Jason’s Postsecondary Goals

• Education: After graduation, Jason will go to a four year college and determine a major of study by his sophomore year.

• Employment: After college, Jason will be employed in a career that reflects his major of study OR

• Jason will be employed full time in the field of (construction…hospitality…business…).

Jason’s Postsecondary Goals

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• Independent Living: After graduation, Jason will advocate for any accommodations he needs to be successful in his further education and employment.

Postsecondary Goals?

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• Education: Jason wants to go to college.

• Employment: Jason will choose a career path once he begins college and is required to declare a major.

• Independent Living: Jason is independent in this area.

Ashley

• 12th grade student with a specific learning disability in reading

• Formal and informal assessments indicate her reading fluency and comprehension levels are below average and her writing content is strong, but misspells the majority of words written

• Has strong computer skills and is interested in working with computers in the future, according to her interview

• Can appropriately request accommodations

• Wants to go to a college to improve her computer skills

Ashley’s Postsecondary Goals

• Education: After graduation, Ashley will attend college to study computer servicing and networking.

• Employment: Ashley will work in the field of computer servicing and networking.

Ashley’s Postsecondary Goals

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• Independent Living: Ashley will live independently (or with a roommate) in an apartment while she’s in college.


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• Education: Ashley will continue to improve her skills to get ready for a job with computers.

• Employment: Ashley hopes to get a job with computers.

• Independent Living: Ashley plans to live independently in the future.

David

• 12th grader with a specific learning disability – challenges with auditory processing

• Understands his diagnosis and is aware of strategies that help him succeed

• Has experience with part time jobs in construction and has taken CTE courses in that area and done very well

• Struggles (but is passing) in general education courses that require application of complex reading

David’s Postsecondary Goals

• Education: After graduation in June, David will attend a community college to study in the area of construction.

• Employment: After high school, David will obtain a job in the construction field.


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• Education: Steven will not receive education or training, because he does not like school

• Employment: Steven wants a job.

Steven

• 11th grade student, served due to emotional/ behavior disorder

• Formal assessments indicate Steven is of average intelligence

• Does well with hands-on tasks and best when he sees the practical connection between academics and the “real-world”

• Performing below grade expectations in both math and writing, however, his behavior impedes his academic progress

• Wants to go to work after high school, but knows he should probably take some college or technical level classes

Steven’s Postsecondary Goals

• Education: After high school, Steven will receive training at a technical school in the area of automotive repair/ body work.

• Employment: After high school and some technical school, Steven will work in the field of auto repair/ body work.

Steven’s Postsecondary Goals

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• Independent Living: After high school, Steven will be employed with independent housing.


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• Education: Steven will not receive education or training, because he does not like school.

• Employment: Steven will be employed in data processing or the finance industry.

• Independent Living: Steven wants to be a millionaire.

Amy

• 12th+ grade student with moderate intellectual disability

• Participates in the extended standards and alternate assessment

• Enjoys reading and comprehends material written at a 3rd grade reading level

• Wants to work for pay, but she currently struggles to complete tasks without constant adult prompting

• Struggles with fine motor accuracy, and does not appropriately communicate frustration

• Enjoys horseback riding and wants to work in that field, according to the results of her student survey

Amy’s Postsecondary Goals

• Education: After high school, Amy will train to work in a horse stable by volunteering after her horse back riding lessons.

• Employment: After high school, Amy will participate in training to improve her daily living and self care skills, so that she may live more independently from her family.

• Employment: After high school, Amy will work in a horse stable.

Amy’s Postsecondary Goals

• Independent Living: A few years after graduation, Amy will live with a roommate in an apartment and will contribute to care of the home, herself, cooking, cleaning, and budgeting.

• Independent Living: After high school, Amy will get her driver’s license.


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• Education: N/A

• Employment: Amy wants a job working with horses.

• Independent Living: Amy will work toward eventually living independently and will continue to develop her daily living skills. Amy would like to get her driver’s license.

Kevin

• Kevin is an 18 year old with multiple disabilities: non-ambulatory, profound intellectual disability, g-tube, and on ventilator

• Communicates inconsistently through switches and picture symbols (according to SLP report)

• Anecdotal notes indicate he can make a choice from 3 options for leisure activities

• Results of a physical therapy evaluation indicate Kevin relies on others to move his wheelchair and place him in a chair, a stander, or on a mat for all activities.

Kevin’s Postsecondary Goals

• Education: After graduation, Kevin will participate in an in-home or center-based program to develop his functional communication skills.

• Employment: After high school, Kevin will participate in technology supported employment.

Kevin’s Postsecondary Goals

• Employment: After high school, Kevin will volunteer with supports handing out programs for the Performing Arts Center.

• Independent Living: After graduation, Kevin will participate to the maximum extent possible in his daily routines and environment through the use of assistive technology.

Time to practice…

__________ _______ will ______ ______(After high school) (The Student) (Behavior) (Where and how)(After graduation)(Upon completion of high school)

What ?s Do You Have About Writing Postsecondary Goals?



y goals

Assessment/Present level of achievement

Transition Assessment

First step in process of writing:

Measurable postsecondary goals

Transition services

Annual IEP goals

Defining Transition Assessment

The ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments.

DCDT, 1997

Transition Assessment

Employment

Education and

Training

Independent Living

Guiding Questions

1. Where is the individual presently?

2. Where is the individual going?

3. How do we get the individual there?

(Colorado DPI, 2005)

Assessment-Based PLAAFP

What kinds of assessments? Are they age-appropriate? Are they valid and reliable for the

students you are assessing? Who administers assessments? When? How Often?

Assessment-Based PLAAFP

How do assessment results impact postsecondary goals?

How are results shared with students?

How are results “tracked” over time?

How are results used to develop goals and courses of study, and to determine service needs?

Information Needs for

Student-Focused Planning

Temperament

Learning Preferences &

Styles

Background Information

Worker/Personal

Characteristics

Vocational & Occupational

Skills

Interests

Aptitudes

Functional/Life Skills

Supports and Accommodation

s



y goals


Transition activities (e.g., instruction) and

services, including course

of study

Transition Activities and Services

Remember—”a coordinated set of activities” How will the student learn what he/she

needs to learn this year? What kind of instruction will occur to help

the student attain the annual goals? What is the student’s course of study? What community experiences? What services?

For each postsecondary goal, transition services may include:

Instruction

Related Services

Community Experiences

Acquisition of Daily Living Skills (if appropriate)

Functional Vocational Evaluation (if appropriate)

Transition Activities and Services

What activities did you do in high school?

1. What experiences must the student participate in this academic year that are necessary for achieving the identified postsecondary goals?

2. What services and specific instruction are essential this year for the student to develop skills and knowledge to attain their postsecondary goals?

3. Do we know enough about this student’s vocational skills to identify an appropriate postsecondary employment goal or design activities to support the identified goal?

Transition Service Questions

Examples of Transition Services

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Earn certifications for computer networking positions while attending MMTC

Open a bank account to manage her money

Job shadow in the field of computer technical support at the local hospital

Obtain summer employment in automotive industry

Will develop skills regarding task completion, budgeting, cooking, and other home-care skills


Learn to obtain, complete, and submit an application for employment

Learn to obtain, complete, and submit college application

Learn how to manage household responsibilities

Take a driver’s education course

Will be referred to VR for further evaluation and or services


• Will investigate case management and in home services through adult service agencies and how to access those services

• Will learn self-advocacy skills, social behavior, and home maintenance skills

• Will gain experiences in the community through Life Skills class work experiences and other activities

Non-examples

Plans to live independently in the future Seek tutorial help in college to assist with

organization and work completion Is independent in the community/ in

gaining employment…

A multi-year description of coursework to achieve the student’s desired post-school goals from the student’s current to anticipated exit year (Storms, O’Leary, & Williams, 2000)

Courses of Study

1. Are courses of study already identified for this student?

2. Are the courses aligned with the student’s postsecondary goals?

Course of Study Questions


Annual IEP Goals


y goals



(e.g., instruction

) and services, including course of

study

Annual IEP Goals

What needs to be achieved this year to help students move toward their postsecondary goals?

Do the goals relate to the identified transition services needs for the student?

What do they need to learn?

Is the goal measurable?

Is it outcome- rather than process-oriented?

Annual IEP Goals

For each postsecondary goal, there must be an annual goal or goals included in the IEP that will help the student make progress towards the stated post-secondary goals.

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Annual IEP Goal Questions

1. What skills and knowledge must the student attain this academic year that are necessary for achieving the identified postsecondary goals?

2. What skills and knowledge does the student currently have that support their postsecondary goals?

Given _______________ _______ will ___________ ___________ ____________. condition student behavior criteria time frame

Writing Annual Goals

What?

Given = modification, accommodation, assistive technology, instructional strategy…

Student = student name

Behavior = sequence, analyze, complete, participate…

Criteria = how much, how often, how measured

Time frame = when?

An Example…

To prepare for employment, given direct instruction for completing an online job application, Jason will produce clear and coherent written information in the form of a completed job application with 100% accuracy by the end of the 1st school semester.

Annual IEP Goals

Given direct instruction in the high school Business Math course and guided practice, Alex will use an adding machine with 85% accuracy throughout the spring semester of this IEP.

Given whole task instruction using a task analysis and a weekly work schedule, Alex will follow the steps necessary to complete a time sheet for his CB vocational training site with 90% accuracy for the duration of this IEP.

Annual IEP Goals?

Given instruction in the high school Business Math course, Alex will participate in class assignments throughout the semester.

Alex will role play with his job coach different scenarios at work that require meeting with a supervisor.


Annual IEP Goals



y goals



(e.g., instruction

) and services, including course of

study

Invitations

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

If appropriate, is there evidence that a representative of an agency was invited to the IEP team meeting?

Why Student Centered Planning?

It’s the law they be invited! Inviting and engaging the student in the

IEP process is a way to promote self-determination

Individuals who score higher on measures of SD have more positive adult outcomes (e.g., better employment, better living situations)

Research suggests a relationship between SD and positive school experiences (e.g., higher grades, attendance, fewer behavior problems).

Resources for Student Involvement

www.nsttac.org

Evidence-Based Practices, Practice Descriptions, Student-Focused Planning

Student and Families, Resources for Youth

www.zarrowcenter.org

http://www.nsttac.org/

http://www.zarrowcenter.org/


Transition assessment/Present level of achievement

Annual IEP Goals


(e.g., instruction)

and services, including course of

study

Student andagency invited


y goals

4. What was all that about?

3. I will never be able to explain this to the folks back home.

2. I understand partially.I need more information

1. This works for me and I am excited about it.

Questions?

Resources

NSTTAC Indicator 13 Checklist

O’leary’s TOP’s checklist

NSTTAC’s training materials

Web-based examples and non-examples

www.nsttac.org

www.psocenter.org

www.ndpc-sd.org

Contact Information

Jennifer Coyle

NSTTAC-WMU Project Coordinator

[email protected]

269 387 2824

Making the Connection: Postsecondary and annual IEP goals Jennifer Coyle, Project Coordinator, Western Michigan University.

Documents

transition services

transitionrich ieps

transition education

transition research

elements of transition

future slide

1416a3b slide

iep team meeting