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April 24, 2012 3:00 – 4:30 p.m . A Webinar Series Presented by The California Community of Practice on Secondary Transition. TRIANGULATING POSTSECONDARY GOALS #3 PUTTING THE IEP TOGETHER MEETING INDICATOR # 13 MANDATE. Welcome. JILL LARSON, COORDINATOR OF COP

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April 24 2012 3 00 4 30 p m

April 24, 20123:00 – 4:30 p.m.

A Webinar Series Presented by

The California Community of Practice

on Secondary Transition












Our goal has been to offer a series of webinars to improve writing transition goals in the IEP.

Today we will

  • Review the transition mandates in the IEP

  • Explore the parent perspective on transition

  • Explore developing annual transition goals by triangulating secondary goals, common core standards and industry standards

  • Construct the IEP

Idea transition
IDEA: Transition

  • Focus: Improve academic and functional achievement to facilitate movement from school to post-school activities

  • Based on youth’s strengths and interests

  • Includes instruction, related services, community experience, development of employmentand other post-school living objectives

  • Mandates the development of a plan that summarizes skills, strengths, transition readiness, needs

State performance plan
State Performance Plan

Indicator 13 requires IEPs to:

  • List measurable postsecondary goals in employment, education/training, and independent living, if needed

  • Be updated annually

  • Be based on age appropriate assessments

  • List transition services

  • Define the course of study

  • State annual IEP goals related to postsecondary goals

  • Invite students to the meeting

  • Invite representatives of agencies that are approved by parents/students


Based on Indicator 13, specific items need to be addressed before the meeting

1. Invitation to student to attend transition IEP.

2. Invitation to agencies (approved by parents/student)

3. Age and grade appropriate assessment

During the meeting

  • Develop the IEP

  • List postsecondary/annual goals, services, course of student

    After the meeting:

  • Implement the IEP

Postsecondary goal mandates
Postsecondary Goal Mandates

One goal in each area:

  • Education or Training

  • Employment

  • Independent Living, if IEP team determines appropriate

  • Goal statements - measurable outcomes

  • Use action verbs

  • Relevant

  • Time frame (12-24 months after high school)

Measurable postsecondary goals
Measurable Postsecondary Goals

  • IDEA and the National Post-school Outcomes Center specify what areas postsecondary goals need to address.

  • The language must be outcome focused. A best practice is to state the goal in the “I” voice.

    After high school _(I) (Name) will


    Behavior where/how

    Is it countable? Can it be answered with yes or no?

Measurable postsecondary transition goals
Measurable Postsecondary Transition Goals

IDEA defines post secondary education/training outcomes:

  • Enroll in college or university

  • Earn occupational certificate

  • Enroll in vocational training (ROP, beauty school, pet grooming, trucking school, ……. )

  • Enter military for training in….

  • Enter an apprenticeship

  • Complete on the job training

  • Enter Community based training …

  • May list major, industry, or job of

    interest as goals mature.

Measurable postsecondary goals1
Measurable Postsecondary Goals

  • Employment

  • Competitive work - full time / part time

  • Supported employment

  • Integrated work activity


  • Entrepreneurship

  • Volunteer

Measurable postsecondary transition goals1
Measurable Postsecondary Transition Goals

Independent Living Goals

  • Live independently

  • Live with family, roommates

  • Live independently with supportive services

  • Live in group home

  • Manage finances, household

  • Access community – independently, use

    public transportation

Annual goals
Annual Goals

  • Prepare annually for postsecondary goals

  • Directly relate to education, employment and independent living goal statements

  • How do we know the goals are reasonable and relevant?

    One way is to utilize industry standards, state common core standards, and identify the expectations of the “next environment”

Triangulating goals
Triangulating Goals

Postsecondary Goals


Employment Independent Living

Annual Goals

Industry Standards

SCANS / 21st Century Skills

Common Core Standards

“Next Environment Prerequisites”

Let s explore o net
Let’s Explore O’NET

O’NET can inform the IEP

  • Entry into careers require education and training

    O’NET information can help students

  • Research Careers

  • Complete on line applications

  • Resumes for scanning

  • Define postsecondary goals

  • www.onetonline.org

Industry standards inform the iep
Industry Standards Inform the IEP

  • Have you ever wondered what students need to know and do in various career areas?

  • O’NET is the Occupation Information Network that is the national database for jobs in the U.S.

  • It lists the Industry standards required for success in the student’s stated career interest area. It can be aligned with student assessments.

  • We will explore how industry standards language can be integrated into the annual goal statement.

Common core state standards ccss
Common Core State Standards (CCSS)


Common Core State Standards were a voluntary state led

effort coordinated by the Council of Chief School

Administrators and the National Governors Association Center for Best Practices. Standards were developed for math and English-language arts


Develop a set of consistent, clear educational standards that would prepare students for college and career success


California adopted the standards August 2, 2010 and is working to develop curriculum, assessment and instructional materials.

Key concepts of the common core state standards
Key concepts of the Common Core State Standards

A new way of thinking

Universal Design for Learning



Multiple pathways

Learning progression

Individualized and personalized

Common core state standards
Common Core State Standards

  • Aligned with college and work expectations

  • Prepare students for success in entry-level, credit bearing, academic college courses (2- and 4-year postsecondary institutions)

  • Prepare students for success in careers that offer competitive livable salaries above the poverty line, opportunities for career advancement, and are in growing or sustainable industries

Parents family post secondary support mentors
Parents / Family Post-Secondary Support, Mentors








Now let s hear the parent perspective
Now Let’s Hear the Parent Perspective

  • What needs to happen before the IEP

  • Schedule, Invite students, parents, agencies, IEP team

  • Assessment including parent input

  • Loni Allen is here to share the parent perspective.

  • Loni is a member of the Community of Practice Leadership Team and is with Parents Helping Parents.

Some common issues for parents are
Some Common Issues for Parents Are:

  • Lack of training about transition rights

  • Lack of awareness of agencies who provide transition support or what programs are available

  • Anxiety about transition process

  • Concerns about employment or further education/training

  • Concern about independent living and if they may end up supporting the child into adulthood

  • Who will care for the child when the parents are gone

  • Concerns that the students postsecondary goals may not be realistic

  • Concerns about safety

How can parents help
How can parents help?

Offer input about the young person’s interests

Participate collaboratively in the assessment and goal development process

Provide personal networks to help a young person

Partner with the school to effectively explore work-based learning outside of school settings

April 24 2012 3 00 4 30 p m

Constructing the Transition IEP

Postsecondary Goals

Education, Employment, Independent living

Annual Goals - lead to attainment of postsecondary goals


Student Interests, Readiness,



Core Academic Standards

Industry Standards

Course of Study


Think about casey
Think about Casey . . .

Casey is a very social 17-year-old junior. He is eligible for special education under specific learning disability. He maintains a “B” average, taking courses this block semester in Art, Algebra, World Studies, and co-taught English with a lot of special education support. He would like to become a fire fighter. His general interests are Realistic (based on the Holland Code).

Assessments: Interest Surveys, Interviews,

He wants to work part-time his last year in high school.

Analyze: Which skills will have the greatest academic impact on future growth, success and transition to post secondary life?

April 24 2012 3 00 4 30 p m

Casey’s Postsecondary Employment Goal:

After high School, I will be employed as a forest firefighter

O’NET: Tasks

Collaborate with others as a member of the crew

Extinguish flames and embers to suppress fires using shovels, pumps

Test and maintain equipment, tools, jump gear, parachutes

Maintain contact with fire dispatchers-notify them of needs for resources

Rescue victims, administer emergency first aid


Active listening, speaking

Coordinate actions with others,

Monitor to make corrective actions

Critical Thinking


Oral Comprehension, Oral expression

Problem sensitivity,

Deductive reasoning

Education: High School Diploma + Specialized training

Postsecondary Education Goal

I will attend Shasta College to earn a fire technology certificate.

Annual goal language
Annual Goal Language

Triangulated goals require that there is an obvious connection between postsecondary goals and annual goals.

Examples may include:

In order to prepare to work as a firefighter, Casey will successfully complete ROP Fire technology.

Casey will look for employment in a part-time job.

Think about kelly
Think about Kelly . . .

Kelly is a junior with intellectual disabilities on a certificate track for graduation. She receives work training in a veterinary clinic, learning to use public transportation to/from work training and to use a visual/picture schedule to complete tasks. She is polite but has difficulty conversing/sharing information and /asking for assistance with co-workers/peers/teachers/supervisors. She would like to have a job working with animals.

Assessment: Vocational Situational Assessment, Interest Survey, Interview

Interests: realistic, conventional

Analyze: Which skills will have the greatest academic impact on future growth, success and transition to post secondary life?

April 24 2012 3 00 4 30 p m

Kelly’s Postsecondary Employment Goal:

After high School, I will be employed as an animal caretaker

My Next Move Summary (Based on O’NET)

What they do:

Feed, water, groom, bathe, exercise, or otherwise care for pets and other nonfarm animals, such as dogs, cats, ornamental fish or birds, zoo animals, and mice. Work in settings such as kennels, animal shelters, zoos, circuses, and aquariums. May keep records of feedings, treatments, and animals received or discharged. May clean, disinfect, and repair cages, pens, or fish tanks.

Basic Skills

keeping track of how well people and/or groups are doing in order to make improvements; listening to others, not interrupting, and asking good questions; Problem Solving noticing a problem and figuring out the best way to solve it

Education: High School Diploma

Specialized training/ OJT

Postsecondary Education Goal

I will complete specialized training through the Petco stylist apprentice program.



  • What agencies that will provide post-school support are in your community?

  • You are required to document an invitation, with parent/guardian/student approval.

  • If it is not appropriate to invite an agency, list N/A and document.

    Community Experiences

    Does your student participate in community based experiences/activities?

    Youth groups, 4-H, arts programs, volunteer programs

    Special Olympics

Course of study
Course of Study

  • High school graduation goal

    • Diploma or Certificate

    • District requirements /Graduation Status

    • CTE / Elective classes related to career goals

      Other items to consider:

      Test Scores

      Academic History



      Postsecondary goals and prerequisites

April 24 2012 3 00 4 30 p m

Course of Study

When we discuss the course of study, it is important to look at the “next environment.”

Do programs of interest have prerequisite testing?

What are the qualifications?

What do students need to know about the next environment?


When I was researching training programs for animal care, I found this at Petco:


In conclusion
In Conclusion

It is important to remember …..

  • Transition is a process, not a document

  • The spirit of transition focuses on the youth

  • The transition IEP can help the student understand the reason to complete classes, engage in their community and envision a future

April 24 2012 3 00 4 30 p m

Transition Planning Begins with Student Choices

When do we start to help them dream about their future?

Hope Confidence Resources