Transcript Webinar IEP

The California Community of Practice
on Secondary Transition Presents
A Webinar Series
Triangulating Postsecondary Goals
Webinar I: The Big Picture
Hosted by California Department of Education
February 21, 2012
3:00 – 4:30
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Facilitator: Jill Larson, CDE Consultant
Presenters
 Sue Sawyer, CA Transition Alliance
 Jon Paul Burden, Director of Exceptional
Services, Region 4 Colorado
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Our goal is to offer a series of webinars to
improve writing transition goals in the IEP.
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Today we will
Explore the transition mandates in IDEA
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Define “measurable postsecondary goals”
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Explore the process of Triangulating Goals
with common core academic standards and
industry standards informing the IEP
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Focus: Improve academic and functional achievement
to facilitate movement from school to post-school
activities (post-secondary education, vocational
education, integrated employment, continuing and adult
education, adult services, independent living or
community participation.
Based on youth’s strengths, preferences and interests.
Includes instruction, related services, community
experience, development of employment and other
post-school living objectives.
Mandates the development of a plan that summarizes
skills, strengths, transition readiness, needs.
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Measurable Post Secondary Goals in
employment, education/training, and
independent living
Updated annually
Based on age appropriate assessments
Lists Transition Services
Course of Study
Annual IEP goals related to postsecondary
goals
Student invited to the meeting
Representatives of agencies invited to meeting
Predictors/Outcomes
Education
Employment
Career Awareness
X
X
Occupational Courses
X
X
Paid Employment/Work
Experience
X
X
Vocational Education
X
X
Community Experiences
X
Exit Exam Requirements/High
School Diploma Status
Program of Study
X
X
X
Work Study
Inclusion in General Education
Independent
Living
X
X
X
X
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In-School Predictors by Post-School
Outcome Area
Predictors/Outcomes
Education Employmen
t
Self-Advocacy/SelfDetermination
X
X
Self-Care/Independent
Living
X
X
Social Skills
X
X
Interagency
Collaboration
X
X
Parental Involvement
Independe
nt Living
X
X
Student Support
X
X
Transition Program
X
X
X
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Planning Begins with the Student
Transition Planning begins with Student Choices
When do we start to help them dream about their future?
HOPE
Confidence
Resources
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Interests
Aptitude
Personality
Learning Preferences and
Styles/Accommodations
Employment Literacy Skills
Talents
Work Values / Preferences
Experience
Physical Factors
Can be formal (standardized, commercial) or
informal.
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Confidence
Post-Secondary Education, Training Goals
Transportation
Living Arrangements
Personal Management
Leisure/Recreation
Health / Medical
Income / Resources
Developmental Assets
Support System
Eligibility for services
Resources
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Assessment Strategies
Three essential elements to assessment:
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Expressed- Interview / Question
Tested- Formal / Informal
Demonstrated – Observation / Validation
Formal: Standardized, One Time, Norm referenced
(Academic, Achievement, Cognitive, Aptitude testing),
limited to evaluators
Informal: Student centered, on-going, can be integrated
into a curriculum
(rubrics, checklists, portfolios, observations, work
samples, situational, rating scales, interviews, work skills
(including soft skills), learning styles, personality,
preferences, can be completed by students, parents,
employers, teacher input)
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One Goal in each area:
Education / Training
Employment
Independent Living – if IEP team determines
appropriate
Goal statements: Measurable Outcomes
Use action verbs,
Relevant, Realistic
Time framed (12-24 months after high
school)
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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? We will explore integrating
industry standards in the IEP through a
process defined as “Triangulation”
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John Paul Burden is joining us by phone. He
is the Director of Exceptional Services,
Region 4 Colorado
He has been invited to share his experience of
including Industry Standards (defined by
O’NET, the Occupation Information Network)
into the secondary transition IEP process
After high school _(I) (Name) will
______________________ ______________
Behavior
where/how
Is the goal measurable- Observable?
Can it be observed or
documented? Can answer “Did it happen?” with yes or no.
Career Development Continuum
Career Exploration
Explore careers in order
to motivate students,
identify options and
make informed decisions
Work-Based Learning
Learn through real
experience, develop
SCANS skills and
technical career skills
Preparation
Prepare for entry
into career, includes
postsecondary
education
As postsecondary and annual transition goals are
written, they need to be realistic. Sources of
information include:
Industry standards-O’NET and/or 21st Century Skills
California Career pathways
Language of goals should reflect California Common
Core Academic Standards
Course of Study: Classes to achieve HS
Diploma/Certificate and elective classes that relate
to interests. Reference CTE Pathway descriptors
The following pages list the most common goal statements listed in
IDEA.
It is important to note that schools are required to offer the services to
assist students to set postsecondary goals and put effort into adequate
preparation, but we are not responsible for the student achieving the
goals listed in the IEP. We have no control over what decisions the
students make after they leave high school.
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California Career Guides, CA EDD/LMID
www.edd.ca.gov/lmid/educator
California Career Zone
www.californiacareers.info
California CTE pathways
www.capathways.org
Developmental Disability Services
www.dds.ca.gov Consumer Corner
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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.
I will enroll at… and earn
a degree certificate as,,
I will enroll at….
I will go to school
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Competitive work- full time / part time
Supported Employment
Integrated work activity
or
Entrepreneurship
Volunteer
I will work in full time
employment as… at
I will work as..
I will work
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Live
Live
Live
Live
independently
with family, roommates
independently with supportive services
in group home
Manage finances, household
Access community – independently, use
Public transportation
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March 20, 2012 Webinar will focus on:
Exploring California Common Core Standards and Transition
Exploring how industry standards inform the IEP goals.
Writing postsecondary and annual transition goals.
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The April 24, 2012 webinar will focus on
Bringing it together in the IEP process
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All webinars are scheduled from 3:00 p.m.- 4:30 p.m.
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The powerpoint presentation and all referenced resources will
be available at www.catransitionalliance.org for four weeks.
They will be archived to Members Only section at the end of
that timeframe.
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If you are interested in exploring O’NET
before the next webinar, we invite you to visit
the following websites
www.onetonline.com
www.mynextsteps.com
www.californiacareerzone.com
All materials and the powerpoint shared
today will be posted on the Transition
Webinar series at
www.catransitionalliance.org