Transcript Writing compliant and usable transition goals

Secondary IEP Goal
Training
February 26, 2009
Goal “Research”
in MBAEA
 Reviewed 100 secondary IEPs
 Reviewed 223 goals in those IEPs
 2.2 goals per IEP average
 Goal range 1- 4
Types of Goals
 57 – Reading
 43 – Writing
 34 – Math
62% of all goal were related to reading,
writing, and math.
Other types of goals
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19 – behavior
18 – career / work experience
16 – assignment completion/organization
8 – self advocacy
7 – financial / money skills
6 – communication / social skills
5 – passing classes / grades
1 – daily living
1 – assistive technology skills
Goal Compliance
 30% of all goals reviewed were compliant
 Of non-compliant goals:
 70% were missing a condition
 22% had measurement/monitoring issues
 8% other issues
AGENDA
 Learner Outcomes
 Formula for success – well crafted and
meaningful goals, rubrics, checklists
 Small group work & Report Outs
 Goal Compliance Checklist
 More Practice and collection of sample
goals
 Wrap-up and Kaizen
Know, Understand, Do
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the parts of a compliant goal
goals must be supported by instruction
how page B,D and F are interconnected
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that transition compliance is a continuous improvement process
that goals need to be supported by good instruction
that monitoring progress yields better outcomes than teaching and hoping
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write compliant, appropriate goal(s) based upon transition assessment
identify goals that are not well-written and compliant
create a rubric or checklist
share your product with a colleague
OSEP Indicator 13 reads:
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.
6 Critical Elements to
Determine Indicator
1. Student preferences and interests
2. Age appropriate transition assessments
3. Post-secondary expectations for living,
learning and working
4. Course of Study
5. Annual goals
6. Services and supports
Annual Goals for
Transition Compliance
 All goals must support pursuit of postsecondary expectation(s) (PSEs)
 All goals must meet the requirements of a well
written goal
 If there are no goals for a specific postsecondary area (living, learning, working)
rationale is supported in the PLAAFP on page
B
Writing
compliant and
usable transition
goals
After age14, ALL goals are transition goals.
Goal Page
 ICC standard and benchmark
 District standard and benchmark
 Current Academic Achievement
 Baseline
 Goal
 Progress Monitoring
Standards and
Benchmarks
 Iowa Core Curriculum
 Reading
 Math
 21st Century Skills
District Standard and
Benchmark
 These should or will be banked on the
IEP program. If you need clarification,
check your district website.
 If there is no standard for the skill you are
measuring, click the box that says no
standard or benchmark is available
Current Academic
Achievement
Should include when available:
 Results of initial or most recent
evaluation
 Results from district wide assessments
 Description of the student’s performance
in comparison to general education peers
and standards.
Baseline
 Measurable and monitorable description on a
student’s performance level
 Example: Betty’s current score on a
“Responsibility and Self-Advocacy Rubric” is 11
out of 35 possible points. She scores a “1” in
the area of Responsibility with Studying and
Preparing for Tests, “2” for both Self-Advocacy
and Communication Repair Skills, and “3” for
both Use of Assistive Technology and Future
Planning.
Goal
 Meaningful
 Measurable
 Able to be monitored
 Can be used to make decisions
Meaningful
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Clear and understandable
Positively stated
Justified by information in the PLAAFP
Practical and relevant to student’s
academic, social and vocational needs
 Practical and relevant to age and
remaining years in school
Measurable
Conditions – When and How
Time frame for goal completion
Examples of how
Instruction or coaching
Supports or prompts
Evaluation descriptor
Behavior
Criteria
Able to be Monitored
 Progress will be graphed
 What assessment measurement
will be used and how often?
Decision Making
 Reflect Adequate Growth
 Used to make instructional decisions
documented with a phase line
 Continue
 Change
 Discontinue
Decision Rule Options
 4 Point Decision Making Rule
 Trendline Analysis
Condition Examples
Time -- In 36 weeks…By May, 2010…
One of the following:
Instruction examples
Reading instruction, Social Skill instruction
Support examples
With Guidance, Coaching, Counseling
Evaluation Clarification example
Using a Transition Rubric…
Conditions
 After 36 weeks of instruction, after participating
in responsibility and self-advocacy strategy
development activities, Betty will obtain at least
16 points on a 35 point Rubric examining
Responsibility with Studying and Preparing for
Tests, Self-Advocacy, Communication Repair
Skills, Use of Assistive Technology and Future
Planning.
Condition stem examples
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After receiving instruction
With no more than 2 prompts per hour
While working in the community
With xxxx job coach support
With a 5 minute break per hour
After completing CHOICES
After completing 2 job shadows
Behavior
 What action is measured? What is the behavior we
are assessing?
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Work at a jobsite
Read, write, do math, (CBM)
Complete tasks
Master skills
 After 36 weeks of instruction, after participating in
responsibility and self-advocacy strategy development
activities, Betty will obtain at least 16 points on a 35
point Rubric examining Responsibility with Studying
and Preparing for Tests, Self-Advocacy,
Communication Repair Skills, Use of Assistive
Technology and Future Planning.
Criterion
 What level of performance is expected?
 After 36 weeks of instruction, after participating
in responsibility and self-advocacy strategy
development activities, Betty will obtain at least
16 points on a 35 point Rubric examining
Responsibility with Studying and Preparing for
Tests, Self-Advocacy, Communication Repair
Skills, Use of Assistive Technology and Future
Planning.
 Robert is able to care for his physical needs and has
appropriate daily living skills for a junior in high school…He
drives, has a checking account… Robert is able to
independently read & comprehend materials written at a 5th
grade level. His ability to comprehend material improves
when it is read to him. His maximum reading comprehension
is 7th grade level. Robert’s math scores are closer to the 8th
grade level. Most of Robert’s core classes are team-taught
but he is extremely reluctant to ask for any assistance and he
does not utilize accommodations or Assistive Technology,
such as extended time for exams or taped texts. Although his
attendance at school is quite good, Robert consistently turns
in assignments that are late or incomplete. He failed 2
classes last semester – Government and Biology. Robert has
a part-time job bagging groceries and works about 20 hours
per week with no supports from school. He is interested in a
career related to the building trades, but knows very little
about those training requirements or job opportunities in the
trades.
Progress Monitoring and
Decision Rule
 Used for determining decisions
 Twice a month, Betty’s teacher will score
the rubrics and graph her score. If 4
consecutive data points fall below the
expected growth line, changes in
instruction will be considered.
Rubrics and Checklists
 Used to monitor progress
 Makes unmeasurable concepts and
expectations measurable
 Can be curricular based OR completely
individualized
Goal Compliance
Checklist
SR27 & SR28
 Does the baseline contain a numeric
measure of current performance?
 Does the annual goal contain the same
numeric measure of performance as the
baseline?
SR30 a, b, c
 (a) Conditions (when and how the
individual will perform)?
 (b) Skill or behavior (what the individual
will do)?
 (c) Criterion (the acceptable level of
performance at the end of the goal
period)?
SR31 & SR32
 Do the evaluations/progress monitoring
procedures identify how ( a procedure by
which) progress will be measured?
AND
 Do the evaluation/progress monitoring
procedures identify how often (frequency
that) progress will be measured?
SR33
 Can the goal be monitored using the
procedures described in the
Evaluation/Progress Monitoring
procedure section of the IEP?
SR34
 Is the goal stated above based on the
district standards and benchmarks?
SR34 a, b
 (a) Is a decision rule stated that will be
used to consider the need for
instructional changes?
 (b) Have the data as described in the
Evaluation/Progress Monitoring
procedures section of the IEP been
collected and documented?
SR35
 Are the decisions to continue or change
instruction made based on progress
monitoring data?
Final Activity
Work in pairs to develop a goal and/or
rubric with your current IEP.
These will be collected and posted.
For more information:
 Marty Paul, Mississippi Bend AEA
563-344-6277
 Chuck Solheim, Mississippi Bend AEA
563-344-6309
 Jane Rock, Mississippi Bend AEA
563-344-6288
 Michelle Wehr, Mississippi Bend AEA
563-344-6292
 Bruce Noah, Davenport Community Schools
563-336-3835
The Mississippi Bend Area Education Agency does not discriminate on the basis of race, color, creed, gender
identity, marital status, sex, sexual orientation, national origin, religion, age or disability in its educational
programs, services or employment practices. Inquiries concerning this statement should be addressed to the
Equity Coordinator, 729 – 21st Street, Bettendorf, Iowa 52722, Phone: 563-344-6410.