Transcript Ensuring Coordinated, Measurable IEP Goals and Transition

Indicator 13
Ensuring Coordinated,
Measurable, Annual IEP
Goals and Transition Services
Provided by: Pennsylvania Training and Technical
Assistance Network (PaTTAN)
Agenda
• Indicator 13 requirements
• Indicator 13 self-assessment
• Age-appropriate transition assessments
• Post-school goals
• Present levels
• Measurable annual goals
• Transition grids to goals
2
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
14 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 14 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
Overview of the Transition
Process
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 Goal(s)
Post-School Goals
• 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 Goals
Postsecondary Education and Training Goal:
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
Sample Post-secondary
Education/Training Goals
1. 2 or 4 year college
2. Postsecondary vocational training program
3. Short-term education or employment training program
4. Community or technical college
5. Apprenticeship program
6. On–the-job training
7. Licensing program (Nursing, Cosmetology, etc.)
8. Adult continuing education courses
9. Adult Training Facility
10. Adult center program
11. Adult in-home program
12. Other training program - please describe: ____________________
13. The IEP team has determined that this goal area is not applicable
Post-School Goals
Measurable
Annual Goal
Yes/No
Employment Goal:
(Document in
Section V)
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
Sample
Employment Goals
1.
2.
3.
4.
5.
6.
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
The IEP team has determined that this goal area is not
applicable for this student
Post-School Goals
Measurable
Annual Goal
Yes/No
Independent Living Goal:
(Document in
Section V)
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
Sample
Independent Living Goals
1. Independent -- will access community resources and
programs without support
2. Family support -- will access community resources and
programs with family supports
3. Agency support -- will access community resources and
programs with agency supports
4. The IEP team has determined that this goal area is not
applicable for the student
Indicator 13 Checklist:
Post-School Goal(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: the term “postsecondary goal” and “post-school goal” are
synonymous.
20 USC 1414 614(d)(1)(A)(i)(VIII)(aa)
Indicator 13 Checklist:
Post-School Goal(s)
Locate the transition component of the IEP
• Are there post-school goal(s) for this student that
address Education / Training, Employment, and (if
applicable) Independent Living after high school?
(Y or N)
• Can the goal(s) be observed? (Y or N)
• Will the goal(s) occur after the student graduates
from school? (Y or N)
Indicator 13 Checklist:
Post-School Goal(s)
• If yes to all three, then circle Y
• Otherwise, circle N
I-13 Checklist - Question #3
Transition Services
Transition
activity / service
•
•
•
•
Action steps
Slated to occur during current IEP
Leading to achievement of post-school goal
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
Measurable
Annual Goal
Yes/No
GOAL STATEMENTS GO HERE
(Document in
Section V)
Courses of Study :
Service/Activity
ACTIVITIES
AND
SERVICES
GO HERE
ACTIVITIES
AND
SERVICES
GO HERE
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
Transition Plans
Employment Goal: Competitive employment with
support
Courses of Study :
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Career Awareness Class, Travel Training, Community Service Project class
Anticipated
Duration
Person(s)/
Agency
Responsible
Location
Frequency
Projected
Beginning
Date
Volunteer
experience at
two non-profit
sites
Community
2x/week
Jan 2007
June 2007
LEA
Training to use
public
transportation
Community
2x/week
Sept 2006
June 2007
LEA
Service/Activity
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 goal, 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 goal,
circle Y
Indicator 13 Checklist:
Transition Services
For each post-school goal, 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 goal,
circle N
I-13 Checklist - Question #4
Courses of Study
Courses of Study
Measurable
Annual Goal
Yes/No
GOAL STATEMENTS GO HERE
(Document in
Section V)
Courses of Study :
Service/Activity
COURSES OF STUDY GO HERE
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
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 goal(s)?
• If yes, circle Y.
• If no, circle N.
I-13 Checklist - Question #5
Agency Representation
Agencies
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Postsecondary Education and Training Goal:
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
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 goal? (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 goal(s)
1. Identify Strengths and
Prioritize Needs
• Can address academic, nonacademic,
and functional performance
• Includes successful instructional
strategies
• Includes motivators for participation and
learning
2. Effect of the Disability
on Performance
Identifies strengths
• Relates academic, developmental,
functional needs related to disability
• Each need ~ goal/objective/SDI
• Describes both the descriptive and
quantitative levels of involvement and
progress in general curriculum
3. Starting Point for
Annual Goal Development
• Identifies the current performance level
of the student in relationship to
identified needs (baseline)
• Provides information about rate of
progress so you can determine an
ending point
4. Guide Development of
Other Areas of IEP
• Provides adequate and comprehensive
information
• Should not refer to other documentation
“somewhere else”
• Identifies specific instructional
techniques, accommodations, and
modifications that are relevant
5. Data Driven
•
Quantifies student skill levels in academic and
nonacademic areas
*Provides “action·able information”
•
Provides data as the foundation for writing
quantitative present levels
*Curriculum based assessment
*Permanent products
*Observations
*Parent input
*Evaluations
*Teacher input
*Interviews
*Anecdotal records
AGE-APPROPRIATE TRANSITION ASSESSMENTS
6. Reference Post-School
Transition Goal(s)
• Strengths and needs include transition
information
• Effect of disability on post-school goal(s)
• Starting point for annual goal for transition
• Contains information for other parts of IEP
• Based on data (measurable, countable)
Example:
Not measurable:
“Diane is doing better in math.”
Example:
Measurable:
“Diane adds, subtracts, multiplies,
and divides multiple-digit
computation problems with fewer
than 3 errors on a mixed-skill math
probe……”
Example:
Measurable AND transition related:
“….. and makes an average of 2
errors per week making change at her
volunteer job at the snack shop at the
Pattan Medical Center.”
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 goal
• Includes reading, writing, and math
instructional levels as it relates to post
school goal
Present Levels of
Academic Achievement
• Includes description of academic skills
as it relates to post-school goal
• Provides baseline for annual 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
• Describes adult life readiness, work experiences,
career activities, aptitudes, interests, abilities
Remember:
as it relates to post-school goal
Present Levels –
Transition
Indicate types of transition assessments
and results derived
Relate specifically to identified post-school
goal(s)
Present Levels
….. of academic achievement
….. of functional performance
….. related to current post secondary transition goals if
the student's age is 14 or younger if determined
appropriate by the IEP team.
Parental concerns
How the student’s disability affects involvement and
progress in the general education curriculum
Strengths
Academic, developmental, and functional needs related to
student's disability
Present Levels
STATEMENTS SHOULD DESCRIBE
WHAT THE STUDENT IS ABLE TO DO,
WHAT HE/SHE KNOWS,
SKILLS HE/SHE HAS.
Let me show you!
“Classroom performance is inconsistent.”
What is meant by “classroom performance”?
Define it!
What is meant by “inconsistent”?
Define it!
Let me show you!
“Classroom performance is inconsistent.”
Classroom performance? Follows 2-step directions
Inconsistent?
Ranges from 1/5 trials to 4/5 trials
Put it All Together:
Tucker follows 2-step directions inconsistently,
ranging from 1/5 to 4/5 successful trials.
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
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Postsecondary Education and Training Goal:
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
MEASURABLE ANNUAL GOAL
Include: Condition, Name, Behavior, and
Criteria
(Refer to annotated IEP for description of these
components.)
Describe HOW
the student’s
progress toward
meeting this
goal will be
measured
Describe WHEN
periodic reports
on progress will
be provided to
parents
Report of Progress
Annual Goals Are:
Measurable estimates of expected student
outcomes in an academic year based on the
student’s present levels of academic
achievement and functional
performance and anticipated rate
of learning.
Annual Goals Must:
Address identified needs (from present
levels of academic achievement and
functional performance)
Provide clear focus for instruction
• Allow us to select appropriate materials
• Improve instructional efficiency
Annual Goals Will:
• Enable progress monitoring
• Communicate expectations
• Project student performance at the
end of one year of instruction
Grids → Goals
Independent Living goal: Access community resources
and programs with agency support
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Courses of Study :
Functional reading, consumer math, pedestrian skill training
Service/Activity
CBI for shopping &
communication skills
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
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 goal: Access community resources
and programs with agency support
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Courses of Study :
Service/Activity
Travel training
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
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 goal: Competitive employment with support
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Courses of Study : Functional math, reading, family consumer science
Service/Activity
Paid work experience
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
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.
Condition Example
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.
Condition Example
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.
Condition Example
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.
Condition Example
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.
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.
Clearly Defined Behavior
Example
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.
Clearly Defined Behavior
Example
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.
Clearly Defined Behavior
Example
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.
Clearly Defined Behavior
Example
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.
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
Over what period of time must the behavior be
observed at the level of mastery
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.
Performance Criteria
Example
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.
Performance Criteria
Example
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.
Performance Criteria
Example
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.
Performance Criteria
Example
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.
Does this goal measure up?
John will learn and apply sorting skills at
his job.
•
•
•
•
Condition:
Student Name:
Clearly Defined Behavior:
Performance Criteria:
Does this goal measure up?
John will learn and apply sorting skills at
his job.
•
•
•
•
Condition:
Student Name: John
Clearly Defined Behavior:
Performance Criteria:
Does this goal measure up?
Given mail slots with initial letters enlarged and
underlined, John will sort mail by name of staff member at
work with 100% accuracy for 10 consecutive daily sorting
assignments.
• Condition:
• Student Name:
• Clearly Defined Behavior:
• Performance Criteria:
Does this goal measure up?
Given mail slots with initial letters enlarged and
underlined, John will sort mail by name of staff member
at work with 100% accuracy for 10 consecutive daily
sorting assignments.
• Condition: Given mail slots with initial letters
enlarged and underlined
• Student Name: John
• Clearly Defined Behavior: sort mail by name of
staff member at work
• Performance Criteria: 100% accuracy for 10
consecutive daily sorting assignments.
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.
Grids → Goals
Postsecondary Education and Training goal: Two- or four-year
college or university with support
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Courses of Study : English, Geometry, Biology, World Cultures, Career Awareness, Phys Ed
Service/Activity
Organizational skills for
multi-class assignments
Self-advocacy
training
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
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 goal on the grid, is there an
indication that at least one annual goal is included in
the IEP for that goal area? (Y or N)
Now find the annual goals pages in the IEP.
Locate the specific annual goal that relates to
the transition goal (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 goal, if there is no annual goal
included in the IEP that will help the student make
progress towards the stated goal OR if the annual goal
does not contain all four required components (and
therefore, is not measurable), circle N
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
Contact information:
PaTTAN King of Prussia
800-441-3215 in PA only
PaTTAN Harrisburg
800-360-7282 in PA only
PaTTAN Pittsburgh
800-446-5607 in PA only