A Webinar Series Presented by
The California Community of Practice
on Secondary Transition
TRIANGULATING
POSTSECONDARY GOALS
#3 PUT TING THE IEP TOGETHER
MEETING INDICATOR # 13 MANDATE
April 24, 2012
3:00 – 4:30 p.m.
Welcome
J I L L L A RS O N , CO O R D I N ATO R O F CO P
C A L I F O R N I A D E PA RT M E N T O F E D U C AT I O N
P R ES E N T E RS
S U E SAW Y E R , C A T R A N S I T I O N A L L I A N C E
LO N I A L L E N , PA R E N TS H E L P I N G PA R E N TS
Goals
Our goal has been to offer a series of webinars to
improve writing transition goals in the IEP.
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Today we will
Review the transition mandates in the IEP
Explore the parent perspective on transition
Explore developing annual transition goals by
triangulating secondary goals, common core standards
and industry standards
Construct the IEP
IDEA: Transition
 Focus: Improve academic and functional achievement to
facilitate movement from school to post-school activities
 Based on youth’s strengths 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
State Performance Plan
Indicator 13 requires IEPs to:
 List measurable postsecondary goals in employment,
education/training, and independent living, if needed
 Be updated annually
 Be based on age appropriate assessments
 List transition services
 Define the course of study
 State annual IEP goals related to postsecondary goals
 Invite students to the meeting
 Invite representatives of agencies that are approved by
parents/students
Timeline
Based on Indicator 13, specific items need to be addressed
before the meeting
1. Invitation to student to attend transition IEP.
2. Invitation to agencies (approved by parents/student)
3. Age and grade appropriate assessment
During the meeting
 Develop the IEP
 List postsecondary/annual goals, services, course of
student
After the meeting:
 Implement the IEP
Postsecondary Goal Mandates
One goal in each area:
 Education or Training
 Employment
 Independent Living, if IEP team determines appropriate
 Goal statements - measurable outcomes
 Use action verbs
 Relevant
 Time frame (12-24 months after high school)
Measurable Postsecondary Goals
 IDEA and the National Post-school Outcomes Center specify what
areas postsecondary goals need to address.
 The language must be outcome focused. A best practice is to
state the goal in the “I” voice.
After high school _(I) (Name) will
_____________________________________________________
__________________________
Behavior
where/how
Is it countable? Can it be answered with yes or no?
Measurable Postsecondary Transition Goals
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.
Measurable Postsecondary Goals
 Employment
 Competitive work - full time / part time
 Supported employment
 Integrated work activity
or
 Entrepreneurship
 Volunteer
Measurable Postsecondary Transition Goals
Independent Living Goals
 Live independently
 Live with family, roommates
 Live independently with supportive services
 Live in group home
 Manage finances, household
 Access community – independently, use
public transportation
Annual 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?
One way is to utilize industry standards, state common
core standards, and identify the expectations of the
“next environment”
Triangulating Goals
Postsecondary Goals
Education/Training
Employment Independent Living
Annual Goals
Industry Standards
SCANS / 21st Century
Skills
Common Core Standards
“Next Environment
Prerequisites”
Let’s Explore O’NET
O’NET can inform the IEP
 Entry into careers require education and training
O’NET information can help students
 Research Careers
 Complete on line applications
 Resumes for scanning
 Define postsecondary goals
 www.onetonline.org
Industry Standards Inform the IEP
 Have you ever wondered what students need to know and
do in various career areas?
 O’NET is the Occupation Information Network that is the
national database for jobs in the U.S.
 It lists the Industry standards required for success in the
student’s stated career interest area. It can be aligned with
student assessments.
 We will explore how industry standards language can be
integrated into the annual goal statement.
Common Core State Standards (CCSS)
Background:
Common Core State Standards were a voluntary state led
effort coordinated by the Council of Chief School
Administrators and the National Governors Association Center
for Best Practices. Standards were developed for math and
English-language arts
Goal:
Develop a set of consistent, clear educational standards that
would prepare students for college and career success
Timeline:
California adopted the standards August 2, 2010 and is
working to develop curriculum, assessment and instructional
materials.
Key concepts of the
Common Core State Standards
 A new way of thinking
 Universal Design for Learning
 Instruction
 Assessment
 Multiple pathways
 Learning progression
 Individualized and personalized
Common Core State Standards
 Aligned with college and work expectations
 Prepare students for success in entry-level, credit
bearing, academic college courses (2- and 4-year
postsecondary institutions)
 Prepare students for success in careers that offer
competitive livable salaries above the poverty line,
opportunities for career advancement, and are in
growing or sustainable industries
Parents / Family
Post-Secondary Support, Mentors
Now Let’s Hear the Parent Perspective
 What needs to happen before the IEP
 Schedule, Invite students, parents, agencies, IEP team
 Assessment including parent input
 Loni Allen is here to share the parent perspective.
 Loni is a member of the Community of Practice
Leadership Team and is with Parents Helping Parents.
Some Common Issues for Parents Are:
•Lack of training about transition rights
•Lack of awareness of agencies who provide transition
support or what programs are available
•Anxiety about transition process
•Concerns about employment or further
education/training
•Concern about independent living and if they may end
up supporting the child into adulthood
•Who will care for the child when the parents are gone
•Concerns that the students postsecondary goals may
not be realistic
•Concerns about safety
How can parents help?
Offer input about the young person’s interests
Participate collaboratively in the assessment and goal
development process
Provide personal networks to help a young person
Partner with the school to effectively explore work-based
learning outside of school settings
Constructing the Transition IEP
Postsecondary Goals
Education, Employment, Independent living
Annual Goals - lead to attainment of postsecondary goals
Student Interests,
Readiness,
Challenges
Core Academic Standards
Industry Standards
Course of Study
Think about Casey . . .
Casey is a very social 17-year-old junior. He is eligible for
special education under specific learning disability. He
maintains a “B” average, taking courses this block
semester in Art, Algebra, World Studies, and co-taught
English with a lot of special education support. He would
like to become a fire fighter. His general interests are
Realistic (based on the Holland Code).
Assessments: Interest Surveys, Interviews,
He wants to work part-time his last year in high school.
Analyze: Which skills will have the greatest academic impact on future
growth, success and transition to post secondary life?
Casey’s Postsecondary Employment Goal:
After high School, I will be employed as a forest firefighter
O’NET: Tasks
Collaborate with others as a member of the crew
Extinguish flames and embers to suppress fires using shovels, pumps
Test and maintain equipment, tools, jump gear, parachutes
Maintain contact with fire dispatchers-notify them of needs for resources
Rescue victims, administer emergency first aid
Skills
Active listening, speaking
Coordinate actions with others,
Monitor to make corrective actions
Critical Thinking
Abilities
Oral Comprehension, Oral expression
Problem sensitivity,
Deductive reasoning
Postsecondary Education Goal
I will attend Shasta College to earn a fire
technology certificate.
Education: High School Diploma + Specialized training
Annual Goal Language
 Triangulated goals require that there is an obvious
connection between postsecondary goals and annual
goals.
 Examples may include:
In order to prepare to work as a firefighter, Casey
will successfully complete ROP Fire technology.
Casey will look for employment in a part-time job.
Think about Kelly . . .
Kelly is a junior with intellectual disabilities on a certificate track
for graduation. She receives work training in a veterinary clinic,
learning to use public transportation to/from work training
and to use a visual/picture schedule to complete tasks. She is
polite but has difficulty conversing/sharing information and
/asking for assistance with coworkers/peers/teachers/supervisors. She would like to have a
job working with animals.
Assessment: Vocational Situational Assessment, Interest Survey, Interview
Interests: realistic, conventional
Analyze: Which skills will have the greatest academic impact on future
growth, success and transition to post secondary life?
Kelly’s Postsecondary Employment Goal:
After high School, I will be employed as an animal caretaker
My Next Move Summary (Based on O’NET)
What they do:
Feed, water, groom, bathe, exercise, or otherwise care for pets and other nonfarm
animals, such as dogs, cats, ornamental fish or birds, zoo animals, and mice. Work in
settings such as kennels, animal shelters, zoos, circuses, and aquariums. May keep
records of feedings, treatments, and animals received or discharged. May clean,
disinfect, and repair cages, pens, or fish tanks.
Basic Skills
keeping track of how well people and/or groups are doing in order to make
improvements; listening to others, not interrupting, and asking good questions;
Problem Solving noticing a problem and figuring out the best way to solve it
Education: High School Diploma
Specialized training/ OJT
Postsecondary Education Goal
I will complete specialized training
through the Petco stylist apprentice
program.
Mapping Annual Transition Goals to Academic Standards
Goal
Tasks
Exhibit
Learner
Outcome
Academic
Standards
Submit error
free job
application
online
Research job
opportunities
Print out of job
application for
portfolio
Student will
apply skills to
work settings.
Read, interpret
informational
text.
Read job
announcement
Complete
accurately, and
error free
document.
Submit on-line
Gather relevant
information.
Write information
clearly
Demonstrate
knowledge of
standard English,
vocabulary and
spelling.
Use technology
Employment
Age / Grade
Appropriate
Career Planning
Create Actionable Plan
Grade 12
Get Ready
Advocate for services
Tale Care of Self
Identify job opportunities
using Craig’s list, cal jobs,
Complete classes to earn
diploma/certificate
Apply to Department of
Rehabilitation for transition support.
Research cost of living in your area
using Reality Check
Identify the postsecondary
education/training program
that will meet the
educational needs,
certification standards for
your career.
Submit online applications
that provide you meet
minimum qualifications.
Complete career technical classes
and/or elective classes that relate to
your interests.
Apply to Disability student programs
and services at the community
college.
Develop a personal budget to meet
your needs.
Write resumes that
demonstrate you have the
skills, abilities and talents
to be considered for
employment.
Demonstrate knowledge of career
decision-making process.
List Employment ADA rights
List reasonable Accommodations
Using Job Accommodation network.
Pass placement tests and/or
entry tests
Grades 7-9
Find a Job
Independent Living Skills
Develop personal career /
education plan
Submit applications to
postsecondary education or
training programs
Grades 10-11
Job Search
Postsecondary Goal: Competitive Employment in a specific career
What Do Students Need To Do?
Career Preparation
Self Advocacy
State tentative career choice
Research tentative career
interests to identify industry
or career opportunities that
match your personality,
interests, talents, skills and
educational / training goals.
Research career choices
using O’NET and or
California Career Zone to
match yourself to career
choices.
Explore career choices
through career fairs,
education fairs,
informational interview, job
shadowing
Apply for benefits if appropriate.
Demonstrate self advocacy skills to
advocate for yourself d the
workplace.
Interview for employment
opportunities in careers of
interest.
Practice completing job
applications and develop
“cheat sheet” to ensure
you have an error free
sample application.
Expand exhibits in your
portfolio that you can
share with potential
employers.
Participate in job fairs
Develop mock applications
Participate in mock
interviews
Develop resume, portfolio
Review social media presence to
verify that you are not disclosing a
disability on line.
Enroll in Career-Technical Classes
and/or elective classes that relate to
career interests.
Participate in volunteering, service
learning, internship, work
experience or other Work based
learning opportunities related to
interests.
Lead you own IEP
Develop your portfolio that
demonstrates your skills,
Apply for financial aid
Demonstrate the “soft skills”
needed for education, training and
independent living.
Verify on line reputation is
appropriate.
Register to vote, Males, for draft
Navigate a community
Financial Literacy
Self Care
Community orientation
Request accommodations as needed
Develop recreation interests
Health and Wellness
Reflect on experiences to validate
your interests.
Identify career pathway courses
offered at your school.
Know learning style,
Actively participate in IEP
Explore odd jobs, volunteer options
Connect hobbies, interests to
general career choices
Know yourself
Connections
Agencies
 What agencies that will provide post-school support are in
your community?
 You are required to document an invitation, with
parent/guardian/student approval.
 If it is not appropriate to invite an agency, list N/A and
document.
Community Experiences
Does your student participate in community based
experiences/activities?
Youth groups, 4-H, arts programs, volunteer programs
Special Olympics
Course of Study
 High school graduation goal
 Diploma or Certificate
 District requirements /Graduation Status
 CTE / Elective classes related to career goals
Other items to consider:
Test Scores
Academic History
Attendance
Behavior
Postsecondary goals and prerequisites
Course of Study
When we discuss the course of study, it is important to look at the
“next environment.”
Do programs of interest have prerequisite testing?
What are the qualifications?
What do students need to know about the next environment?
www.thinkcollege.net
When I was researching training programs for animal care, I found
this at Petco:
http://careers.petco.com
In Conclusion
It is important to remember …..
 Transition is a process, not a document
 The spirit of transition focuses on the youth
 The transition IEP can help the student understand the
reason to complete classes, engage in their community
and envision a future
Transition Planning Begins with Student Choices
When do we start to help them dream about their future?
Hope
Confidence
Resources
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