The California Community of Practice on Secondary Transition Presents A Webinar Series

1. 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

2. Presenters • Facilitator: Jill Larson, CDE Consultant Presenters • Sue Sawyer, CA Transition Alliance • Jon Paul Burden, Director of Exceptional Services, Region 4 Colorado

3. Goal • Our goal is to offer a series of webinars to improve writing transition goals in the IEP. Today we will • Explore the transition mandates in IDEA • Define “measurable postsecondary goals” • Explore the process of Triangulating Goals with common core academic standards and industry standards informing the IEP

4. IDEA & Transition 16 & Beyond • 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 employmentand other post-school living objectives. • Mandates thedevelopment of a planthat summarizes skills, strengths, transition readiness, needs.

5. State Performance Plan Indicator #13 • 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

6. In-School Predictors by Post-School Outcome Area

7. In-School Predictors by Post-School Outcome Area

8. Planning Begins with the Student Talents Goals Hopes Abilities Preferences Interests

9. And Parents / Family Post-Secondary Support, Mentor, Share insights Hobbies Chores Hopes Talents Expectations

10. Transition Planning begins with Student Choices When do we start to help them dream about their future? HOPE Confidence Resources

11. Mandate: IEP must be based on age appropriate AssessmentsCareer Assessments • 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.

12. Evaluating Transition Needs • 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 These factors indicate need for agency involvement, community experiences, related services.

13. Assessment Strategies Three essential elements to assessment: • 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)

14. Postsecondary Goals 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)

15. 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? We will explore integrating industry standards in the IEP through a process defined as “Triangulation”

16. Triangulation: Aligning Meaningful Annual Goals with PSGs and Industry Standards • 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

17. Goals Formula After high school _(I) (Name) will ______________________ ______________ Behavior where/how Go to work Enroll Plansto Explore Is the goal measurable- Observable? Can it be observed or documented? Can answer “Did it happen?” with yes or no.

18. Career Planning Development Career Development Continuum Goals more specific 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

19. Are Goals Realistic? Relevant? 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

20. IDEA Defines Expectations 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.

21. California Resources • 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

22. Postsecondary Goal Statements 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.

23. Postsecondary Employment Goal Statements • Competitive work- full time / part time • Supported Employment • Integrated work activity or • Entrepreneurship • Volunteer

24. Independent Living Statements • Live independently • Live with family, roommates • Live independently with supportive services • Live in group home • Manage finances, household • Access community – independently, use Public transportation

26. Next Steps • 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. • The April 24, 2012 webinar will focus on • Bringing it together in the IEP process • All webinars are scheduled from 3:00 p.m.- 4:30 p.m. • 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.

27. Homework • 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