Ensuring Coordinated, Measurable
IEP Goals and Transition Services:
An Overview of the
Indicator 13 Process
July 22, 2009
Pennsylvania Community on Transition Conference
Michael Stoehr, Rosemary Nilles,
PaTTAN Pittsburgh
Larry Kortering, NSTTAC
Pennsylvania Training and Technical Assistance Network
PaTTAN’s Mission
The Pennsylvania Training and
Technical Assistance Network is an
initiative of the Pennsylvania
Department of Education working in
partnership with families and local
education agencies to support
programs and services to improve
student learning and achievement.
2
PDE’s Commitment to Least Restrictive Environment (LRE)
Recognizing that the placement
decision is an Individualized
Education Program (IEP) team
decision, our goal for each child is to
ensure IEP teams begin with the
general education setting with the
use of supplementary aids and
services before considering a more
restrictive environment.
3
Agenda
• Indicator 13 Background
• Pennsylvania’s Indicator l3 Training
– Cohort # 1 2008-09
– Cohort # 2 2009-10
• A Process for Addressing Transition: Indicator
13 Training Overview
• Resources to Support Transition
4
Objectives
Participants will be able to:
• Describe the context and rationale for PA’s
training and technical assistance model for
Indicator 13
• Describe the requirements of Indicator13
as they apply to effective practice for
transition
5
State Performance Plan (SPP)
• Required for each State
• Evaluates the State’s efforts to implement the
requirements and purposes of IDEA
• Describe how the State will improve such
implementation
– 6-Year Plan
– 20 indicators related to the 3 priorities
– Annual Performance Report
6
SPP: 20 Indicators
1. Graduation
2. Drop-Out
3. Participation and
performance on statewide
assessments
4. Suspension and Expulsion
5. LRE school age students
(age 6-21)
6. LRE early intervention (35)
7. Early intervention
improvement goals
8. Parent involvement
9. (and 10) Disproportionality
11. Evaluation timelines
12. Transition from birth - 3
to early intervention
(ages 3-5) program
13. Transition services for
students age 16 – 21
14. Post-school outcomes
15-20 General Supervision
Monitoring, state agency
complaints, due process,
mediation, resolution
sessions, data reporting
SPP Indicator 13
• Percent of students, age 16 (14 in PA) and above, with
IEPs that meet transition requirements
– coordinated, measurable, annual IEP goals, and
– transition services that will lead to post-secondary
goals.
• Data collected through BSE cyclical monitoring.
• Target: 100% compliance!
– Baseline data- 2005: 72% compliance
– 2006 data: 69% compliance
– 2007 data: 72% compliance
8
Beginning with the end in mind…
Pennsylvania’s Vision
Every Student by Name…
• Proficient in core subjects
• Graduates from high school,
ready for college & career
• Achieves equitable outcomes,
regardless of background,
condition or circumstances
9
Every student by name regardless of background, condition or circumstance…
- Is proficient in the core subjects
- Graduates from high school, ready for college and career
- Achieves high outcomes
• Are students achieving their post-school goals?
Indicator
14
• Postsecondary education and/or training
• Employment
• Independent living
• Are students graduating, or dropping out? Why?
Indicators
1 and 2
• Expectations and standards?
• Appropriate programs?
• Various pathways available?
• Address student and family needs?
• What’s the quality of our IEPs?
Indicator
13
10
• Appropriate transition assessments?
• Course of study, coordinated services and activities designed to support post-school
goals?
• Measurable post-school goals and annual goals?
What’s the quality of our overall educational program?
Pennsylvania’s Indicator 13
Training Process
Cohort # 1 2008-09
Cohort # 2 2009-10
Pennsylvania Training and Technical Assistance Network
11
Indicator 13 Cohort # 1: Training Model
• LEAs assigned specifically to Cohort #1 were expected
to form a core team to attend all targeted professional
development session hosted by PaTTAN and the local
Intermediate Unit during the 2008-09 school year.
• PaTTAN and IU Transition Consultants provided Cohort
#1 LEAs training and technical assistance during the
2008-09 school year.
• IU Transition Consultants were required to submit a
training plan for each assigned LEA.
Indicator 13 Cohort #1Training: Format
• One statewide VC October 2008
• Each IU, with PaTTAN support delivered
additional training content locally to all
teachers who write IEPs
–
–
–
–
Guided practice
Onsite visits to review IEPs
Targeted support where needed
Completion of Post-Test
• “Lessons Learned” statewide VC April 2009
Indicator 13 Cohort # 1Training: Content
• Indicator 13 Requirements
• Indicator 13 Self Assessment – Pre-test
• Review of effective transition planning
• Age-appropriate Transition Assessments
• Post-school Goals
• Present Levels of Academic Achievement and Functional
Performance (PLAAFP)
• Agency Involvement
• Course of Study
• Transition Services and Activities
• Measurable Annual Goals (MAGs)
• Case Study Examples
• Indicator 13 Post-test
Indicator 13 Questions 2008-09
Indicator 13 Element
1. Age-Appropriate Transition Assessment
2. Post-School Goal(s) Identified Clearly
3. Courses of Study Identified
4. Transition Services to improve the academic and functional achievement
5. Evidence that agency representatives were invited with parent consent
6. Measurable annual goals that will reasonably enable the child to meet the postschool goal(s)?
o Condition
o Student Name
o Clearly Defined Behavior
o Performance Criteria
Summary: Does the IEP meet the requirements of Indicator 13?
Total Items Marked Yes
15
Indicator 13 Cohort # 1
Pre and Post Data 2008-09
Element
1. Age Appropriate Transtion Assessment
2. Post-School Goal(s)
3. Courses of Study
4. Transition Services
5.Agency representation
6. Measurable annual goals
o Condition
o Student Name
o Clearly Defined Behavior
o Performance Criteria
Summary:
Total Items Marked Yes
Pre
Post
Cohort # 2 Training Outline
• September 9, 2009
– Indicator 13 Cohort # 2 Overview and Action Planning.
– VC at 3 PaTTAN locations and selected IU downlink sites
• September 2009 – April 2010
– Implementation of the I-13 training plan developed with IU assistance
including:
– Completion of an I-13 Pretest for each teacher in the targeted LEA who
is responsible for writing an IEP that includes transition service
– 3 to 5 days training and technical assistance based on LEA needs
– Completion of I-13 Post-test for each teacher and submission to
PaTTAN
• May 4, 2010
– Ind. 13 Cohort # 2 Follow-up training – VC at 3 PaTTAN locations and
selected IU sites
• New! Approved Private Schools (APS) included in Cohort
Indicator 13 Updated Questions 2009-10
2009-10 INDICATOR 13 ELEMENT
1. Age-appropriate transition assessment
2. Post-School Goal(s) identified clearly
3. NEW! Post-School Goals updated annually
4. NEW! Evidence that the student was invited to the IEP meeting
5 . Evidence that agency representatives were invited with parent consent
6. Courses of Study identified
7. Transition Services to improve the academic and functional achievement
8. Measurable annual goals that will reasonably enable the child to meet the
post-school goal(s)?
o Condition
o Student Name
o Clearly Defined Behavior
o Performance Criteria
Summary: Does the IEP meet the requirements of Indicator 13?
18
Lessons Learned: Training
• Training and Technical Assistance work best when
provided in a combination of statewide and smaller,
local trainings
• Examining individual IEPs, individual or small group
guided practice and targeted on-site support are
effective practices, and essential to improving IEP
quality
• Administrators are critical team members
• More work is needed across the state to improve
quality of IEPs and overall transition services
A Process for Approaching
Transition:
Indicator 13 Training Overview
Pennsylvania Training and Technical Assistance Network
20
A Process for Addressing Transition
Step One:
Use assessment to identify the student’s postschool desired goals or vision.
Step Two:
Describe the student’s Present Levels of
Academic Achievement / Functional Performance
(PLAAFP), embedding Assessment data
Step Three: Establish Transition Team partnerships
Step Four: Design a Transition Plan that includes courses
of study and activities/services (transition grid)
Step Five:
Determine Measurable Annual Goals that address
skill deficits and lead to post-school goals
Step Six:
Monitor progress and adjust instruction based on
data
21
Pennsylvania Training and Technical Assistance Network
Meet Caroline
• 15 year old 10th grader
• Interested in cosmetology and going to
Career Technical Education Program next
year
• Increase in refusals and explosive behavior
• Functional Behavior Assessment (FBA) and
needs Positive Behavioral Support Plan
• Writing, math, and organizational skill
deficits
• Needs to develop coping/replacement skills
• Strengths in art and sports
23
Step One:
Use assessment
to identify the
student’s postschool desired
goals or vision.
24
Pennsylvania Training and Technical Assistance Network
Relationship to Indicator 13
Question #1. Is there evidence of age-appropriate
transition assessment(s)? §300.320(b)(1)
Question #2. Is (are)there a measurable postsecondary goal or goals that covers education or
training, employment, and, as needed, independent
living?
20 USC 1414 614(d)(1)(A)(i)(VIII)(aa)
Question #3. NEW! Is (Are) the post-secondary
goal(s) for education or training, employment, and
as needed, independent living, updated annually?
•
(20 U.S.C. 1416(a)(3)(B))
26
How does the student set goals for the time after
high school?
Post-secondary
Education/Training
Employment
Independent living
27
Assessment is…
A process of gathering
relevant information to
plan, evaluate, or make
decisions (academic
assessment, transition
assessment, career
assessment, vocational
assessment).
Information can be
gathered from
multiple people
and places over a
period of time.
28 28
Assessment ≠ test
Assessment = gathering information
29
Age appropriate transition assessment is needed to:
Identify
interests and
preferences
Set post
school goals
Further assess
aptitudes,
abilities, skills
Interests – a
measure of
opinions, attitudes
and preferences
Preferences – what
the student values
and likes
30
HOW does the team gather information on
interests and preferences?
Formal
Assessments
Interviews
Surveys
Questionnaires
Situational
assessments
31
Assessing Interests
Examples:
• O*NET
• Self Directed Search
• Career (California) Occupational Preference
System (COPS)
• Strong-Campbell Interest Inventory
• Keys2Work
• Student/family surveys and interviews
• Additional online sites
(see IEP Resource packet)
32
Pennsylvania Training and Technical Assistance Network
Age appropriate transition assessment is needed to:
Identify
interests and
preferences
Set post
school goals
Further assess
aptitudes,
abilities, skills
Post-Secondary
Education/Training
Employment
Independent Living
34
Post School Goals
•
•
•
•
•
Based on information gathered on interests
and preferences
Address
•
Post-Secondary Education/Training
•
Employment
•
Independent Living
Identify where the student will be AFTER high
school
NOT intended to describe events that occur
IN high school
NOT the same thing as IEP measurable annual
goals
35
Post-School Goals
•
•
•
•
•
•
Used for planning Course(s) of Study
Used to design Services and Activities
Lead to Measurable Annual Goal(s)
Link to agencies/community to support
goals
Each post-school area must be addressed
by the IEP team
If a post-school goal area is not selected,
PLAAFPs should document why.
36
Sample Post School Goal:
Post- Secondary Education and Training
Postsecondary Education and Training Goal:
Caroline has a goal of enrolling in postsecondary training in
the area of cosmetology or a related field.
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
37
Post Secondary Education and Training: Sample Goals
• Phillip has a goal of enrolling in postsecondary
training in the area of automobile repair or a related
field.
• Jen has a goal of attending a training program for
nursing assistant after high school.
• Rick’s goal is to attend a 2-4 year college to study
forestry.
• Shawna has a goal of attending an employment
training program for clerical or a related field.
• OR: The IEP team has determined that this
goal area is not needed for the student at this
38
time.
Sample Post School Goal: Employment
Employment Goal:
Caroline has a goal of competitive employment in the area of
cosmetology or a related field, once she has completed her
training.
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
39
Employment: Sample Post-School Goals
•
•
•
•
•
•
Phillip has a goal of working in an auto repair shop
after high school.
Andre plans to seek employment in Video
Production after graduation from college.
Cindy has a goal of working in the area of food
service after high school.
Lee plans to enlist in the Army after High School.
Mark’s goal is to become a commercial driver.
OR: The IEP team has determined that this
goal area is not needed for the student at
this time.
40
Sample Post School Goal: Independent Living
Independent Living Goal, if appropriate:
Caroline has a goal of living independently at some point after
graduation.
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
41
Independent Living:
Sample Post-School Goals
•
•
•
•
•
Kendra has a goal of living independently in an
apartment.
Greg’s goal is to live with friends in a supervised
community setting.
Shawna’s goal is to live in an apartment in the
community and to access community resources a
and programs with supports.
Harley’s goal is to live with his family. He will need
supports to access community resources.
Or: The IEP team has determined that a
goal is not needed for Phillip in this area at 42
this time.
Phillip’s PLAAFP: Independent Living
• Phillip is independent in daily living skills, and plans to
eventually live on his own once he is earning a living.
He passed his driver’s exam last spring, and drives to
his part time job at Pizza Hut. He likes his job, his
attendance at work is good, and he reports getting
along well with his co-workers and his shift manager.
He recently used his earnings to buy a used car, which
he enjoys working on. An informal parent survey, as
well as the Comprehensive Informal Inventory of
Knowledge and Skills for Transition, were given by the
district, and indicate that Phillip is self sufficient and age
appropriate in all areas of independent living.
43
Post-School Goals and the Grid
• IEP must address each post-school goal area.
• “N/A”, “none” or leaving area blank is not
acceptable.
• If a post-school goal area is not selected,
PLAAFPs should use data to document why.
• If there are discrepancies within the team
regarding post-school goals, address in
PLAAFPs.
• Working through “unrealistic” goals.
44
Pennsylvania Training and Technical Assistance Network
Identifying student’s post school goals
leads to further assessments…
Identify
interests and
preferences
Set post
school goals
Further assess
aptitudes,
abilities, skills
Abilities: talents or acquired
skills
Aptitudes: combination of
characteristics that helps us
know if the student might
learn or become proficient in
a particular area
46
Matching assessments to goals…
Gathering information to help us know if the student
can reach these goals:
• Will this student do well in college?
• Does this student have the reading and math skills
needed to succeed in the cosmetology program?
• Will Shawna be able to plan and manage cooking
meals?
• Will Harley be able to travel independently to work?
• Include this information in Present Levels of
Academic Achievement and Functional Performance
47
Assessing Aptitudes, Abilities, Skills: Examples
• Assessing academic skills (examples):
– Standardized : PSSA, 4Sight, Scholastic Aptitude Test (SAT),
American College Testing Program (ACT)
– Ongoing: Progress monitoring on goals
• Assessing Aptitude (examples):
– The System for Assessment and Group Evaluation (SAGE),
McCarron-Dial Evaluation System (MDS), Career Ability
Placement Survey (CAPS), Aviator, SAGE
– Career and technical education assessments
– Monitoring of current IEP goals
• Assessing other areas relevant to individual
needs (next slide)
48
Assessment is Individualized
Use formal and informal assessments of:
• Organizational skills
• Social Skills
• Dexterity Skills
• Communication Skills
• Self Help Skills
• Travel Skills
• Mobility Skills
• Workplace Values
• Self Determination and Self Advocacy Skills
49
Assessments that Inform Transition
• Curriculum-Based
Assessments
• Ecological Assessment
• Functional Behavioral
Assessment
• Person-Centered
Planning
• Teacher Questionnaires
• Work Samples
• Information from
employers
• Situational Assessment
• Information from
student and family
members
• Student
Survey/Interview
• Parent Survey/Interview
• Observations
(Home/School/Commu
nity)
50
Lessons Learned: Assessment
• Use a variety of assessments to address
academic, functional, career related areas
• Relate academic assessments to post-school
goals
• Ongoing beginning at age 14 (younger if appropriate)
• Use PLAAFPs to explain assessment results
and to address discrepancies in results
• Assessment provides learning for the
student!
51
Pennsylvania Training and Technical Assistance Network
Step Two:
Describe the student’s
Present Levels of
Academic Achievement
/ Functional
Performance (PLAAFP)
(incorporating
Assessment data)
53
Present Levels of Academic Achievement and
Functional Performance (PLAAFP)
It is impossible to write clear and
measurable goals if you don’t have clear
and measurable present levels of
academic achievement and functional
performance.
54
Present Education Levels Must Address:
• Present levels of academic performance
• Present levels of functional performance
• Present levels related to current postsecondary
transition goals (if student is 14, or younger if
determined by the IEP team)
• Parental concerns for enhancing the education of the student
(if provided by parent to LEA)
• How student’s disability affects involvement and progress in
general education curriculum
• Strengths
• Academic, developmental, and functional needs related to the
student’s disability (IEP Resource Packet)
PLAAFP Non-Examples
• Jeff has difficulty with fine motor and dexterity
skills.
• Renee is earning Bs in her LS math class.
• Wendy is reading at fourth grade level.
• Teachers report that Jack has mild behavior
problems in some of his classes.
56
Sample PLAAFPs: Caroline’s Math
• Caroline is included for Algebra I class, with the support of a special
education co-teacher in the classroom. She is cooperative in class,
although she has three missing assignments this year. Accommodations
that work for her include breaking assignments into chunks, frequent
feedback and encouragement, and use of graphic organizers or drawings.
Caroline has scored at the Below Basic Level on the last three 4Sight
Math Benchmark assessments (which assess skills on 11th grade
standards/anchors). Her Scaled Scores have continually increased since
beginning at the Low Below Basic level in fall of 2007. Most frequent
errors are in Numbers and Operations, including basic computation with
fractions, decimals, and percents, and Algebraic concepts.
• On AIMSS Algebra Foundations probes, since January 2008, Caroline has
improved from 7 correct answers to 13 correct answers on a five minute
probe administered biweekly. Areas of difficulty on the probes include
manipulating expressions and solving one step equations and simplifying
expressions. She states that she enjoys seeing her progress on the math
probes. She also uses Keys2Work during her Resource period to
address her specific needs with numbers and operations.
• Caroline’s deficits in basic math and algebra skills will impact her ability to
be successful in a cosmetology program or with independent living.
57
Caroline: “Academic, developmental, and functional
needs related to student’s disability”
• *Caroline needs to develop more acceptable alternative (replacement)
skills to the behaviors that she displays during assignments perceived
as difficult.
• *Caroline needs to improve skills in math, including numbers and
operations and algebraic concepts.
• *She needs to improve organizational skills that impact assignment
completion as these are needed both at school and in future
workplaces.
• *Caroline needs to improve skill deficits in writing, beginning with
overall fluency and willingness to write.
•
•
•
She needs to expand her use of standard word processing features, and graphic organizer
software and utilize these as a tool for completing assignments.
She also needs to develop coping skills to employ when anxious, frustrated or angry, as skill
deficits in these areas will negatively impact her success in high school as well as future career
endeavors. This instruction/support needs to be coordinated with her community service
provider.
58
She needs to begin to develop an understanding of her disability and the transition process.
Lessons Learned: PLAAFPs
• Think of the “whole student” – avoid
fragmentation of PLAAFPs
• Integrate multiple sources of information
(Speech, OT, PT)
• Tie PLAAFPs to post-school goals
• Back statements with data
• Need to be useful and understandable
59
Lessons Learned: PLAAFPs:
• Fully included students: Need specific baseline
information from teachers to build MAGs
• Use PLAAFPs to address all concerns raised
by any team member
• Use PLAAFPs to address discrepancies or
concerns:
– within the team
– regarding assessment
60
Step Three:
Establish
Transition
Team
partnerships
61
Relationship to Indicator 13
Question # 4. NEW! Is there evidence that the
student was invited to the IEP meeting?
20 U.S.C. 1416(a)(3)(B)
Question # 5. For transition services that are
likely to be provided or paid for by other
agencies, is there evidence that representatives
of the agency(ies) were invited with parent
consent to the IEP meeting? §300.321(b)(3)
62
Transition Team Partners
Special
Education
Physicians &
Specialists
Career & Tech
Education Community
Rehab.
Providers
Parent
Info. & Training
Centers
Psychiatrist
Consumer
Organizations
Psychologist
Independent
Living
Supports
WIA
Youth
YOUTH
&
FAMILY
Waiver
Programs
MR
Disability
Support
Services
MH
Voc. Evaluators
&
Work Adjustment
Behavioral
Specialist
Vocational
Rehabilitation
Support
Groups
Speech
Therapist
Occupational
Therapist
General
Education
63
63
IEP Team Participants for Transition Planning
Other Members
Required Members
• Student (Indicator 13
requirement!!)
• parents/guardians
• local education agency
representative (LEA)
• regular education teacher
• special education teacher
• vocational-technical
education representative
(if being considered)
•
•
•
•
•
•
•
SD transition coordinator
psychologist
guidance counselor
instructional support staff
job coach (if considered)
employer representative
community/agency
representatives
• relatives/friends/advocate
64
Agencies
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Postsecondary Education and Training Goal:
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
65
Word of
Caution!
Never commit an agency or
an individual for a service or
activity without their full
knowledge and participation!
66
Lessons Learned: Agencies
• Getting parent consent
• Invite and document on Invitation as appropriate
– Younger students may be limited unless have MH-MR
supports or foster care , disability-related need (e.g.,
epilepsy, autism services)
– OVR may not be involved till 11th or 12th grade
– Agency involvement may vary by region
• Agency invitation is based on individual needs
• Advocate for students if agency involvement is
missing
67
Pennsylvania Training and Technical Assistance Network
Step Four:
Employment Goal:
Measurable
Annual Goal
Yes/No
Design a Transition
Plan that includes:
Courses of Study and
Services/Activities
(Document
in Section
V)
Courses of Study :
Service/Activity
Location
Frequency
Projecte
d
Beginni
ng
Date
Anticipat
ed
Duration
Person(s)/
Agency
Responsible
“The Grid”
69
Relationship to Indicator 13
• Question #6. Do the transition services include
courses of study that focus on improving the
academic and functional achievement of the child to
facilitate their movement from school to postschool? §300.320(b)(2)
• Question #7. Are there transition services in the IEP
that focus on improving the academic and functional
achievement of the child to facilitate their movement
from school to post-school? 20 USC 1401 602(34)(A)
70
Courses of Study
•
•
•
•
•
•
•
Support post-school goals
A coordinated set of activities
Focus on improving academic and functional
achievement
Facilitate movement from school to post school by
aligning curriculum with identified transition goals
Should promote graduation by meeting district
standards
Needs to reflect current year
Reminder: List courses by name- not “functional
curriculum” or “college prep”
71
Transition Services
For each post-school outcome there needs to be at
least one of the following:
(a) instruction,
(b) related service(s),
(c) community experience,
(d) development of employment and other postschool adult living objective,
(e) if appropriate, acquisition of daily living skill(s),
or
(f) if appropriate, provision of a functional
vocational evaluation listed in association with
meeting the post-school outcome
72
Transition Service / Activity
•
•
•
•
•
Action steps – both activities and services
Include instructional services to address
skill deficits (e.g., reading, writing, behavior,
organization, etc.), supported by Measurable
Annual Goals
Slated to occur during current IEP
Lead to achievement of post-school goal
Put all together from 1st year to final year of
transition planning = coordinated set of
activities
73
Service
Activity
• Develop reading
comprehension
• Travel training
• Counseling to address MH
needs
• Language therapy to improve
oral communication
• Community based instruction
• Social skills training
• Functional math skills
• Visit a college fair
• Complete a virtual tour
• Compile list of pros & cons
of working right after HS
• Meet with guidance
counselor to determine
schedule
• Group meeting with OVR
counselor
• Job shadow three times
Addressing skill deficits → service →
measurable annual goal → progress monitoring
74
Sample Services/Activities: Caroline
Postsecondary Education and Training Goal:
Caroline has a goal of enrolling in postsecondary training in the area of
cosmetology or a related field.
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Courses of Study:
Biology, English, American History, Algebra I, Art
Service/Activity
*Increase writing fluency
and willingness to write.
Expand use of word
processing and graphic
organizer software to
complete assignments
*Improve skills in
algebraic concepts and
numbers and operations,
including using math
Location
High School
Academic
classes and
Resource
Room
High School
Academic
classes and
Resource
Room
High School
Academic
Classes and
Resource
Room
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
During the
school day
10/2/08
10/1/09
LEA, General
and Special
Education Staff
During the
school day
10/2/08
10/1/09
LEA, General
and Special
Education Staff
During the
school day
10/2/08
10/1/09
LEA, General
and Special
Education Staff
75
Frequency
Sample Services/Activities: Caroline
Employment Goal:
Employment Goal:
Caroline has a goal of competitive employment in the area of cosmetology
or a related field once she has completed her training.
Measurable Annual Goal
Yes/No
(Document in Section V)
Courses of Study:
Biology, English, American History, Algebra I, Art
Projected
Beginning
Date
Anticipated
Duration
Person(s)/Agency
Responsible
Service/Activity
Location
Frequency
Counseling to develop and use
coping strategies to manage anger,
frustration, anxiety.
High School
30
minutes/week
10/2/08
10/1/09
LEA, School
Counselor
*Development and monitoring
of replacement/ coping skills to
reduce inappropriate responses
to assignments and increase
assignment completion.
High School
Academic
classes and
Resource
Room
Each school
day
10/2/08
10/1/09
LEA, General
and Special
Education Staff,
Counselor
*Instruction on organizational
skills and use of a self
monitoring checklist to support
bringing appropriate materials
and assignments.
High School
Academic
classes and
Resource
Room
Each school
day
10/2/08
10/1/09
LEA, General
and Special
Education Staff
76
Sample Services/Activities: Caroline
Employment Goal:
Independent Living Goal, if appropriate:
Measurable Annual Goal
Yes/No
(Document in Section V)
Caroline has a goal of living independently at some point after graduation.
Courses of Study:
Biology, English, American History, Algebra I, Art, Drivers Education (second semester)
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/Agency
Responsible
*Develop budgeting skills
High School
Resource
Room
During the
School Day
10/2/08
10/1/09
LEA, Special
Education Staff
Participate in after-school
Drivers Education Class
One time
per week
High School after school,
second
semester
1/15/09
6/5/09
LEA, General
Education Staff
10/2/08
10/1/09
LEA, Special
Education Staff
Explore Pennsylvania Youth
Leadership Network (PYLN)
High School
Toolkit during Resource
period
Biweekly
77
Continuum of Instruction
• Effective instruction is not limited
to the classroom; it needs to
occur in a variety of settings,
including the workplace.
• The environment for effective
instruction will be flexible, to
meet the needs of youth.
78
Lessons Learned: Services and Activities
• List all services being provided to the student:
• When listing services, do not write as a
measurable annual goal in the grid– but DO
indicate what the service is addressing
• Give credit for what’s being done in general
education
– Career portfolios
– Senior project
– Career exploration
79
Lessons Learned: Services and Activities
•
•
•
•
•
Keep the “I” in Individual
Addressing Independent Living
Community based
Grid should change over time
Clarify persons responsible: If student and
parent need to complete an activity, HOW
will the LEA support them?
• Clarify time: Not “as needed”
• 1:1 correspondence: Needs- Grid -MAGs-
80
Pennsylvania Training and Technical Assistance Network
Step Five:
Determine
Measurable Annual
Goals that address
skill deficits and
lead to post-school
outcomes
82
Relationship to Indicator 13
• Question # 8. Is (are) there measurable
annual IEP goal(s) that will reasonably
enable the child to meet the
postsecondary goal(s)? ) Indicator 13 language
83
Measurable Annual Goal (MAG)
-
IEP goal, covers one year
Addresses skill deficits (identified in needs)
Begins from baseline of skill (present levels)
Describes skill attainment level (endpoint)
NOT curriculum or grade averages
Contains measurable, countable data
Leads to visual, countable progress
monitoring
Prioritize: 3-5 goals
84
Measurable Annual Goals at a Glance
Condition
Describe the
situation in which
the student will
perform the
behavior.
Materials, settings,
accommodations?
Given visual cues…
During lectures in
math…
Given active
response checks…
Name
Clearly Defined
Behavior
Describe behavior in
measurable,
observable terms.
Use action verbs.
What will s/he
actually DO?
Performance Criteria
The level the
student must
demonstrate
for mastery:
Number of times
needed to
demonstrate
mastery:
Evaluation
Schedule:
How well?
How consistently?
% of the time
How consistently
will the student
need to perform
the skill(s) before
considered
“mastered?”
How often will
the student be
assessed?
Locate
#times/# times
Name
With the # or %
accuracy
Point
Separate
Rank
“X” or better on
a rubric or
checklist.
How often?
What will be the
method of
evaluation?
Choose
85
Grids → Goals: Caroline
Postsecondary Education and Training Goal:
Caroline has a goal of enrolling in postsecondary training in the area of
cosmetology or a related field.
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Courses of Study:
Biology, English, American History, Algebra I, Art
Service/Activity
*Increase writing fluency
and willingness to write.
Expand use of word
processing and graphic
organizer software to
complete assignments
*Improve skills in
algebraic concepts and
numbers and operations,
including using math
Location
High School
Academic
classes and
Resource
Room
High School
Academic
classes and
Resource
Room
High School
Academic
Classes and
Resource
Room
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
During the
school day
10/2/08
10/1/09
LEA, General
and Special
Education Staff
During the
school day
10/2/08
10/1/09
LEA, General
and Special
Education Staff
During the
school day
10/2/08
10/1/09
LEA, General
and Special
Education Staff
86
Frequency
Grids → Goals - Caroline
MEASURABLE ANNUAL GOAL
Include:
Condition, Name, Behavior, and
Criteria
(Refer to annotated IEP for
description of these components.)
Given a biweekly Algebra
I curriculum-based
assessment, Caroline will
increase her score from
13 correct answers per 5
min time period to 22
correct/5 min. for three
out of five consecutive
probes.
Describe HOW the
student’s progress
toward meeting this
goal will be
measured
Number of
correct
answers
tracked on
progress
monitoring
graph
Describe
WHEN
periodic
reports on
progress will
be provided
to parents
Report of
Progress
Report
sent
home
twice per
nine
weeks
87
Lessons Learned: Measurable Annual Goals
• MAGs needed for skill development– not
activities
• PA Academic Standards/Anchors provide
focus and language for skill development in
MAGs
• MAGs must be based on baseline data and are
realistic
• One size does not fit all for MAGs
• Over time, MAGs should reflect student
88
growth and skill acquisition
Lessons Learned: “Cloudy” Language
• Given a 7th grade passage, Jayson will read 140 words
per minute using word attack skills (such as additional
sound combinations, affixes, vocabulary development,
reading expository text, recall of events and
sequencing) with 98% accuracy.
1.1Learning to read independently, 1.3 Reading, analyzing, and interpreting literature
• Progress monitoring via written work, oral response,
tests, quizzes, independent work, homework
» Can you understand it?
» Can the student and family understand it?
» Can progress really be monitored?
89
Lessons Learned: MAGs
• Criterion must include all three parts
• Is 60% accuracy enough?
• MAGs must be measurable even if short term
objectives are written
• When students are fully included: Work on
skills they will need.
• Develop MAGs for skills, not subject
• Can you “see” the student performing the
behavior?
90
Pennsylvania Training and Technical Assistance Network
Step Six:
Monitor
Progress and
Adjust
Instruction
Based on
Data
92
Alignment: Assessment to Goals
PLAAFP
Needs
Grid
• Present Levels of Academic Achievement and Functional
Performance : Baseline information that gives a starting point.
• Needs: Areas of need that must be addressed in the Grid
• Grid: Services or Activities listed in the Transition Grid that
will help the student to achieve his/her post-school goals
• Measurable Annual Goals: Specific areas of skill deficits that
will be targeted for instruction and monitoring
MAGs
Progress
Monitoring
• Progress Monitoring: How, and how often, we will monitor
the skill to ensure that student is on track to achieve the goal.
93
Caroline: Math Example
PLAAFP
• Below Basic in Math. Errors in Algebra, Numbers and Operations.
Currently scores 13 correct on Algebra 1 probes.
• Caroline needs to improve skills in math, including numbers
and operations and algebraic concepts. .
NEED
• *Improve skills in algebraic concepts and numbers and
operations, including using math software
GRID
Measurable
Annual
Goal
Progress
Monitoring
• Given a biweekly Algebra I curriculum-based assessment, Caroline will increase
her score from 13 correct answers per 5 min time period to 22 correct/5 min.
for three out of five consecutive probes.
• LS Teacher and Caroline will chart number of correct answers on each
Algebra assessment.
94
Caroline's Math Progress
t.
21
No
v.
No 4
v.
18
De
c.
De 2
c.
16
De
c.
23
Oc
Oc
t.
7
24
22
20
Number 18
correct 16
14
12
10
95
Lessons Learned: IEPs
• For students age 14-21, every goal is a
“transition goal”
• Integrate Positive Behavior Support Plan
throughout the IEP
• Integrate therapies, services, etc.
• Avoid services by disability category
• Ensure coordination when multiple persons
contribute to IEPs
• Ensure coordination of delivery of services
96
Other Areas of the IEP
PROGRAM
MODIFICATIONS
AND SPECIALLY
DESIGNED
INSTRUCTION
(SDI)
RELATED
SERVICES
SUPPORTS
FOR
SCHOOL
PERSONNEL
97
Lessons Learned: IEPs
• Specially Designed Instruction, Related
Services, Supports for School Personnel should
support what is in the grid
• Specially Designed Instruction (SDI):
– Not a checklist of everything that could possibly
be offered
– May need to phase down as students move closer
to graduation and build their own strategies
98
The Big Picture: Guiding Questions
Ask yourself:
– “What is it that we are actually
doing to support this student?
– Is it meaningful?
– Will it really help the student to
achieve his/her post-school goals?
99
National Transition Technical
Assistance Center (NSTTAC)
Resources
Larry Kortering
Co-principal Investigator for NSTTAC
Professor of Special Education, Appalachian
State University
korteringlj@appstate.edu
www.nsttac.org
Pennsylvania Training and Technical Assistance Network
100
NSTTAC Resources
www.nsttac.org
Things to Take Away
•
•
•
•
•
•
•
Start early
Understand your responsibility as LEA
Identify a transition coordinator
Special education can’t do it alone
Teach self advocacy
Know – and use ---your community
Keep the goal in mind
102
Contact Information
www.pattan.net
Rosemary Nilles
PaTTAN Pittsburgh
rnilles@pattan.net
800-446-5607 ex. 6870
Michael Stoehr
PaTTAN Pittsburgh
mstoehr@pattan.net
800-446-5607 ex. 6864
Commonwealth of Pennsylvania
Edward G. Rendell, Governor
Pennsylvania Department of Education
Gerald L. Zahorchak, D.Ed., Secretary
Diane Castelbuono, Deputy Secretary
Office of Elementary and Secondary Education
Larry Kortering
NSTTAC
korteringlj@appstate.edu
John J. Tommasini, Director
Bureau of Special Education
Patricia Hozella, Assistant Director
Bureau of Special Education
103