Pennsylvania’s Indicator 13 and 14
Approach: Ensuring Coordinated,
Measurable Goals, Transition Services,
and Post School Outcomes
Date: Monday, February 25, 2008 - 12:45 p.m. - 2:00 p.m.
Provided by: Pennsylvania Training and Technical Assistance Network (PaTTAN)
Agenda
• Overview of the Transition Process
• An Overview of OSEP Indicator 13
•
•
•
•
The PA Model
Indicator 13 Training Components
The Results of Year # 1
Next Steps
• An Overview of OSEP Indicator 14
2
Why Focus on Transition
There continues to be a large discrepancy in the
outcomes of schooling between students in the IEP
subgroup compared to their non-disabled peers -- for
example:
(1) National data show that about 70.3% of students who
receive special education graduate with diplomas,
compared to 85% of their peers in general education.
(2) About 32% of students with IEPs who complete high
school enroll in post-secondary education compared to
68% of the general student population.
Why Focus on Transition
(3) The rate of employment for youth with disabilities is
substantially below the 63% employment rate for youth in
the general population.
(4) Up to 2 years after high school, about three-quarters of
youth with disabilities still are living with their parents.
(Wagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. (2005)
After high school: A first look at the postschool experiences of youth with
disabilities. A report from the National Longitudinal Transition Study-2
(NLTS2). Menlo Park, CA: SRI International.)
What is Secondary
Transition?
• Is a coordinated set of activities
• Promotes movement from school to postschool activities
• Is an outcome-oriented process
• Addresses individual student’s needs
• Is focused on student’s preferences and
interests
5
Transition Services
What the Law States
6
Individuals with Disabilities Education Act
IDEA 2004
Primary Purpose
• To ensure that all children with
disabilities have available to them a free
appropriate public education that
emphasizes special education and related
services designed to meet their unique
needs and prepare them for further
education, employment, and independent
living H.R.1350 (IDEA 2004)
7
Age Requirement
Transition services must be addressed in the
IEP of the student in the year in which the
student turns 16 years of age
The IEP team does not have to wait until the
student’s approaching 16th birthday year to
consider the student’s transition needs
20 U.S.C. 1414(d)(1)(A)(i)(VIII)
8
Goals
• The IEP must include:
• A statement of appropriate
measurable postsecondary goals
based upon age appropriate
transition assessments
20 U.S.C. 1414(d)(1)(A)(i)(VIII)
9
Assessments
• The assessments must be:
• Related to training, education,
employment, and, where appropriate,
independent living skills, and the
transition services (including courses
of study) needed to assist the student
in reaching those goals
20 U.S.C.
414(d)(1)(A)(i)(VIII)
10
The IEP Must:
• Identify Transition Services
Needed and Courses the
Student is Taking to Reach
His/Her Post School Outcomes
20 U.S.C.
1414(d)(1)(A)(i)(VIII)
11
State Performance Plan
(SPP)
• Evaluate 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
SPP - 20 Indicators
1. Improve graduation rates for students with disabilities.
2. Decrease dropout rates for students with disabilities.
3. Ensure all students with disabilities participate in statewide or
alternate assessments.
4. Reduce suspension and expulsion rates for students with
disabilities.
5. Provide services for school-age students with disabilities in the
least restrictive environment.
6. Provide preschool children with disabilities services in the least
restrictive environment.
7. Improve cognitive and social outcomes for preschool children with
disabilities.
8. Improve parent involvement in their child’s special education
program.
9. Reduce disproportionality of cultural groups in special education.
10. Reduce the number of students from other cultures in certain
disability categories.
11. Improve efforts to locate and serve students with disabilities.
12. Ensure a smoother transition from preschool programs to
school-based programs.
13. Improve transition services for students with disabilities at age
16 and above.
14. Improve the outcomes for students moving from secondary to
postsecondary activities
15. Make sure school districts correct noncompliance areas in
special education program.
16. Ensure complaints filed by parents and other agencies are
completed in a 60- day period.
17. Ensure due process hearings are completed in a 45-day period.
18. Increase the use of resolution sessions to resolve due process
hearings.
19. Increase the use of mediation to resolve differences with the
school.
20. Make sure the data used by Pennsylvania is valid, reliable, and
accurate.
SPP Indicator 13
Percent of youth aged 16 and above
with an IEP that includes coordinated,
measurable annual IEP goals and
transition services that will reasonably
enable the student to meet the postsecondary goals
Target: 100% compliance!
Indicator 13 Checklist
National Secondary Transition Technical
Assistance Center (NSTTAC)
• National technical assistance and dissemination center
• Funded from January 1, 2006 through December 31, 2010
• U.S. Department of Education’s Office of Special
Education Programs
http://www.nsttac.org
Additional Resources
Pennsylvania Community on Transition
Website
www.sharedwork.org/patransition
Overview of the Transition
Process
A Process for Addressing Transition
 Step One: Identify the student’s postschool desired goals or vision.
(Assessment)
 Step Two: Describe the student’s Present
Levels of Academic Achievement /
Functional Performance (Assessment)
 Step Three: Determine Agency Linkages
and Supports
21
A Process for Addressing Transition
 Step Four: Design a Transition Plan that
includes courses of study and
activities/services (transition grid)
 Step Five: Determine Annual Goals that
lead to post-school outcomes (academic,
transition, etc)
 Step Six: Measure Student’s Progress
towards goals
State Compliance
Questions
• 121. Evidence of age-appropriate transition assessment(s) (IEP
Section II. and/or located in ER)
• 122. Measurable post secondary goals (outcomes) for education
or training and employment, and, as needed, independent living
(IEP Section IV.)
• 123 Transition activity/services (including courses of study) that
focus on improving academic and functional achievement of the
child to facilitate their movement from school to post school (IEP
Section IV.)
State Compliance
Questions
• 123 a. Location, Frequency, Projected Beginning Date,
Anticipated Duration, and Agency Responsible for identified
Transition Activity/Services (IEP Section IV.)
• 124. Measurable annual goals that will reasonably enable the
child to meet the desired post-school goals (IEP sections IV. V.)
• 125. For transition services that are likely to be provided or paid
for by other agencies, evidence that representatives of the
agency (ies) were invited to attend the IEP meeting, with parent
consent (Signature of other agency representative on IEP or
documented on Invitation to Participate in the IEP Team Meeting)
The Pennsylvania
Training Model
Who, What, Where, When
and Why?
Overview
• Who:
•
LEA teams
• District transition coordinator
• Special education teacher responsible for writing IEPs
containing transition plans
• Related services staff responsible for contributing to IEPs
• Special education supervisors
• Guidance counselors
• Other special education teachers
• Local Intermediate Unit educational consultants
• State Department of Education educational consultants
Overview
• What:
• Overview of the secondary transition process
• Training on writing measurable transition goals
• Where:
• 16 Down linked sites across Pennsylvania
Overview
• Where:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
PaTTAN Harrisburg
PaTTAN King of Prussia
PaTTAN Pittsburgh
Intermediate Unit 1
Pittsburgh Public Schools IU 2 – (Conroy Education Center)
Northwest Tri-County IU 5
Westmoreland IU 7
Central IU 10
Seneca Highlands IU 9
Lincoln IU 12
Luzerne IU 18
Northeastern Educational IU 19
Colonial IU 20
Carbon-Lehigh IU 21
Chester County IU 24
Overview
• When:
•
•
•
•
December – Day # 1
January – Day # 2
March – Day # 3
May – Day # 4
• Why:
• Meet the requirement of OSEP monitoring on
Indicator 13
Indicator 13 Training
Components
Components of Day One
• Review indicator 13 requirements
• Indicator 13 self-assessment – pretest
• Review of effective transition planning
• Age-appropriate transition assessments
• Post-school outcomes
• Present levels / measurable annual goals
• Progress monitoring 7-step process
• Description of follow-along support and Moodle
Components of Day Two
Topics
• Present levels
• Measurable goals
• Examples given
• Practice provided
• Assignment
• Moodle site procedures
Components of Day Three
• Participant Report Out
• Topics
• Collecting data
• Graphing data
• Interpreting data
• Making instructional changes
• Examples given
• Practice provided
• Assignment
Components of Follow-Along
• Follow-along help during implementation
• Moodle site
• Support provided from local and state
consultants for assistance between each day
of training
Moodle
• Web-based communication network
• Will be monitored by one state consultant in
each region
• Examples posted with comments noted
• Transition plans
• Present level statements
• Measurable goals
• Everyone can make suggestions
• Between each day of training: support available
for questions / assistance
Components of Day Four
Team presentations
• Entire process, beginning to end
• Present levels, based on assessments
• Transition plans
• Measurable transition goals
• Progress monitoring
• Indicator 13 self-assessment – post-test
• Discussion of results, obstacles, barriers
• Implementation and strategic planning
The Results
Number of
Participants
• 320 School Teams Attended
• 1500 Individual Participants
• 200 Replication Trainings
Data Analysis
Data Analysis
• 9 elements tracked – pre and post
•
•
•
•
•
•
•
•
•
Outcome
Activity/service
Present level
Assessment
Goal
Condition
Name
Clearly defined behavior
Performance criteria
Data Analysis
Element
Pre
Post
Outcome
56%
93%
Activity/service
68%
92%
Present level
15%
40%
Assessment
20%
75%
Goal
59%
95%
Condition
28%
85%
Name
56%
94%
Clearly defined behavior
17%
65%
Performance criteria
9%
39%
Total
48%
74%
Data Analysis
Indicator 13 Goal Elements
140
120
100
80
60
40
20
0
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Na
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Be
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Pc
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on
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it i
G
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As
se
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PE
L
Ac
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it y
O
ut
c
om
e
After
Lack of Understanding
Regarding:
•
•
•
•
•
•
Assessment
Post-school outcome
Transition activity / service
Present levels
Measurable annual goal
Progress Monitoring
An Overview of the Training
I-13 Checklist - Question #1
Assessment
Assessment
Interests – a measure of opinions, attitudes and
preferences
Preferences – what the student values and likes
Aptitudes – a combination of abilities and other
characteristics that suggest whether a student might
learn or become proficient in a particular area
Abilities – natural talents or acquired proficiencies
shown by a student
Examples of
Formal Assessments
Standardized Tests – Scholastic Aptitude Test (SAT),
American College Testing Program (ACT)
Aptitude Tests – Weschsler Adult Intellegence Scale
(WAISIII), The System for Assessment and Group Evaluation
(SAGE), McCarron-Dial Evaluation System (MDS), Career
Ability Placement Survey (CAPS), Woodcock Johnson Revised
Interest Tests – Career (California) Occupational Preference
System (COPS), Kuder General Interest Survey (KGIS),
Strong-Campbell Interest Inventory, Keys2Work
Examples of
Informal Assessments
Student Survey/Interview
Parent Survey/Interview
Observations (Home/School/Community)
Teacher Questionnaires
Person-Centered Planning
Work Samples
Situational Assessment
Curriculum-Based Assessments
Ecological Assessment
Functional Behavioral Assessment
Examples of
Other Assessments
• Information from student and family members
• Information from employers
• Interests, preferences, aptitudes, abilities
• Career and technical education assessments
• Progress monitoring
• Review of the student’s IEP
Indicator 13 Checklist:
Transition Assessment(s)
Yes or No
1. Is there evidence of age-appropriate
transition assessment(s)?
§300.320(b)(1)
Indicator 13 Checklist:
Transition Assessment(s)
Locate where information relates to
assessment and the transition component
on the IEP (either in the IEP, ER, or the
student’s file)
• If there is evidence … circle Y.
• If there is no evidence… circle N.
I-13 Checklist - Question #2
Post-School Outcome(s)
Post-School Outcomes
• Identifies where student will be AFTER high
school
• NOT intended to describe events that occur IN
high school
• NOT the same thing as an IEP annual goal
• Addresses education/training, employment,
independent living
• Is observable, countable
Post-school Outcomes
Postsecondary Education and Training Outcome:
Activity/Service
(Including
Location Frequency
Courses of Study)
Projected
Beginning
Date
Anticipated
Agency
Duration
Responsible
IEP
Goal
(Y/N)
Post-secondary Education/Training
Sample Statements
•
•
•
•
•
•
•
•
•
•
•
Attend a 2 or 4 year college
Attend a postsecondary vocational training program
Attend a short-term education or employment training program
Attend a community or technical college
Participate in an apprenticeship program
Attend a licensing program (Nursing, Cosmetology, etc.)
Attend adult continuing education courses
Attend an adult training facility
Attend an adult center program
Attend an adult in-home training program
Participate in on–the-job training
Post-school Outcomes
Employment Outcome:
Activity/Service
(Including
Location Frequency
Courses of Study)
Projected
Beginning
Date
Anticipated
Agency
Duration
Responsible
IEP
Goal
(Y/N)
Employment
Sample Statements
• Competitive employment
• Military
• Supported employment (paid work in a community
setting for those needing continuous support services)
• Sheltered employment (where most workers have
disabilities)
• Employment that allows for technological and medical
supports
Post-school Outcomes
Independent Living Outcome:
Activity/Service
(Including
Location Frequency
Courses of Study)
Projected
Beginning
Date
Anticipated
Agency
Duration
Responsible
IEP
Goal
(Y/N)
Independent Living
Sample Statements
• Independent
• Family Support (will access community resources and
programs with family support)
• Agency Support (will access community resources and
programs with agency support)
• None
Indicator 13 Checklist:
Post-School Outcome(s)
Yes or No
2. Is (Are) there a measurable postsecondary goal or
goals that covers education or training, employment,
and, as needed, independent living?
(NOTE: goals indicated here are the post-school
outcome(s) on PA’s IEP form.)
20 USC 1414 614(d)(1)(A)(i)(VIII)(aa)
Indicator 13 Checklist:
Post-School Outcome(s)
Locate the transition component of the IEP
• Are there post-school outcome(s) for this student
that address Education / Training, Employment,
and (if applicable) Independent Living after high
school? (Y or N)
• Can the outcome(s) be observed? (Y or N)
• Will the outcome(s) occur after the student
graduates from school? (Y or N)
Indicator 13 Checklist:
Post-School Outcome(s)
• If yes to all three, then circle Y
• Otherwise, circle N
I-13 Checklist - Question #3
Transition Services
Definition of Terms
• Transition activity / service
• Action steps
• Slated to occur during current IEP
• Leading to achievement of post-school
outcome
• Put all together from 1st year to final year of
transition planning = coordinated set of
activities
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, by licensed psychologist,
with rationale for accommodations)
_____ Request accommodations
_____ Hiram Andrews information
Employment
Specific career interest ____________________
_____ Career exploration (software programs, guest
speakers, graduation project)
_____ In-school work experience
_____ Community service
_____ Job shadowing
_____ Job tryouts
_____ Work experience
_____ Vocational-technical school
_____ Tour
_____ Shadow vocational programs
_____ Co-op job placement (career-tech centers)
Employment
_____ Community-based instruction (pre-employment,
travel training, social skills, etc)
_____ Career TRACK
_____ CareerLink
_____ DPW Employment Program referral
_____ OVR referral
_____ Determination of eligibility
_____ Employment services
_____ Job training
_____ MH/MR referral
_____ Employment services
_____ Training services
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
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, etc)
Independent Living
(Recreation / Leisure)
Current hobbies _______________________
____________________________________
Current clubs _________________________
____________________________________
Current social activities _________________
____________________________________
_____ Community-based instruction (recreation,
social skills, sports, etc)
_____ Local clubs, teen centers
_____ Service organizations (AkTion Club, Kiwanis,etc)
_____ Church groups
Activity / Service
OUTCOME STATEMENTS GO HERE:
Activity/Service
(Including
Courses of Study)
ACTIVITIES
AND SERVICES
GO HERE
ACTIVITIES
AND SERVICES
GO HERE
Location
Frequency
Projected
Beginning
Date
Anticipated
Agency
Duration
Responsible
IEP
Goal
(Y/N)
Transition Plans
Employment Outcome: Competitive employment with support
Activity/Service
(Including
Courses of Study)
Career
Awareness
Class, Travel
Training,
Community
Service Project
class
Location
State HS /
Community
Projected
Frequency Beginning
Date
Anticipated
Duration
Agency
Responsible
IEP
Goal
(Y/N)
5x/week
Sept
2006
June 2007
LEA
N
Volunteer
experience at
two non-profit
sites
Community
2x/week
Jan 2007
June 2007
LEA
N
Training to use
public
transportation
Community
2x/week
Sept
2006
June 2007
LEA
Y
Indicator 13 Checklist:
Transition Services
Yes or No
3. 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)
Indicator 13 Checklist:
Transition Services
Locate where transition services/activities are listed
on the IEP (the grid).
For each post-school outcome, if there is
(a) instruction,
(b) related service(s),
(c) community experience,
(d) development of employment and other post-school 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,
circle Y
Indicator 13 Checklist:
Transition Services
For each post-school outcome, if there is no
(a) instruction,
(b) related service,
(c) community experience,
(d) development of employment and other post-school adult living
objective,
(e) if appropriate, acquisition of a daily living skill, or
(f) if appropriate, provision of a functional vocational evaluation
listed in association with meeting the post-school outcome,
circle N
I-13 Checklist - Question #4
Courses of Study
Courses of Study
OUTCOME STATEMENTS GO HERE:
Activity/Service
(Including
Courses of Study)
COURSES OF
STUDY GO
HERE
Location
Frequency
Projected
Beginning
Date
Anticipated
Agency
Duration
Responsible
IEP
Goal
(Y/N)
Indicator 13 Checklist:
Courses of Study
Yes or No
4. 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 post§300.320(b)(2)
school?
Indicator 13 Checklist:
Courses of Study
Locate the list of courses of study in the
grid.
• Do the courses listed align with the student’s
identified post-school outcome(s)?
• If yes, circle Y.
• If no, circle N.
I-13 Checklist - Question #5
Agency Representation
Desired Post-School Outcomes: Define and project the desired post-school outcomes as identified by
the student, parent and IEP team in the following areas. State how each transition activity/service needed
to assist the student in reaching goals will be provided. Indicate whether an IEP goal will be written .
Independent Living Outcome:
Activity/Service
(Including
Location Frequency
Courses of
Study)
Projected
Beginning
Date
Anticipated
Duration
Agency
Responsible
IEP
Goal
(Y/N)
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
_____ Career TRACK
_____ The Arc
_____ Centers for Independent Living
_____ accessAbilities, Inc
Other Agencies
Supporting Youth and
Adults with Disabilities
•
•
•
•
•
•
•
•
•
Centers for Independent Living
Office of Medical Assistance
Office for the Deaf & Hearing Impaired (L&I/DPW)
Children Youth and Families
Drug and Alcohol programs
United Cerebral Palsy Association
Mental Health Association
Epilepsy Foundation
Special Olympics
Word of Caution!
Never commit an agency or
an individual for a service or
activity without their full
knowledge and participation!
Indicator 13 Checklist:
Agency Representation
Yes
No
NA
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)
Indicator 13 Checklist:
Agency Representation
• For the current year, is there evidence (in the IEP, ER,
invitation, or the student’s file) that representatives of
any of the following agencies/services should be invited
to participate in the IEP development: postsecondary
education, vocational education, integrated employment
(including supported employment), continuing and adult
education, adult services, independent living or
community participation for this post-school outcome?
(Y or N)
• Was consent obtained from the parent? (Y or N)
• If yes to both, then circle Y
Indicator 13 Checklist:
Agency Representation
• If it is too early to determine if the
student will need outside agency
involvement, or no agency is likely to
provide or pay for transition services,
circle NA
• If an agency should be invited but parent
did not consent, circle NA
Indicator 13 Checklist:
Agency Representation
• If no invitation is evident and a
participating agency is likely to be
responsible for providing or paying for
transition services and there was consent
to invite them to the IEP meeting, then
circle N.
I-13 Checklist - Question #6
Measurable Goal(s)
Present Levels
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.
Present Levels Must:
1. Identify strengths and prioritize needs
2. Describe effect of disability on performance
3. Provide a starting point for development of
annual goals
4. Guide development of other areas of the IEP
5. Be data driven (measurable and observable)
6. Reference post-school transition outcome(s)
Example:
Not measurable:
“Jim has difficulty keeping up with
his homework assignments.”
Measurable:
“Jim completes / turns in 2 out of
10 homework assignments.”
Example:
Measurable AND Transition Related:
“Jim completes / turns in 2 out of 10
homework assignments. He plans
to attend a community college in
the fall where homework assignments
are expected on time and complete.”
Present Levels of
Academic Achievement
• Includes information regarding how child
is performing within the general
education curriculum as it relates to postschool outcome
• Includes reading, writing, and math
instructional levels as it relates to post
school outcome
Present Levels of
Academic Achievement
• Includes description of academic skills
as it relates to post-school outcome
• Provides baseline for goals
• Not just grades, scores, or (as an
example) the book child is working on
in reading series
Present Levels of
Functional Performance
• Describes how child functions in the
activities of daily living, such as hygiene,
dressing, basic consumer skills,
community-based instruction, etc
• Describes functional academic skills,
such as a functional reading level of 2nd
grade for a 10th grade child
Present Levels of
Functional Performance
• Describes functional behavioral skills, such
as ability to follow a schedule, basic social
skills
Remember:
as it relates to post-school outcome
Present Levels - Transition
Include when “transition services” on the
special considerations page is checked
Describes adult life readiness, work
experiences, career activities,
aptitudes, interests, abilities
Present Levels - Transition
Indicate types of transition assessments
and results derived
Relate specifically to identified post-school
outcome(s)
Embed within academic achievement and
functional performance sections OR
separate paragraph
Let me show you!
“Classroom performance is inconsistent.”
Classroom performance?
Maintains 3-ring binder of study guides for each core academic class
Inconsistent?
Ranges from 1 -- 8 missing guides per week
Put it All Together:
Charlie maintains study guides for his
academic classes, averaging 4 missing guides
per week.
Measurable Annual Goals
Step-by-step
Measurable Annual Goal
•
•
•
•
•
•
•
•
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
Contains measurable, countable data
Leads to visual, countable monitoring
Not more than 3-5 goals
Measurable Annual Goal
Postsecondary Education and Training Outcome:
Activity/Service
(Including
Courses of Study)
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Agency
Responsible
IEP
Goal
(Y/N)
Y
or
N
Y
or
N
MEASURABLE ANNUAL GOAL
IF “YES” ON THE GRID IS
INDICATED FOR ANY
ACTIVITY/SERVICE, GOAL
SHOULD BE FOUND ON THE
GOAL PAGE SECTION OF THE
IEP
Describe HOW the
child’s progress
toward meeting this
goal will be
measured and
WHEN periodic
reports on progress
will be provided to
parents
Report of Progress
Grids → Goals
Independent Living Outcome: Access community resources and
programs with support
Activity/Service
(Including Courses
of Study)
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Agency
Responsible
IEP
Goal
(Y/N)
Functional
reading,
consumer math,
pedestrian skill
training
Y
CBI for
shopping &
communication
skills
Y
Grids → Goals
Given a list of 25 restaurant and signs in
the community, Nick will be able to
orally read 100% of the words in
isolation (in the classroom) and in
context (in the community) 4 out of 5
trials over 3 consecutive weeks.
Grids → Goals
Independent Living Outcome: access community programs and
resources with support
Activity/Service
(Including Courses
of Study)
Travel training
Location
Projected
Anticipated
Frequency Beginning
Duration
Date
Agency
Responsible
IEP
Goal
(Y/N)
Y
Grids → Goals
Given decreasing supports and cue
cards with necessary information,
Jane will ride public transportation 5x
/ week, over 4 weeks, to successfully
travel from school to her job
independently.
Grids → Goals
Employment Outcome: Competitive employment with support
Activity/Service
(Including
Courses of Study)
Location
Projected
Anticipated
Frequency Beginning
Duration
Date
Agency
Responsible
IEP
Goal
(Y/N)
Functional
math, survival
reading, family
consumer
science,……
Y
Paid work
experience
Y
Grids → Goals
Given instruction and an alarm watch,
Reggie will begin and end his shift at
work with the setting of an alarm,
100% of the time 5x/week over 4
consecutive weeks independently.
Criteria for Writing
Measurable Annual Goals:
 Condition
 Student’s Name
 Clearly Defined Behavior
 Performance Criteria
Adapted from Strategies for Writing Better Goals and Short Term Objectives or Benchmarks by Benjamin Lignugaris/Kraft Nancy MarchandMartella and Ronald Martella Sept/Oct 2001 Teaching Exceptional Children
Condition
Describes the situation in which the student will
perform the behavior (e.g.. accommodations,
assistance provided prior to or during assessment)
Examples:
• During lunch breaks on the job …
• Given picture checklists to follow …..
Requires a clear description of the material that will be
used to evaluate the learning outcome
Evaluation setting
Condition Example
Given a list of 25 restaurant and signs in
the community, Nick will be able to
orally read 100% of the words in
isolation (in the classroom) and in
context (in the community) 4 out of 5
trials over 3 consecutive weeks.
Condition Example
Given a list of 25 restaurant and signs in
the community, Nick will be able to
orally read 100% of the words in
isolation (in the classroom) and in
context (in the community) 4 out of 5
trials over 3 consecutive weeks.
Student Name
Should not be a problem ?
Caution if using “copy/paste”
• Names
• Pronouns (she/he and him/her)
Clearly Defined Behavior
Describe the behavior in measurable,
observable terms
Ask yourself…what will the student actually DO?
Examples:
• Say, print, write, read orally, point to…
Non-examples:
• Understand, know, recognize, behave,
comprehend, improve…
Clearly Defined Behavior
Example
Given a list of 25 restaurant and signs in
the community, Nick will be able to
orally read 100% of the words in
isolation (in the classroom) and in
context (in the community) 4 out of 5
trials over 3 consecutive weeks.
Clearly Defined Behavior
Example
Given a list of 25 restaurant and signs in
the community, Nick will be able to
orally read 100% of the words in
isolation (in the classroom) and in
context (in the community) 4 out of 5
trials over 3 consecutive weeks.
Performance Criteria
Criterion Level
The level the student must demonstrate for mastery
Number of Times Needed to Demonstrate
Mastery
How consistently the student needs to perform the
skill(s) before it’s considered “mastered”
Evaluation Schedule
How frequently the teacher plans to assess the student
Method of evaluation
Performance Criteria
Performance criteria should set up “test
“ situations for progress monitoring
Performance criteria should reflect the
type of measurement that is meaningful
for the skill
Performance Criteria
% of time
# times/#times
with # or % of accuracy
with fewer than # errors
words/digits/ correct per
minute
 with “x” movement on a
prompting hierarchy





 “x” or better on a rubric
 with no more than “x”
occurrences of…
 with an “x” or better on
“x” rating scale
 with “x/x” points on an
assessment checklist
 independently
Performance Criteria
Example
Given a list of 25 restaurant and signs in
the community, Nick will be able to
orally read 100% of the words in
isolation (in the classroom) and in
context (in the community) 4 out of 5
trials over 3 consecutive weeks.
Performance Criteria
Example
Given a list of 25 restaurant and signs in
the community, Nick will be able to
orally read 100% of the words in
isolation (in the classroom) and in
context (in the community) 4 out of 5
trials over 3 consecutive weeks.
Let me show you!
Original:
Lisa will display organizational skills in all
academic areas.
Improved:
Given color-coded folders and a bin in the
resource room, Lisa will keep regular education
assignments in designated folders 100% of the
time for 15 consecutive daily checks.
Let me show you!
Original:
Lisa will display organizational skills in all
academic areas.
Improved:
When attending regular education classes, Lisa
will bring required materials (text, folder,
pencil, etc.) 100% of the time over 6 random
weekly checks.
Lisa’s Goals on Grid
Postsecondary Education and Training Outcome: Two- or four-year college or
university with support
Activity/Service
(Including Courses
of Study)
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Agency
Responsible
IEP
Goal
(Y/N)
English,
Geometry,
Biology, World
Cultures, Career
Awareness,
Phys Ed
Y
Organizational
skills for multiclass
assignments
Y
Self-advocacy
training
Y
Indicator 13 Checklist:
Measurable Goal(s)
Yes or No
6. Is (are) there measurable annual IEP
goal(s) that will reasonably enable the child
to meet the postsecondary goal(s)?
Indicator 13 language
Indicator 13 Checklist:
Measurable Goal(s)
Locate the transition component of the IEP (the grid)
• For each post-school outcome on the grid, is there
an indication that at least one annual goal is
included in the IEP for that outcome area? (Y or N)
Now find the annual goals pages in the IEP.
Locate the specific annual goal that relates to
the transition outcome (as indicated on the grid).
Indicator 13 Checklist:
Measurable Goal(s)
• Does each annual goal contain the following components:
(circle Y if all four are present)
• A condition
• Student’s name
• Clearly defined behavior
• Performance criteria
• For each post-school outcome, if there is no annual goal
included in the IEP that will help the student make progress
towards the stated outcome OR if the annual goal does not
contain all four required components (and therefore, is not
measurable), circle N
Progress Monitoring
1. Measurable Goals and Objectives
2. Data Collection Decisions
3. Data Collection Tools & Schedule
Progress
Monitoring
4. Representing the Data
5. Evaluation of Data
6. Instructional Adjustments
7. Communicating Progress
MEASURABLE ANNUAL GOAL
Describe HOW the
child’s progress toward
meeting this goal will
be measured and
WHEN periodic
reports on progress will
be provided to parents
Report of Progress
70% of his
classes?
Teacher
70% of the
observation notes?
Michael will take notes in
his academic classes
Every 9
70% of the time.
weeks
Just because
there is a
NUMBER in
the goal,
doesn’t mean
it’s
measurable!
MEASURABLE ANNUAL GOAL
Given instruction in the
Cornell method of taking
notes, Michael will
complete a graphic
organizer that will include
90% of teacher-covered
material on four
consecutive weekly
samples.
Describe HOW the child’s
progress toward meeting
this goal will be measured
and WHEN periodic
reports on progress will
be provided to parents
Report of Progress
(calculate
the % of
Work samples
compared with teaching
teacher notes points that
student has
written on
With regular
report card and graphic
upon parent
organizer)
request
MEASURABLE ANNUAL GOAL
Given instruction in the
Cornell method of taking
notes, Michael will
complete a graphic
organizer that will include
90% of teacher-covered
material on four
consecutive weekly
samples.
Describe HOW the child’s
progress toward meeting
this goal will be measured
and WHEN periodic
reports on progress will
be provided to parents
Report of Progress
1st report:
Work samples 25%
compared with 2nd report:
teacher notes 45%
3rd report:
With regular
70%
report card and
upon parent
request
Percentage
Dates
Goal
12
20
5/
6
06
00
6
06
06
06
6
06
06
00
/2
/8
/1
12
/2
/1
20
4/
/2
20
7/
/1
6
6
6
6
06
00
20
0/
/1
12
11
11
11
/2
/3
20
7/
/2
20
0/
/2
20
3/
00
/2
00
/2
00
/2
00
/2
/6
/1
11
10
10
10
10
29
9/
22
9/
15
9/
Percentages
Michael's note taking
40
35
30
25
20
15
10
5
0
I-13 Checklist
Conclusion
Indicator 13 checklist
YES or NO
Does the IEP meet the requirements of
Indicator 13? (Circle one)
• If all Ys or NAs for each item (1 – 6) on the
Checklist, then circle Yes
• If one or more Ns are circled, then circle No
Next Steps
Next Steps
• Train the Trainer and Regional Training Sessions
• Online Course
•
•
•
•
•
•
•
•
•
•
•
Introduction to the Online Course
Overview of a coordinated transition process
Transition Assessment
Post School Outcomes
Present Educational Levels
Course of Study
Transition Activities and Services
Agency Linkages
Measurable Annual Goals
Progress Monitoring for Specific Transition Skills
Coordinating Measurable IEP Goals and Transition Services – Final
Check for Understanding
Pennsylvania Post School
Outcome Survey
(PaPODS)
Indicator 14 Resources
• National Post School Outcome Center (NPSO)
http://www.psocenter.org/
• National Secondary Transition Technical Assistance
Center (NSTTAC) http://www.nsttac.org
• National Dropout Prevention Center for Students with
Disabilities (NCPD-SD) http://www.dropoutprevention.org/
• Pennsylvania Community on Transition Website
www.sharedwork.org/patransition
SPP Indicator 14
Percent of youth who had IEPs, are no
longer in secondary school, and who
have been competitively employed,
enrolled in some type of postsecondary school or both within one
year of leaving school
PaPODS Development
History
DESIGNING THE
SURVEY TO ACHIEVE
TWO GOALS
• Collecting information required for
federal reporting
• Collecting information to inform
program improvements resulting in
better post-school outcomes for youth
with disabilities
145
STAKEHOLDER INPUT FOR
SURVEY DEVELOPMENT
• Exit Survey Developed through a Cross
Agency Process with Individual
Stakeholder Representation
• Survey drafts received Individual
Reviews and Ratings
• Group Reviews to suggest addition of
missing questions or rewording of
questions
146
IDENTIFYING A SYSTEM TO
SUPPORT DATA COLLECTION
AND REPORTING
• Meeting with national experts at National Transition
Summit - June 2005
• Advice sought from National Post-school Outcomes
Center
• Decision to replicate Alabama System designed at
Auburn University
147
Building the System
• Decision Points
• Exit and Post-school surveys
Content of surveys
• Implementation Procedure
Online versus paper/pencil
• Data Collection Cycle and Sampling
5 year versus 6 year
Sampling of LEA versus students
148
Building the System
• Decision Points
•
Administrative Structure to Support Process
• Departmental Approvals and Field Directives
• Use of Penn Data to Pre-Populate
• Field Technical and Management Support
Procedures
• PaTTAN Educational Consultants
• Intermediate Unit Transition Consultants
149
SURVEY POPULATION
• Target Population
“Youth who had IEPs, are no longer in
secondary school, and who have been
competitively employed, enrolled in some
type of postsecondary school, or both, within
one year of leaving high school”
• All states have the same definition of
“Population”
150
SURVEY POPULATION
• All leavers identified by the LEA on the
December 1 Federal Student Data Report, and
those age 17 or older who may have left since
that report
• “Leavers” are those students who “left”
• With a regular diploma
• Due to aging out (at 21 years of age)
• Due to dropping out
• To get a GED
151
SURVEY POPULATION
If a student moves to another
district and does not graduate, age
out, or drop out they are not
considered a “leaver” for that year.
152
Pennsylvania’s
SAMPLE
• 1/5 of LEAs annually and
• 1/5 of Philadelphia High Schools
— Attempt to interview all leavers in LEA
• All LEAs have been selected and placed on the
sampling plan for the 5 years (i.e. each district
participates once every 5 years)
153
SAMPLING VARIABLES
•
•
•
•
•
District Size
• Urban, suburban, rural, plus charter
schools
Disability Category
Ethnicity
LRE Status (percent of time served in regular
education classroom)
Gender
154
Surveys
• Exit Survey for the “leavers” in the
current school year (2007-08) – Survey
Cycle Year # 3
• Post-School Survey for former students
one year out from school – (2006-07
“leavers”) – Survey Cycle Year # 2
155
Exit Survey Content
•
•
•
•
Demographic information
Reason for leaving
Accommodations received in high school
Referrals to community agencies and benefits
received
• Mobility within the community
• Contact information for post-school follow-up
156
Post-School Survey Content
• Work history and benefits
• Continuing education history and related items
• Probe if not employed or in post secondary
training/education program
• Benefits received from social service agencies
• Mobility within the community
• Check on independent living status
157
PaPODS Data
Survey Results
2007- 08 PAPODS
2008 PaPODS Details
Year # 3 Exit Survey
LEAs
LEAs assigned to Exit Survey Target Year #3 need to be aware of the
following points:
- From September 1, 2007 to May 31, 2008, the LEA will need to
administer the EXIT SURVEY for all students who have an IEP and
who have dropped out of school anytime during the 2007-08
school year. Student contact information to facilitate the
post-school survey will also be collected at this time.
- Between April 1, 2008 and May 31, 2008, the LEA will need to
administer the Exit Survey for all students who have an IEP and
who are planning to leave school at the end of the 2007-08
school year. Student contact information to facilitate the
post-school survey will also be collected at this time.
Year # 2 Post School
Survey LEAs
LEAs assigned to Post School Survey Target Year #2
need to be aware of the following points.
- Between April 1, 2008 and July 31, 2008, the LEA will need to
administer the POST-SCHOOL SURVEY to former students who
had an IEP and who were leavers at the end of the 2006-07 school
year. (These former students should have been administered the
EXIT SURVEY in spring 2007.)
- IU transition consultants will monitor the districts' progress
and assist as needed with the exit and post-school survey
procedure.
- PDE/BSE will provide training on the implementation of the
POST-SCHOOL SURVEY for Survey Target Year #2 LEAs at a
videoconference scheduled for March 14, 2008 from 1:00 PM 3:00 PM. Please register for this videoconference after
February 15, 2008 at www.pattan.net.
Year # 3 Exit Survey
LEAs
LEAs assigned to Exit Survey Target Year #3 need to be aware of the
following points:
- One year after exiting high school (between April and July)
the former students (graduates and dropouts) will complete a
post-school survey to be administered at the district level.
- IU transition consultants will monitor the districts' progress
and assist as needed with the exit and post-school survey
procedure.
- PDE/BSE will provide training on the implementation of the EXIT
SURVEY for Survey Target Year #2 LEAs at a videoconference
scheduled for March 14, 2008 from 10:00 AM - 12:00 PM. Please
register for this videoconference after February 15, 2008 at
www.pattan.net.
LEAs Not Assigned to
Year # 3
Any LEA that is not assigned to targeted sampling year #3, but
is interested in participating in the exit survey process, can
register for the survey by contacting:
Michael Stoehr, PaTTAN Pittsburgh Office at 800-446-5607
(inside PA), ext. 6864, or via email at mstoehr@pattan.net.
All requests must be received by February 28, 2008.
Contact information:
Michael Stoehr
Educational Consultant
Pennsylvania Training and Technical
Assistance Network (PaTTAN)
3190 William Pitt Way
Pittsburgh, PA 15238
(412) 826-2336, ext. # 6864
(412) 826- 1964 (fax)
mstoehr@pattan.net www.pattan.net