Writing Measurable Transition Goals

1. Writing Measurable Transition Goals Jackie Burr and Peter FitzGerald OAVSNP Conference Hood River, Oregon February 23, 2008

2. Annual Transition Goals:describe what the student can reasonably accomplish in a 12-month period. • Measurable • academic and functional goals • direct relationship between the goal statements and the student’s present levels • designed to assist the student in progressing toward the student’s postsecondary goals. • Postsecondary Goals: describe what the student hopes to achieve after leaving high school. • Measurable • based upon age-appropriate transition assessments • written for training, education, employment, and, where appropriate, independent living skills.

3. Key Concepts For Annual Goals • One purpose of an IEP is to describe Specially Designed Instruction (SDI) • SDI -- adapt the content, methodology or delivery of instruction to address the UNIQUE needs of the SpEd student that result from the student’s disability. • SDI-- give the student access to the general curriculum so they can meet the standards.

4. Key Concepts (continued) • Transition Services CAN be SDI! • ODE encourages IEP teams to create “academic” goals with transition content. • Transition Services can also be related services (e.g. vocational counseling, linkages with adult service systems, etc.) • Good Present Levels tell a story and are the “jumping off” point for Annual Goals. • Good Present Levels describe how the disability impacts the ABILITY to benefit from the general curriculum and contain OBJECTIVE (e.g. standard scores, measurable observations) information.

5. Key Concepts (continued) • Good Present Levels describe the student’s transition preferences, interests ANDneeds. • Good Present Levels describe a vision of the future. • PERFECT Present Levels could describe preferences and interests in the areas of postsecondary education, vocational training, integrated employment, continuing and adult services, independent living, and community participation!

6. Key Concepts (continued) you mean there’s more! • Don’t confuse or mix up Annual Goals and Activities! • If you need to teach the skill, it probably is appropriate for an Annual Goal. • If the student or someone other than the teacher is going to do it, it just might be an activity. • You could have ONE transition annual goal that describes SDI and a whole BUNCH of activities that describe a coordinated set of events that promote movement from school to post-school environments!

7. The Bottom Line… If you have nothing to “hang” SDI on, you are going to have a tough time describing transition skills being taught in an IEP! • No instructional venue? • No curriculum? • No means of assessing a student’s needs, preferences, and interests in transition? • No opportunities to gather information, create a plan for the future, accomplish steps towards that future plan? • No partners or collaborators participating who are connected to the community or the future?

8. IEPs that describe transition: The Good, The Bad, and The Ugly • Present Levels (THE BAD) Frank is a junior at SHS wanting to earn a regular diploma. He is bilingual and a pleasure to have in class. He is polite, friendly, caring, and has several good peer relationships. He can be successful in regular education w/resource room support. His academic strengths are: language skills, transition skills, and he asks questions. He was described by his regular ed. Teacher as very intelligent.

9. IEPs that describe transition: The Good, The Bad, and The Ugly • Present Levels(THE UGLY, BUT NOT TOO UGLY) Although language arts and math skills are still below grade level, George has improved his effort in completing assignments and following directions. George likes to work with and build drag racers. He says that he would like to become a professional driver. If George can’t accomplish that goal, he would like to work with his dad as a carpenter after hopefully graduating on time.

10. IEPs that describe transition: The Good, The Bad, and The Ugly • Present Levels(THE GOOD! YAY!) Following administration of a Transition Skills Survey in the area of Learning to Work, three (3) areas emerged as priorities for Angela. These areas are items in which she scored as “Not Like Me” (vs. “Somewhat Like Me” and “Very Much Like Me”) and indicated in a follow-up interview, that she was interested in gaining skill or being involved in activities to make progress in these areas having to do with Learning to Work. Angela indicated that she (1.) does not know how to match her strengths and interests to a career that may interest her. Her diagnosis of Attention Deficit contributes to her struggle with sequencing information so it ends up making sense and being relevant to her. Angela also identified that she (2.) cannot describe how her disability might affect job performance. Another area of need for Angela is (3.) being able to name things to do to be a more responsible worker. Because she can be impulsive, Angela has lower evaluations in her in-building Work Experience. Angela is interested in attending community college after she graduates and would prefer to be a Vet Tech or a Certified Nurses Assistant. If she can handle the academic demands, she might like to pursue becoming a Licensed Practical Nurse.

11. IEPs that describe transition: The Good, The Bad, and The Ugly THE ANNUAL GOAL • It would make sense that annual goals are “given birth to” in the Present Levels? • Therefore, if the Present Levels do a good job of describing transition needs, preferences, and interests, you can find skills that need to be taught and activities that need to occur there! Right? • If a goal is ANNUAL, don’t try and capture every transition skill necessary in one goal. Prioritize! • Worry more about getting one or two GOOD annual goals in transition. Once that is accomplished AND since they are easier to write, activities might capture the rest of what is important for that year!

12. IEPs that describe transition: The Good, The Bad, and The Ugly • How about this as an annual goal? “Frank will fully participate in a transition skills class completing 100% of assignments and accomplishing his short term objectives with 90% accuracy” • There were NO references to transition needs, interests, or preferences in the PLOP or PLEP. • Observation was the evaluation method to note progress. • How many of you vote “UGLY”?....Good?

13. IEPs that describe transition: The Good, The Bad, and The Ugly • Sources for good goals: • Age Appropriate Transition Assessment (both formal and informal) • Curriculum specific to transition • Career Related Learning Standards • Transition Taxonomies

14. IEPs that describe transition: The Good, The Bad, and The Ugly • An annual goal pulled directly from a Transition Taxonomy: “Given instruction in a specially designed transition class, Frank will match 2 occupations that are complimentary to his aptitudes, skills, and interests.” • The evaluation method could be using a CAM portfolio, CIS Planning tools, Career Related Learning Plan, or a portfolio. • How many vote Bad or Ugly?....Good?

15. Remember the OTHER Measurable Goals that IEPs must contain? • Consider the following: • Whatwould one measure? • Howwould one measure whether the student achieved their postsecondary goals? • Whowill measure the extent with which student’s achieve postsecondary goals? • Whenwould one measure the extent to which the student achieved their postsecondary goal?

16. How do I write measurable postsecondary goals? • Use results-oriented terms such as “enrolled in”, “working”, “live independently” • Use descriptors such as “full time” and “part-time”

17. Intent of Measurable Postsecondary Goals Help educators focus on: Relevant content with a planning and implementation process that is measurable and demonstrates results in student’s achieving their desired postsecondary goals in:

18. Training– specific vocational or career field, independent living skill training, vocational training program, apprenticeship, OJT, military, Job Corps, etc. Education– 4 year college or university, technical college, 2 year college, military, etc.

19. Employment– paid (competitive, supported, sheltered), unpaid, non-employment, etc. Independent living skills (where appropriate)– adult living, daily living, independent living, financial, transportation, etc.

20. For more information contact: Jackie Burr (503) 947-5639 jackie.burr@state.or.us Peter FitzGerald (503) 522-6973 petefitz@q.com