IEP Tools - Pittsburgh Public Schools

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Secondary Transition:
Resources for IEP
Development
Materials:
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Secondary Transition in a Standards Aligned System: Roadmap
Getting It Right in the IEP
Web Resources for Transition Assessment
Present Education Levels (AIU 3)
Sample Post-School Goals
Transition Services and Activities Worksheet
IEP Goal Writing Checksheet
Example Goals for Transition Activities (AIU 3)
Measurable Annual Goals at a Glance
Revised August 2009
The materials in this packet serve as resources for LEAs for developing IEPs for students ages 14-21. All materials are
available separately on the Shared Work Site www.sharedwork.org/patransition under Indicator 13.
Many materials have been updated since initial trainings were completed in October, 2008.
Secondary Transition in a Standards Aligned System: Road Map
Secondary Transition is the process of preparing students for adult life after they leave high school. Transition planning
begins at age 14, or younger if determined appropriate by the IEP team, as students consider their goals for the time after
graduation through career awareness exploration activities. The transition process continues through high school as
academic instruction and community experiences help clarify and support students’ goals. The entire process is based on
individual student’s needs, taking into account each student’s strengths, preferences, and interests. Transition can be
thought of as a bridge between school programs and the opportunities of adult life, including higher education or training,
employment, independent living and community participation. Educators facilitate students’ successful transition by
guiding them through the following activities, thus preparing students to cross the bridge into adult life:
Conduct Assessment (Identify interests, preferences, aptitudes, abilities, and skills)
Assessment is a critical component of a Standards Aligned System and forms the basis for secondary transition.
Assessment for transition planning is an ongoing process of collecting data on the individual’s needs, preferences, and
interests as they relate to the demands of current and future employment, educational, living, and personal and social
environments. Assessment data serves as the common thread in the transition process and forms the basis for defining
goals and services to be included in the Individualized Education Program (IEP).
Transition assessments can be formal or informal. Formal assessments typically involve using a standardized procedure
for administering, scoring, and interpreting an assessment. For example: adaptive behavior/daily living skills assessments;
general and specific aptitude tests; interest inventories; intelligence tests; achievement tests; career maturity or
employability tests; and self-determination assessments. Informal assessments could include interviews and
questionnaires, direct observations, curriculum-based assessments, or environmental analyses.
Develop Annual IEP
The IEP team (made up of the student, parents, teachers, administrators, and related service providers) writes the
Individualized Education Program (IEP) that includes the components below:
Identify Post-School Goals:
The IEP team must discuss what the student would like to do when high school is completed. These post-school goals
include the kind of education or training the student will receive, the kind of job s/he might have, where s/he will live, and
how s/het will spend time in the community. Federal law requires “appropriate, measurable postsecondary goals based
upon age appropriate transition assessments related to training, education, employment, and, where appropriate,
independent living skills (§300.320[b][1]).
Characteristics of Post-School Goals:
 Are based on student’s assessment data
 Address education/training, employment, independent living AFTER high school
 Are observable, countable
 Used for planning course(s) of study, services and activities, and link to agencies/community to support
outcome
 Lead to measurable annual IEP goal(s)
Determine Present Levels of Academic Achievement & Functional Performance (PLAAFP)
Present levels of academic achievement refer to a student’s performance in his or her current educational program within
the general education curriculum including reading, writing, math, and the content areas. Functional performance relates
to activities of daily living, such as hygiene, dressing, social/behavioral skills, basic consumer skills, ability to access
public transportation, and community-based instruction.
Characteristics of Present Levels:
 Include statements of academic and functional skills as they relate to post-school goals
 Are measurable and observable
 Describe effect of the student’s disability on performance
 Identify student strengths and prioritize needs
 Provide the baseline for development of annual goals
 Guide development of other areas of the IEP
Select Courses of Study:
Courses of study refer to the list of academic courses that the students will complete each year that support the
achievement of their individual post-school goals.
Characteristics of Courses of Study:
 Focus on improving academic and functional achievement to support post-school goals
 Facilitate movement from school to post school by aligning curriculum with identified transition outcomes
 Should promote graduation by meeting district standards
 Combined from first year to final year of transition planning = coordinated set of activities
Choose Related Activities (Transition services, activities, and agency linkages):
Transition services and activities refer to the list of related activities that the students will complete each year that support
the achievement of their individual post-school goals. The person(s)/agency responsible are those key educational staff,
governmental and private agencies, persons, businesses and organizations that together promote students’ pursuit of
successful outcomes during the transition process.
Characteristics of Transition Services and Activities:
 Are action steps that lead to the achievement of post-school goals
 Include instruction to address identified needs or skill deficits in areas such as reading, math,
organization, or behavior
 Occur during the current IEP
 Can occur both in school and in the community
 Combined from first year to final year of transition planning = coordinated set of activities
Create Measurable Annual Goals:
Measurable Annual IEP Goals are measurable estimates of expected student outcomes in an academic year based on
the student’s present levels of academic achievement and functional performance and anticipated rate of learning.
Measurable Annual Goals are based on the student’s present levels and should lead to the achievement of the postschool goals. Using the PA Academic Standards as the basis for developing Measurable Annual Goals and Short term
objectives is recommended for all students, and required for students who will take the PSSA-Modified.
Each measurable goal must include the student’s name; describe the condition in which the student will perform the
behavior; clearly define the behavior (what the student will do) in measurable, observable terms; and indicate the
performance criteria for each goal (the level the student must demonstrate for mastery, how consistently the student
needs to perform the skill(s) before it’s considered “mastered,” and over what period of time the behavior must be
observed at the level of mastery.)
Conduct Progress Monitoring and Review Progress
Progress monitoring in a Standards Aligned System involves collecting and analyzing data over time to assess students’
performance, and determine if instruction is meeting the student’s needs.
Provide a Summary of Academic Achievement and Functional Performance
IDEA 2004 requires that school districts provide a Summary of Academic Achievement and Functional Performance
(SAAFP) to students with disabilities who are exiting high school. The SAAFP contains a summary of the student’s
academic and functional performance, as well as recommendations for assisting the student in meeting post-school goals.
The SAAFP should clearly state what students need to do to achieve their post-school goals. It should also help students
to identify needed supports to achieve their post-school goals, to articulate individual strengths, and to better understand
the impact of their disabilities as they enter adult life.
Updated 8/17/09
Transition: Getting It Right in the IEP
(IDEA 2004/Chapter 14 2008)
1.
Welcome and Introductions
A student aged 14 or younger, if determined appropriate by the Individualized Education Program (IEP) team,
must be invited to participate in the IEP meeting. Participation may include welcoming and/or introducing those
in attendance, or if appropriate, leading the discussion. It is strongly recommended that the student be
adequately prepared for this new role prior to the IEP meeting.
2.
Complete Pages One and Two of the IEP
Take special note of age, anticipated date of graduation, signatures of student, family members, community
agency representative(s), and career and technical education representative in addition to the other required
members of the IEP team. Note: Identify those members who will be providing written input and who have been
excused from attending the meeting.
3.
Discuss and Identify the Student’s Post-School Goals
Go to section III of the IEP – Transition Services – and in the space after the colon in each post-school goal area
(Postsecondary Education/Training, Employment, and, if appropriate, Independent Living) indicate the transition
post-school goal that the student has identified. For example: Henry has a goal of attending a community
college. A student must have at least one Post-School Goal, but most students will have two or and many will
have three goals. Information for this section should be based on school and agency assessments,
student/family surveys, interviews, etc., conducted PRIOR to the IEP meeting.
4.
Discuss the Student’s Present Levels of Academic Achievement and Functional
Performance (PLAAFP)
Indicate the student’s academic achievement levels (math, reading, CTE program, content areas, etc.) in
relation to where he or she wants to go and what he or she wants to do beyond school for the post-school
goal(s) selected (see #3 above). Next, indicate the student’s functional performance levels (employability,
mobility, behavior, activities of daily living, etc.) in relation to the post-school goal(s) identifed. Include
strengths relative to those goal(s). The Present Levels should include a summary of data collected from
progress reports from the last IEP as well as from other sources, such as teacher reports, classroom and
curriculum-based assessments, district- wide assessments, community-based checklists, agency evaluations,
etc. At the end of the Present Levels, take special care to accurately describe the student’s Academic,
Developmental, and Functional Needs, as these will form the basis of the services and activities listed in the
Transition Grid, and addressed throughout the IEP.
5.
Go to Section III of the IEP – Transition Services
The transition grid covers the period of time the IEP is in effect. Although the grid represents the current year of
planning, IEP teams should also document a multi-year planning process. This step-by-step plan leading the
student from high school to their post-school goals is called the coordinated set of activities. One way to document
the coordinated set of activities might be to keep the grids from year to year. Upon graduation, the IEP team would
then have a coordinated set of activities in the student’s file. This would also provide the LEA with information to
complete the Summary of Academic Achievement and Functional Performance as the student exits his or her
educational program upon receiving a diploma or aging out.
6.
Section III – CIP Code
For students attending a career and technology center, indicate the Classification of Instructional Program
(CIP) code related to the approved vocational program in which the student is enrolled.
7.
Section III – Courses of Study
The student’s courses of study should identify by name the courses he or she will be taking within the duration of
this IEP that lead to each post-school goal. Place all courses under each goal area that apply. Update as needed.
8.
Section III – Service/Activity Column
In the Service/Activity column under each post-school goal area, identify specific actions that will be taken within
the duration of this IEP. There must be at least one activity and/or service for each identified post-school goal.
Each student Need listed in the Present Education Levels should be addressed in this column either as an
Service or Activity. The list includes instructional Services that will be offered to address skill deficits, such as
improving reading comprehension, improving task completion, or developing independent travel skills, as well as
Services that may be provided as Specially Designed Instruction. This list also includes Activities such as
visiting postsecondary programs or learning about employment options. When considering each
Service/Activity, determine if instruction is needed to address a skill deficit. If instruction is needed, write a
measurable annual goal in section V of the IEP.
9.
Section III – Location, Frequency, Beginning Date, Duration
In the LOCATION column, identify where each service or activity will take place; for example, general education
class, learning support classroom, community site, guidance office, etc. In the FREQUENCY column, identify how
often each service or activity will take place; e.g., during the school day, weekly, once in the fall semester, etc. In
the PROJECTED BEGINNING DATE column, identify when each service or activity will begin, e.g., the
implementation date of the IEP (MM/DD/YYYY), or if the activity will take place only during the spring semester,
indicate that date (MM/DD/YYYY). In the ANTICIPATED DURATION column, indicate when each service or
activity will end, e.g., the anticipated duration date of the IEP (MM/DD/YYYY), or if the activity will conclude before
the IEP duration date then indicate that date (MM/DD/YYYY).
10.
Section III – Person(s)/Agency Responsible
In the AGENCY RESPONSIBLE column, indicate the person’s title or agency that will ensure each service is
completed. Examples might include: OVR, MH/MR, LEA, guidance counselor, supports coordinator, special
education teacher, etc. Adult service agencies that provide services to support youth and young adults with
disabilities to be successful in their targeted post-school goal(s) should be invited to the IEP meeting.
11.
Section III – Measurable Annual Goal – Yes or No
In the Measurable Annual Goal block, indicate YES or NO whether there will be a measurable annual goal written
for each applicable post-school goal. (See #8 above.). There must be at least one Measurable Annual Goal for
each post school goal. NO should be ONLY checked when the IEP team has determined that a particular postschool goal area is not applicable.
12.
Complete the Remaining Section of the IEP
For students ages 14-21, the entire IEP should be considered as a comprehensive plan to assist the student
in achieving their desired post-school goals. Transition-specific information may be located in the following
sections of the IEP:
Section V: Measurable Annual Goals: Using the PA Academic Standards as the basis for developing
Measurable Annual Goals and Short term objectives is recommended for all students, and required for
students who will take the PSSA-Modified. Each Measurable Annual Goal must contain a condition, student
name, clearly identified behavior, and performance criteria.
Section VI. Special Education/ Related Services/ Supplementary Aids and Services/ Program Modifications and
Specially-Designed Instruction / Supports for School Personnel / Extended School Year.
Updated 8/17/2009
Web Resources for Transition Assessment- Examples
Federal and State Employment Sites
 www.careervoyages.gov
 www.pacareerlink.state.pa.us
Pennsylvania Career Zone
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www.pacareerzone.org
Online Career Interest Resources
 Quick Assessment: Explore jobs that best match your personality. Are you realistic, investigative, artistic,
social, enterprising, or conventional? Find out with this quick assessment. (Approx. completion time: 5
minutes)
 Interest Profiler: Discover what your interests are, and how they relate to the world of work. The Interest
Profiler helps you decide what kinds of occupations and jobs you might want to explore, based on your
interests. (Approx. completion time: 30 minutes)
 Work Importance Profiler: What’s important to you in a job? Discover how much you value achievement,
independence, recognition, relationships, support, and working conditions in a job. Get a list of jobs that
reflect your values.
O*NET Online
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http://online.onetcenter.org
Interest Profiler
Ability Profiler
Work Importance Locator
Comprehensive source of occupation information
900+ occupations, including worker attributes and job characteristics
Connect to other online career information resources
Holland Self Directed Search www.self-directed-search.com/Holland
PEPNET
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www.pepnet.org/itransition.asp
iTransition is a free, online transition curriculum to help students who are deaf or hard of hearing prepare
for life after high school. All materials can be accessed at no cost, by any student, except for online
portfolio.
Virginia Commonwealth University – Going to College
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http://www.going-to-college.org
An interactive website designed for students interested in attending a college or university
Virginia Department of Education www.imdetermined.org
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Assessments & Checklists
Student Involvement in the IEP
Family Support
Videos
Literature & Resources
The National Collaborative on Workforce and Disability (NCWD/Youth)
http://www.ncwd-youth.info/index.html
 The 411 on Disability Disclosure: A Workbook for Youth with Disabilities
University of Oklahoma - Zarrow Center
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http://education.ou.edu/zarrow
AIR Self-Determination Assessments
ARC Self-Determination Scale
Choice Maker Self-Determination Assessment
Field and Hoffman Self-Determination Assessment Battery
Student led IEP- Instructional modules
4/2009
PRESENT EDUCATION LEVELS-TRANSITION
Suggested opening sentences for students of transition age:
Include the following information: student age, graduation date, disability, school attending, the
assessments completed, and the services they receive (speech, OT, PT, etc) and post school goals.
Example: Johnny is fifteen year old young man with autism. He’s from the Jollytime School District but
attends Success School due to behaviors, social issues, and communication needs. His predicted graduation
date is June 2013. Johnny has completed the Parent/Student Survey, the Behavior Motivation Scale, and an
Interest Survey. He receives wrap around services at home three days a week and attends an after school
partial program two days a week. Johnny is interested in working in the area of food service after graduation
and he and his parents anticipate him living on his own with some support in the future.
After writing your opening sentence(s) address each bullet under present levels:
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Present levels of academic achievement
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Progress monitoring information
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Measurable data that acts as baseline for goals
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Name assessments used
Functional performance including observations
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Behavioral information (including summary of FBA if completed)
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Organizational skills including homework completion, bringing materials, etc.
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Time on task
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Level of independence
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Progress monitoring information
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Measurable data that acts as baseline for goals
Postsecondary transition goals (and information)
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Name assessments used
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Interests
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Post school goals
Parent concern (always include a statement)
Effect of disability on performance
Strengths (examples of strengths on which to build):
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Communication
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Teamwork
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Attention to detail
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Self advocacy skills
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Academic strengths
Needs : All needs must be met through:
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Measurable Annual Goals
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Transition services and activities
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Specially designed instruction
All information should relate to the student’s future. How is the academic achievement related to the
student’s future goals? How does the functional performance relate to the student reaching their
future goals? Name assessments and tie to transition.
BE CLEAR AND CONCISE!!!
4/2009
SAMPLE POST-SCHOOL GOALS
Statement would be:
Student’s name has a goal of _________________ after high school.
Post-secondary Education/Training
1. 2 or 4 year college
2. Postsecondary vocational training program
3. Short-term education or employment training program
4. Community or technical college
5. Apprenticeship program
6. On–the-job training
7. Licensing program (Nursing, Cosmetology, etc.)
8. Adult continuing education courses
9. Adult Training Facility
10. Adult center program
11. Adult in-home program
12. Other training program - please describe: ____________________
13. OR: The IEP team has determined that this goal area is not needed for this student at this time.*
Employment
1. Competitive employment
2. Military
3. Supported employment (paid work in a community setting for those needing continuous support services)
4. Sheltered employment (where most workers have disabilities)
5. Employment that allows for technological and medical supports
6. OR: The IEP team has determined that this goal area is not needed for this student at this time.*
Independent Living**
1. Independent living
2. Family Support (will access community resources and programs with family support)
3. Agency Support (will access community resources and programs with agency support)
4. OR: The IEP team has determined that this goal area is not needed for this student at this time. *
*Present Levels of Academic Achievement and Functional Performance (PLAAFP) should provide documentation when
this statement is used.
**Considerations when deciding Independent Living Goal:
Residential
1. Live at home with parents or relatives
2. Independent living with no supports
3. Independent living w/ occasional supports
4. Independent living w/ daily supports
5. Supported apartment or community living arrangement
6. Group home – 24-hour supervision and training
7. Group home – skilled nursing care
8. Facility-based – personal care home, nursing home, etc.
9. Other _________________________________
Participation
1. Independent -- will access community resources w/o support
2. Family support -- will access community resources w/family supports
3. Agency support -- will access community resources w/agency supports
4. Other _____________________________________
Recreation/Leisure
1. Independent – will participate in community programs w/o support
2. Family support – will participate in community programs w/ family supports
3. Special support – will participate in community programs w/ agency or outside supports
4. Special programs – will participate in special program with people with disabilities
5. Other ____________________________________
updated 4/2009
Transition IEP Services/Activities Worksheet
Post-secondary Education/Training
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
_____ Licensed psychologist
_____ Rationale for accommodations
_____ Request accommodations
_____ Hiram Andrews information
_____ Specific Academic Skill Deficit (list in grid, need MAG)
_____ Specific Behavioral/Organizational Skill Deficit (list in grid, need
MAG)
Independent Living - Residential
_____ 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
_____ Specific Academic Skill Deficit (list in grid, need MAG)
_____ Specific Behavioral/Organizational Skill Deficit (list in grid, need MAG)
Employment
Specific career interest __________________________
_____ Career exploration
_____ Choices software
_____ Guest speakers
_____ Graduation project
_____ In-school work experience
_____ Community service
_____ Job shadowing
_____ Job tryouts
_____ Work experience
_____ Career and Technical Center
_____ Tour
_____ Shadow vocational programs
_____ Co-op job placement (career/tech center)
_____ Community-based instruction
_____ Pre-employment skills
_____ Travel training
_____ Social skills
_____ CareerLink
_____ Career TRACK
_____ DPW Employment Program referral
_____ OVR referral
_____ Determination of eligibility
_____ Employment services
_____ Job training
_____ MH/MR referral
_____ Sheltered employment
_____ Adult Training Facility program
Independent Living - Recreation / Leisure
Current hobbies ________________________________
_____________________________________________
Current clubs __________________________________
_____________________________________________
Current social activities __________________________
_____________________________________________
_____ Community-based instruction
_____ Recreation facilities (YMCA, etc.)
_____ Social skills
_____ Sports
_____ Local clubs, teen centers
_____ Service organizations (AkTion Club, Kiwanis,etc)
_____ Church groups
_____ Specific Academic Skill Deficit (list in grid, need MAG)
_____ Specific Behavioral/Organizational Skill Deficit (list in grid, need MAG)
_____ Specific Academic Skill Deficit (list in grid, need MAG)
_____ Specific Behavioral/Organizational Skill Deficit (list in grid, need
MAG)
Agencies
_____ 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
_____ CareerLink
_____ The Arc
_____ Centers for Independent Living
_____ AccessAbilities, Inc.
Independent Living - Participation
_____ 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
_____ Specific Academic Skill Deficit (list in grid, need MAG)
_____ Specific Behavioral/Organizational Skill Deficit (list in grid, need MAG)
Miscellaneous issues
_____ Family planning
_____ Parent counseling/training (workshops, etc)
_____ Parent support / advocacy groups
_____ Trusts / wills / guardianship
_____ SSI
_____ Medical / Health insurance
_____ Medical assistance
_____ Private insurance
_____ Assistive technology
_____ School attendance
_____ Show transition agency video
_____ Give Transition handbook / agency brochures
_____ Healthcare checklist
_____ PYLN Toolkit
updated 4/2009
IEP Goal Writing Checksheet
Write your goal here:
General Criteria for Writing a Goal
Condition (When, With What, and Where?)
Write the condition here:
Yes
No
Yes
No
Yes
No
Does the goal describe when or under what conditions the behavior will
take place?
Examples: when the bell rings between classes, when given an opportunity
to speak, when the teacher gives a signal to begin
AND/OR: Does the goal describe what the student will use to perform the
behavior?
Examples: using a pen with a gripping device, with a chapter from the end of
a 9th grade reading textbook, using course-required tools in the woodshop
AND/OR: Does it describe where the behavior will be observed or assessed?
Examples: in the cafeteria, on the bus, in the classroom
Student’s Name (Who Will Be Doing the Behavior?)
Write the student’s name here:
Is the student’s first name listed as the subject of each clearly defined
behavior?
Clearly Defined Behavior (Do What to Whom or What?)
Write the clearly defined behavior here:
Is the behavior described an action?
In other words, can it be described in terms of what the student will do?
Can you close your eyes and visualize student DOING something?
Examples: say his name, write the lowercase letters of the alphabet, read
orally a chapter from a 10th grade text book, type a list, bring materials to
class, complete job application, orally request accommodations,
Non-examples: understand his numbers, know his spelling words,
demonstrate the understanding of, behave in class, comprehend what is said,
improve his speech
Can the behavior be observed?
(Does it pass the “dead man’s test” and the “private events” test?)
Dead man’s test = if a dead man can do it, it’s not a behavior.
Examples: will not call out in class, will not curse, will not throw objects
Private events test = thoughts and feelings that have no outward behavioral
manifestation.
Examples: write his name legibly in cursive, tie a bow on his shoe
Non-examples: will think about, will consider
Performance Criteria
(how well, how many times, over what period of time?)
Write the performance criteria here:
Yes
Can the behavior be measured in quantifiable or qualitative terms?
Examples: on 3 out of 4 occasions, 20% of reading time, 4 on a scale of 1-5
with 5 being the highest level of achievement
Non-examples: most of the time, less than expected, as best he can
Is the criterion level (level the student must demonstrate for mastery, how
well the student performs) stated in measurable terms?
Is it important that the student demonstrate mastery more than once? Is that
number included?
Is a consistency level stated: a certain level of performance over a given
period of time? Is there an ENDpoint?
Examples: 90% correct over five consecutive tests, a level of 5 on four
consecutive occasions
Non-examples: every nine weeks, each nine week grading period over the
school year
Is there a stated schedule of assessment/evaluation?
Examples: daily, weekly, bi-weekly, upon each opportunity
Is the method of assessment/evaluation clearly stated?
Examples: based upon homework samples, based upon words spoken
during specified group interaction times, based on words read during an oral
reading trial
4/2009
No
Example Goals for Transition Activities
Remember the goals below are examples related to transition activities; all goals need to be
developed and individualized for a specific student. Academic goals should be used as
transition goals when they build skills that increase the student’s capacity to reach
post-school outcomes.
Tying it all together: PLAAFP to transition grid to MAG
PLAAFP: Corey passed Level D, E, and F connecting math Concepts Series placement
test placing him in a pull out Pre-Algebra class. On Aims Web Corey is currently
achieving 36 correct digits on a Grade 6 Mathematics computation. During an interview he
said he was interested in pursuing some type of work in the auto industry at this time. He
will continue to need to increase math skill to prepare for future employment.
GRID: Activity/service Improve math skills
MAG: Given an 8th grade math probe and 47 digits correct (DC) student’s name will
increase his DC from 47 to 57 on bi-weekly probes for4 consecutive probes. (PA 8.MB2)
Organization and Study Skills
 Provided a list of required materials in ____ class, student’s name will bring all
materials (homework, assignment book, pencil/pen, notebook, textbook) to class
____ out of ____ days for 6 consecutive weeks.

Given instruction in the Cornell Method of taking notes, student’s name will
complete a graphic organizer that will include 90% of teacher-covered material on
four consecutive weekly samples.

Given a 40 minute academic class (name it), weekly assignments, and teacher
support student’s name will complete and turn in 4 out of 5 weekly assignments
with no more than 2 verbal prompts per assignment for 6 consecutive weeks.

Given a structured study guide and notes from a power point (a completed outline)
presentation in an academic class (name the class) , student’s name will complete
8 out of 10 of the missing pieces of information onto his study guide with 100%
accuracy for six consecutive weeks.

Given instruction in the use of the Master Notebook System, all academic classes,
and a checklist student’s name will independently maintain a notebook following 9
out of 10 of the checklist requirements on random weekly checks for 4 consecutive
weeks.
Math

Given a calculator and a list of formulas to follow, student’s name will solve math
problems using the correct steps eight out of ten times over six consecutive weekly
trials.

Given consumer math skills activities (i.e. workbook, worksheets) in a life skills class
and a calculator , student’s name will compute 10 out of 10 problems weekly with
__% accuracy over 4 consecutive weeks.

Given an algebra probe to include story problems, equalities, and inequalities and a
calculator, student’s name will correctly solve them with ___% accuracy for 6
consecutive bi-weekly probes

Taking a family-generated shopping list and money, student’s name will make
choices and purchase items without exceeding the allotment of money provided for
five consecutive weekly shopping trips.

Given various amounts of money not exceeding $10.00, student’s name will
purchase items from the school store without going over the given amount with 100%
accuracy weekly for 3 consecutive weeks.

Given instruction in pre algebra concepts and using the Math 7 curriculum based
assessment of 20 problems and a calculator, student’s name will increase their
score from 10 correct in 5 minutes to 15 correct in 5 minutes on 4 consecutive biweekly probes.

Standard Aligned-For a student in a regular ed math class taking the PSSA
Modified you need to use the standard aligned system to determine the
goals(s) that is most appropriate for the student.
Go to www.pde.state.pa.us/sas and reference the math standards. On the left side of
the page tap on mathematics which will bring you to the SAS for Mathematics. You
can enter the grade level or the course name to see the standards. After looking at
the standards that should be taught during this course go to the Curriculum
Framework and look at under Big Ideas, Concepts and Competencies. From the
Standards, Big Ideas, Concepts and Competencies, decide which major areas of
focus should be incorporated into a student’s annual goal. Be sure that you are also
referencing the data on the student that tells you the student’s major areas of need.
It is strongly suggested that the clearly defined behavior in the goal use language
from the standards big ideas, concepts or competencies when it makes sense to do
so for an individual child (e.g., some students will be working toward alternate
standards). You can add conditions such as calculator, equation chart, prompts,
breaking down work into individual steps,
a. Standard-based
During Math 7 and using a calculator and a mixed skill probe taken from the math
curriculum student’s name will add, subtract, and multiply rational numbers
including whole numbers and decimals with 75% accuracy on 3 consecutive fiveminute bi-weekly probes.
b. Standard–based taken from Big Ideas & ConceptsDuring Math 7 and a 5 minute probe of 10 real life problems taken form the Math 7
text student’s name will answer questions by collecting, representing, and analyzing
data increasing correct answers form 4 to 7 in 5 minutes for 3 consecutive bi-weekly
probes.
Communication
 During small group sessions in Algebra and World Cultures class, student’s name
will participate by independently sharing one idea or comment with the group on
random weekly observations for 4 consecutive weeks.

Using a high-tech dynamic screen voice output device and a selection of 20 objects
representing activities of daily living (ADLs), student’s name will correctly label
these items using 2 or less verbal cues with 80% accuracy for 4 consecutive speech
therapy sessions.
Reading Comprehension
 Given passages and a worksheet, student’s name will complete the worksheet by
identifying the main theme of the paragraph on 8 out of 10 readings on four
consecutive assignments.

Given a reading assignment in the regular education setting, student’s name will
orally or in writing answer questions relating to the main idea/supporting details,
inferences, fact vs. opinion, content and summary, and compare/contrast with 70%
accuracy on three out of four biweekly probes.

Given the social studies book, and instruction on critical thinking and inferences
student’s name will answer critical thinking and inferential questions and provide
supporting facts scoring 85% on 4 consecutive biweekly probes.
Written Expression
 Given a prompt during a writing program and a rubric student’s name will score
proficient or above using the program rubric (or PSSA scoring guide) 4 consecutive
weeks.

Given a writing prompt and 30 minutes student’s name will write 1 paragraph with
___ % correct writing sequences for 3 biweekly writing prompts.

Given a writing prompt, *writing checklist and 42 minutes in 9th grade LS English,
student’s name will write one paragraph with at least 5 sentences and score an
average of 80% on capitalization, spelling, punctuation, and organization based on
the number of words written on 3 consecutive tri weekly probes. (this goal can be
individualized by scoring only one or 2 components of the writing such as: and score
80% on spelling based on the words written) *condition that can be included if
student needs it

Given a writing prompt in the regular education English class and using the SCOPE
strategy, student’s name will write one paragraph with a minimum of 5 sentences
and edit it before turning in receiving ___% on 3 consecutive writing prompts.
Self-Advocacy
 Given a daily checklist prior to _________ class, student’s name will ask the
teacher to initial items completed on the list 5 out of 5 days for three consecutive
weeks. (ie – homework check in, daily assignments, obtain copies of notes, review
tests, check grades, etc.)

Given a list of the Specially Designed Instruction from student’s name IEP and a
script, student’s name will independently approach his regular education teachers
weekly and orally request/justify accommodations he requires for nine consecutive
weeks.

During English class and given a checklist (grades, participation, tests, assignments)
student’s name will participate in class, score himself using the checklist and match
the teacher scoring for 4 consecutive bi weekly opportunities.

Given the AIR Self Determination Assessment and instruction on assertiveness and
self-determination, (Student’s name) will increase (his/her) self-determination score
(from ____to_____) or by ___% by the end of the school year.
Short term objectives:
 Given the AIR Self Determination Assessment and instruction on
assertiveness and self-determination, (Student’s name) will determine
(his/her) assertiveness style and identify situations where (he/she) would alter
that style at least one time before (his/her) IEP meeting.
 Given information on disabilities and accommodations, (student’s name) will
be able to identify (his/her) disability and (his/her) personal strengths and
needs, and how (his/her) disability effects and impacts (his/her)daily life by
the end of the school year.
Activities:
 Student will call parent/guardian to invite them to attend (his/her) IEP.
 Student will attend (his/her) IEP and contribute.
Attendance
 Using the school calendar and district policy manual, student’s name will attend
school or provide the necessary documentation for absences as required by the
school district four out of five days per week for eight consecutive weeks.

Given a schedule of classes and a self-monitoring check list, student’s name will
arrive to all classes before the late bell and get the classroom teacher’s signature on
the checklist 5 out of 9 classes per day for 9 weeks.
Employment
 Given volunteer career experiences at three different community locations and tasks,
student’s name will complete a task at the site with no more than one verbal prompt
per step in four consecutive weekly data collections. (use a task analysis to identify
steps and measure student work)

Given a list of tasks to complete at work and instructions on employer expectations,
student’s name will complete 100% of the tasks when at the job site (independently,
with ___ prompts) for four consecutive weeks.

Given an assignment in auto body, a task analysis and timed industry guideline
student’s name will increase productivity from 60% to 100% on 4 out of 4 projects
for 3 consecutive sessions.
Transportation/Travel

Given a 20-step travel checklist and instruction in the community, student’s name
will use public transportation from school to her job independently receiving 20 out of
20 on the travel checklist for three consecutive weeks.

When going out in the community with the speech therapist for a 45 minute period,
student’s name will observe and follow safety signs (pedestrian crossing, stop,
walk, caution and go) with no more than two verbal prompts on the outing for three
consecutive travel sessions.
Behavior
 In reading class, given a directive to end a preferred activity and begin a nonpreferred activity (as defined in the present ed levels) with verbal prompts from
support staff, student’s name will begin the non-preferred activity with no more than
2 prompts on 4/5 occasions that are charted daily for 10 consecutive days.

Given tests and assignments in Physics and a checklist of strategies to review work
student’s name will use all steps on the checklist when reading the assignment and
completing written work in the classroom and score 100% on the checklist matching
the teachers checklist score for 4 consecutive weekly probes.

When given a role play situation during circle time or a real life situation and social
rules student’s name will independently verbalize positive comments and/or
express needs related to the prompt or situation independently on 3 consecutive
weekly trials.

Given a community training site, a work assignment, and conflict resolution
strategies student’s name will work at his assignment 100% of the required time
using strategies to deal with conflicts that interrupt his work for 4 consecutive weeks.
(Strategies can include: ask for a break, massage hands, talk with supervisor, deep
breathing,…)

Given a weekly CBI outing, a 15 minute task, and support staff student’s name will
complete the assigned task with no more than 4 verbal prompts for 4 consecutive
weeks.
Speech:
SLS-VOICE- Given picture, verbal, or written stimuli during a therapy session, the student
will use optimal vocal quality {when reading 10 words, when reading 10 sentences, when
reading a 10 sentence paragraph, when answering 10 questions, when taking 10
conversational turns} on 9 out of 10 opportunities on biweekly probes for 3 consecutive
sessions. (1.6)
SLS-ARTICULATION- Given 10 picture, verbal, or written stimuli for the {target} sounds
during a therapy session, the student will correctly articulate the {target} sounds first in
isolation, then syllables, then phrases, then sentences, then reading, and finally conversation
on 8 out of 10 opportunities on biweekly probes for 3 consecutive sessions. (1.6)
SLS-PHONOLOGY- Given 10 picture, verbal, or written stimuli for {phoneme class}during a
therapy session, the student will produce the {phoneme class} first in isolation, then
syllables, then phrases, then sentences, then reading, and finally conversation on 8 out of 10
opportunities on biweekly probes for 3 consecutive sessions. (1.6)
Developed and compiled by the AIU3 Career Development Program 9/2009
1
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