The California Department of Education and The California Community of Practice on Secondary Transition Presents A Web

1. The California Department of Education and The California Community of Practice on Secondary Transition Presents A Webinar Series Triangulating Postsecondary Goals Incorporating Industry Standards and Common Core Standards in Postsecondary and Annual Goal Statements Hosted by California Department of Education March 20, 2012 3:00 – 4:30 p.m.

2. Welcome Jill Larson, ConsultantPolicy and Program Services UnitSpecial Education Division California Department of Education jlarson@cde.ca.gov Sue Sawyer President California Transition Alliance www.catransitionalliance.org Sharen Bertrando Research Associate Comprehensive Center @ WestEd sbertra@wested.org This presentation was developed by the California Community of Practice on Secondary Transition which is a statewide, multi-agency, stakeholder group.

3. Outcomes • Briefly review the transition mandates in IDEA, evidence-based practices, and predictors on post-school outcomes • Develop an awareness of “Industry Standards” • Develop an awareness of the Common Core State Standards (CCSS) • Explore the process of Triangulating Goals with CCSS and industry standards to inform the Individual Education Program (IEP)

4. Transition Mandates • IDEA • Evidence-based practices • Predictors

5. IDEA & Transition • Focus: Improve academic and functional achievement to facilitate movement from school to post-school activities • Based on youth’s strengths, preferences and interests • Includes instruction, related services, community experience, development of employment and other post-school living objectives • Mandates thedevelopment of a planthat summarizes skills, strengths, transition readiness, needs

6. Postsecondary Goals One Goal in each area • Education / Training • Employment • Independent Living* *if IEP team determines appropriate

7. Using Transition Indicators • Post-School Outcomes • ~Indicator 14~ • Postsecondary education and/or training • Employment • Independent living Satisfied? Not satisfied? Why? Why Not? • Dropping Out • ~Indicator 2~ • Why? • Appropriate programs? • Address student and family needs? • Graduation • ~Indicator 1~ • Expectations and standards? • Various pathways available? • Linkage to post-school environments? • What’s the Quality of Our IEPs? • ~Indicator 13~ • Measurable post-school and annual goals • Transition-related assessments • Services and activities • Coordination of services Paula D. Kohler, Ph.D. September 20, 2006

8. Statewide Transition Goal 2011-12 School Year All (100%) students with disabilities, age 16 or older eligible for special education services, shall have IEPs that meet all Indicator 13 requirements in the areas of postsecondary education, employment, and independent living and include statements describing the implementation of evidence-based transition practices (EBTPs) or predictors.

9. Indicator 13: Effective Transition Indicator 13: Percent of youth with IEPs aged 16 and above with an IEP that includes (1) appropriate measurable post-secondary goals that are (2) annually updated and based upon an age (3) appropriate transition assessment and transition services, (4) including courses of study, that will reasonably (5) enable the student to meet those post-secondary goals and annual (6) IEP goals related to the student’s transition services’ needs. There also must be evidence that (7) the student was invited to the IEP team meeting where transition services are to be discussed and evidence that, if (8) appropriate, a representative of any participating agency was invited to the IEP team meeting with the prior consent of the parent or student who has reached the age of majority. (20 U.S.C. 1416(a)(3)(B))

10. How is California doing on all eight measures for Indicator 13? 85-100% 70-84% 55-69% 40-54% “I have no clue”

11. Indicator 13 The target is 100%

12. PREDICTORS

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

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

16. College Readiness . . . • Being prepared for any postsecondary education or training experience, including study at two- and four-year institutions leading to a postsecondary credential. • A high school graduate has the English and mathematics knowledge and skills necessary to qualify for and succeed in entry-level, credit-bearing college courses without the need for remediation. What is College and Career Ready? Achieve http://www.achieve.org/files/CollegeandCareerReady.pdf

17. Career Readiness . . . A high school graduate has the English and mathematics knowledge and skills needed to qualify for and succeed in the postsecondary job training and/or education necessary for their chosen career (i.e., technical/vocational program, community college, apprenticeship or significant on-the-job training). What is College and Career Ready? Achieve http://www.achieve.org/files/CollegeandCareerReady.pdf

18. Post-Secondary 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.

19. Measurable Postsecondary Goals IDEA 2004: Part B: Section 614 (d)(1)(A)(aa) • Appropriate measurable postsecondary goals • Appropriate is based on the child’s chronological age rather than developmental age • Refers to goals a child hopes to achieve after leaving secondary school • Postsecondary goal is not the process of moving toward a desire outcome. • Post secondary goal is related to training, education, employment, independent living skills

20. 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”.

21. Triangulating Goals Postsecondary Goals Education/Training Employment Independent Living Postsecondary Goal Annual Goals Annual Goals Industry Standards SCANS / 21st Century Skills Common Core Standards “Next Environment Prerequisites”

22. 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.

23. The Core of Transition is Assessment Realistic: Do’er Works with Things Practical, hands-on, physical. Work with hands, tools, equipment Investigative: Thinker Works with Data Analytical, Intellectual, Scientific, Observe, read, research Conventional: Organizer Works with data Detail-oriented, organized Artistic: Creative Works with ideas, thingsCreative, original, independent, chaotic Dislike structure. Enterprising: Persuader Work with people data Compete, lead, persuade, sell Social: Helper Works with People Cooperative, supportive, help, nurture, heal, counsel, educate heal, educate Descriptor of Holland Code What three describe you?

24. Let’s Explore Industry Standards O*Net Online http://www.onetonline.org/ California Career Resource Network www.californiacareers.info

25. Industry ~ Informing the IEP • Industry standards are the level of skills required for success in the student’s stated career interest area • Generates discussion about goals being realistic, attainable • An annual goal statement

26. Realistic Goal Issue • Sometimes students state goals that are inconsistent with their assessment information • Sometimes students state goals that appear to be unrealistic • Industry standards, Labor Market Information, and postsecondary program prerequisites can be researched and explored by the students who are preparing for competitive employment http://www.edd.ca.gov

27. A Message from President Obama A National Goal . . . “Every student should graduate from high school ready for college and a career, regardless of their income, race, ethnic or language background, or disability status.”

28. Why college and career ready? • Increased competition for employment • Employers’ expectations • Poverty is linked to level of education http://www.achieve.org/files/CollegeandCareerReady.pdf Douglas-Hall, A. & Chau M. (2007). Parents’ Low Education Leads to Low Income, Despite Full-Time Employment. National Center for Children in Poverty, Columbia University Mailman School of Public Health. http://www.nccp.org/publications/pub_786.html

29. Common Core State Standards Multi-state collaborative Rigorous Knowledge and skills Globally competitive Clear and consistent Logical progression

30. CCSS Foundations • 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

31. Anchor Standards

32. Standard LabelingEnglish Language Arts 1. Cite strong and thorough textual evidence to support analysis . . . Reading Standard for Informational Text Grades 9-10 9-10.RIT.1

33. English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects Analyze a case in which grasping point of view requires distinguishing what is directly states in a text from what is really meant. RL.11-12.6 Cite strong and thorough textural evidence to support analysis of what the text says explicitly as well as inferences . . . IT.11-12.1 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience. W.11-12.4 California Department of Education

34. Standards Labeling Mathematics Work with numbers 11–19 to gain foundations for place value. 1. Compose and decompose numbers from 11 to 19 into ten ones . . . Number and Operations in Base Ten Kindergarten Strand K.NBT.1 For High School no grade shows because it is course specific: Number and Quantity The Real Number System is labeled N-RN.1 California Department of Education

35. Mathematics Common Core State Standards Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. A-CED.4 Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for quadrilateral inscribed in a circle. G-C.3 Interpret the slope and intercept of a linear model in the content of the data. S-ID.7 California Department of Education

36. Key concepts of the Common Core State Standards A new way of thinking Universal Design for Learning Instruction Assessment Multiple pathways Learning Progression Individualize and personalized

37. A New Way of Thinking . . . “This is a change in spirit. It’s a change in how we think about kids and practice every day; of moving from a world where we’re trying to protect them from the things we think are hard, to helping them embrace and encounter those things that are hard to practice them, as an aid to them . . . so it is a moral an ethical move.” ~ David Coleman 2011

38. Triangulating Goals

39. Transition A coordinated set of activities for a child with a disability . . . • Designed to facilitate the child’s movement from school to post-school activities • Based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests IDEA Partnership, June, 2011

40. POST SECONDARY TRANSTION

41. A Standards-aligned IEP is . . . How we teach What we teach How well we’ve taught

42. Building a Transition IEP The IDEA requires that transition services begin no later than the first IEP to be in effect when the student turns 16 Transition IEP must prepare the student for college and career through transition services: Instruction, Services, Community Experiences, Employment, Life Skills

43. Triangulating Transition Goals

44. Triangulating Transition Goals Reading Standards for Informational Text Grades 11-12 Key Ideas and Details • Cite strong and thorough textural evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Vocabulary Acquisition and Use • Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level

45. Triangulating Transition Goals Writing Standards Grades 11-12 Range of Writing • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Reading Standards Grades 11-12 • Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

46. Triangulating Transition Goals Reading Standards for Grades 11-12 Integration of Knowledge and Ideas • Integrate and evaluate multiple sources of information presented in difference media or formats (e.g., visually, quantitatively) as well as in words in order to address a questions or solve a problem. Algebra – Seeing Structure in Expressions Write expressions in equivalent forms to solve problems • Derive the formula for the sum of a finite geometric series (when common ratio is not 1), and use the formula to solve problems, e.g., calculate mortgage payments.

47. Triangulating Transition Goals Speaking and Listening Standards SL . 11-12 Comprehension and Collaboration • Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. Craft and Structure • Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to texts and topics.

48. Goals are: Specific Observable and Measurable Accomplished in one year Use Instructional strategies Goals are supported by: Access to Curriculum Accommodations Supports Services Instructional settings Characteristics of Goals

49. What should the IEP team provide for Casey, Kelly, and Miguel in terms of meeting academic access, transition services and goals, curriculum, instruction and assessment?

50. Think about Casey . . . Casey is a very social 16-year-old sophomore. 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. Analyze: Which skills will have the greatest academic impact on future growth, success and transition to post secondary life?