1. Making the Connection: Postsecondary and annual IEP goals
Jennifer Coyle, Project Coordinator, Western Michigan University

2. A K A
Creating synergy by merging compliance with “best” practice

3. Topics
Indicator 13 refresher
Developing transition-rich IEPs

4. Our Challenge
How do we link what we’ve learned from transition research with practices in our schools and communities?
Research
Practice
Compliance

5. Critical Interrelationship
Establishing transition education and services
Developing individual student IEPs
Preparing students for the future

6. Critical Interrelationship
Staying in school
Quality IEPs
Achieving post-school outcomes
Graduating

7. IEP Requirements IDEA – Statute:
Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include —

8. IEP Requirements
(aa) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate independent living skills and
Write key words on flip chart:
Measurable postschool goals – training, education, employment, independent living
Age-appropriate transition assessments

9. IEP Requirements
(bb) the transition services (including courses of study) needed to assist the child in reaching those goals;
Write key words on flip chart:
Transition services
Course of study

10. Indicator 13
Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs.

11. Indicator 13 (cont’d)
There must also be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if 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))

12. What Do Your I-13 Data Say?
Are measurable postsecondary goals included and updated annually?
Are the postsecondary goals and present level statements based on age-appropriate transition assessments?
Do transition activities and services, including course of study, align with postsecondary goals?
Do annual IEP goals connect with the postsecondary goals? With transition services needs?
Was the student invited? Was an agency rep. invited?

13. Elements of Transition-Rich IEPs
Measurable postsecondary goals
PS goals and present level of performance – based on age-appropriate transition assessments
Transition activities and services, including course of study
Annual IEP goals related to transition services needs
Student and agency invited

14. Measurable postsecondary goals
A Transition-Rich IEP
Transition assessment/Present level of achievement
Transition activities (e.g., instruction) and services, including course of study
Measurable postsecondary goals
Student and agency invited
Annual IEP goals

16. Measurable postsecondary goals
A Transition-Rich IEP
Measurable postsecondary goals

17. Measurable Postsecondary Goals
Can the goal be counted?
Will the goal occur after the student graduates from school?
Based on the information available about this student, does (do) the postsecondary goal(s) seem appropriate for this student?
Is the goal updated annually?

18. Measurable Postsecondary Goals
Measurable = Countable
Identifies an outcome, not a process
One goal for each adult outcome area
Adult outcome areas
Education and Training (required)
Employment (required)
Independent Living (when appropriate)

19. Postsecondary Goal Questions
Where is the student going to work or engage in productive activities after graduation?
Where and how is the student going to continue to learn and/or develop skills after graduation?
Where is the student going to live and how is he or she going to access adult services, participate in the community and have fun after graduation?
“When writing postsecondary goals, you should ask yourself these questions.”

20. Writing PSGs ____________ _______ will ______ ______
After high school The Student Behavior (Where and how)
After graduation
Upon completion of high school

21. Measurable Postsecondary Goals
Upon graduation, Jamal will work in his uncle’s printing business.
After graduating from high school, Karen will attend KVCC in the medical technology (radiology) program and work in the health care industry.
Sophie will work part-time in a retail entertainment store, with assistance from an employment specialist, after graduation from high school.
Hand out example from Wehman’s transition plans book
Use flip charts with 4 labels:
Training
Education
Employment
Independent living
Have other flip charts ready:
Activities: Instruction/community experience
Services
Record their examples on appropriate chart

22. Measurable Postsecondary Goals?
After graduation, Jane will attend the tech center to gain job training in the area of community services.
Jane will visit local tech center health program.
Jane will attend the vocational school to obtain further skills in childcare program.
Jane will improve knowledge of local HE sites by increasing the number of sites visited from 0 to 5.
Hand out example from Wehman’s transition plans book
Use flip charts with 4 labels:
Training
Education
Employment
Independent living
Have other flip charts ready:
Activities: Instruction/community experience
Services
Record their examples on appropriate chart

23. Jason 12th grade student diagnosed with ADHD
Passing all of his classes with minimal supports (organization strategies)
Understands his diagnosis of ADHD and can appropriately request accommodations from his teachers
Definitely wants to go to college to improve his career opportunities
Completed electrical and carpentry CTE courses, worked some part time jobs, but doesn’t have a strong career preference right now

24. Jason’s Postsecondary Goals
Education: After graduation, Jason will go to a four year college and determine a major of study by his sophomore year.
Employment: After college, Jason will be employed in a career that reflects his major of study OR
Jason will be employed full time in the field of (construction…hospitality…business…).

25. Jason’s Postsecondary Goals
Independent Living: After graduation, Jason will advocate for any accommodations he needs to be successful in his further education and employment.

26. Postsecondary Goals? Education: Jason wants to go to college.
Employment: Jason will choose a career path once he begins college and is required to declare a major.
Independent Living: Jason is independent in this area.
Employment - maybe ok for compliance, but not outcome oriented)

27. Ashley
12th grade student with a specific learning disability in reading
Formal and informal assessments indicate her reading fluency and comprehension levels are below average and her writing content is strong, but misspells the majority of words written
Has strong computer skills and is interested in working with computers in the future, according to her interview
Can appropriately request accommodations
Wants to go to a college to improve her computer skills

28. Ashley’s Postsecondary Goals
Education: After graduation, Ashley will attend college to study computer servicing and networking.
Employment: Ashley will work in the field of computer servicing and networking.

29. Ashley’s Postsecondary Goals
Independent Living: Ashley will live independently (or with a roommate) in an apartment while she’s in college.

30. Postsecondary Goals?
Education: Ashley will continue to improve her skills to get ready for a job with computers.
Employment: Ashley hopes to get a job with computers.
Independent Living: Ashley plans to live independently in the future.

31. David
12th grader with a specific learning disability – challenges with auditory processing
Understands his diagnosis and is aware of strategies that help him succeed
Has experience with part time jobs in construction and has taken CTE courses in that area and done very well
Struggles (but is passing) in general education courses that require application of complex reading

32. David’s Postsecondary Goals
Education: After graduation in June, David will attend a community college to study in the area of construction.
Employment: After high school, David will obtain a job in the construction field.

33. Postsecondary Goals?
Education: Steven will not receive education or training, because he does not like school
Employment: Steven wants a job.

34. Steven 11th grade student, served due to emotional/ behavior disorder
Formal assessments indicate Steven is of average intelligence
Does well with hands-on tasks and best when he sees the practical connection between academics and the “real-world”
Performing below grade expectations in both math and writing, however, his behavior impedes his academic progress
Wants to go to work after high school, but knows he should probably take some college or technical level classes

35. Steven’s Postsecondary Goals
Education: After high school, Steven will receive training at a technical school in the area of automotive repair/ body work.
Employment: After high school and some technical school, Steven will work in the field of auto repair/ body work.

36. Steven’s Postsecondary Goals
Independent Living: After high school, Steven will be employed with independent housing.

37. Postsecondary Goals?
Education: Steven will not receive education or training, because he does not like school.
Employment: Steven will be employed in data processing or the finance industry.
Independent Living: Steven wants to be a millionaire.
(okay for compliance, but clearly doesn’t match what we know)

38. Amy 12th+ grade student with moderate intellectual disability
Participates in the extended standards and alternate assessment
Enjoys reading and comprehends material written at a 3rd grade reading level
Wants to work for pay, but she currently struggles to complete tasks without constant adult prompting
Struggles with fine motor accuracy, and does not appropriately communicate frustration
Enjoys horseback riding and wants to work in that field, according to the results of her student survey

39. Amy’s Postsecondary Goals
Education: After high school, Amy will train to work in a horse stable by volunteering after her horse back riding lessons.
Employment: After high school, Amy will participate in training to improve her daily living and self care skills, so that she may live more independently from her family.
Employment: After high school, Amy will work in a horse stable.

40. Amy’s Postsecondary Goals
Independent Living: A few years after graduation, Amy will live with a roommate in an apartment and will contribute to care of the home, herself, cooking, cleaning, and budgeting.
Independent Living: After high school, Amy will get her driver’s license.

41. Postsecondary Goals? Education: N/A
Employment: Amy wants a job working with horses.
Independent Living: Amy will work toward eventually living independently and will continue to develop her daily living skills. Amy would like to get her driver’s license.
(okay for compliance, but clearly doesn’t match what we know)

42. Kevin
Kevin is an 18 year old with multiple disabilities: non- ambulatory, profound intellectual disability, g-tube, and on ventilator
Communicates inconsistently through switches and picture symbols (according to SLP report)
Anecdotal notes indicate he can make a choice from 3 options for leisure activities
Results of a physical therapy evaluation indicate Kevin relies on others to move his wheelchair and place him in a chair, a stander, or on a mat for all activities.

43. Kevin’s Postsecondary Goals
Education: After graduation, Kevin will participate in an in-home or center-based program to develop his functional communication skills.
Employment: After high school, Kevin will participate in technology supported employment.

44. Kevin’s Postsecondary Goals
Employment: After high school, Kevin will volunteer with supports handing out programs for the Performing Arts Center.
Independent Living: After graduation, Kevin will participate to the maximum extent possible in his daily routines and environment through the use of assistive technology.

45. Time to practice… __________ _______ will ______ ______
(After high school) (The Student) (Behavior) (Where and how)
(After graduation)
(Upon completion of high school)

46. What ?s Do You Have About Writing Postsecondary Goals?

47. Measurable postsecondary goals
A Transition-Rich IEP
Assessment/Present level of achievement
Measurable postsecondary goals

48. Transition Assessment
First step in process of writing:
Measurable postsecondary goals
Transition services
Annual IEP goals

49. Defining Transition Assessment
The ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments.
Law doesn’t define transition assessment – DCDT does
Not a one time event
DCDT, 1997

50. Transition Assessment
Independent Living
Employment
Education and Training

51. (Colorado DPI, 2005) Guiding Questions
Where is the individual presently?
Where is the individual going?
How do we get the individual there?
(Colorado DPI, 2005)

52. Assessment-Based PLAAFP
What kinds of assessments?
Are they age-appropriate?
Are they valid and reliable for the students you are assessing?
Who administers assessments?
When? How Often?
Refer to assessment list from Creating Career Connections project

53. Assessment-Based PLAAFP
How do assessment results impact postsecondary goals?
How are results shared with students?
How are results “tracked” over time?
How are results used to develop goals and courses of study, and to determine service needs?
Refer to assessment list from Creating Career Connections project

54. Information Needs for Student- Focused Planning
Aptitudes
Temperament
Interests
Learning Preferences & Styles
Information Needs for Student- Focused Planning
Worker/
Personal Characteristics
Background Information
Vocational & Occupational Skills
Functional/Life Skills
Supports and Accommodations

55. Measurable postsecondary goals
A Transition-Rich IEP
Assessment/Present level of achievement
Transition activities (e.g., instruction) and services, including course of study
Measurable postsecondary goals

56. Transition Activities and Services
Remember—”a coordinated set of activities”
How will the student learn what he/she needs to learn this year?
What kind of instruction will occur to help the student attain the annual goals?
What is the student’s course of study?
What community experiences?
What services?

57. Transition Activities and Services
For each postsecondary goal, transition services may include:
Instruction
Related Services
Community Experiences
Acquisition of Daily Living Skills (if appropriate)
Functional Vocational Evaluation (if appropriate)
Focus on academic and functional achievement to facilitate movement from school to post-school life

58. did you do in high school?
What activities
did you do in high school?

59. Transition Service Questions
What experiences must the student participate in this academic year that are necessary for achieving the identified postsecondary goals?
What services and specific instruction are essential this year for the student to develop skills and knowledge to attain their postsecondary goals?
Do we know enough about this student’s vocational skills to identify an appropriate postsecondary employment goal or design activities to support the identified goal?

60. Examples of Transition Services
Earn certifications for computer networking positions while attending MMTC
Open a bank account to manage her money
Job shadow in the field of computer technical support at the local hospital
Obtain summer employment in automotive industry
Will develop skills regarding task completion, budgeting, cooking, and other home-care skills

61. Examples of Transition Services
Learn to obtain, complete, and submit an application for employment
Learn to obtain, complete, and submit college application
Learn how to manage household responsibilities
Take a driver’s education course
Will be referred to VR for further evaluation and or services

62. Examples of Transition Services
Will investigate case management and in home services through adult service agencies and how to access those services
Will learn self-advocacy skills, social behavior, and home maintenance skills
Will gain experiences in the community through Life Skills class work experiences and other activities

63. Non-examples Plans to live independently in the future
Seek tutorial help in college to assist with organization and work completion
Is independent in the community/ in gaining employment…

64. Courses of Study
A multi-year description of coursework to achieve the student’s desired post-school goals from the student’s current to anticipated exit year
(Storms, O’Leary, & Williams, 2000)

65. Course of Study Questions
Are courses of study already identified for this student?
Are the courses aligned with the student’s postsecondary goals? 65

66. Measurable postsecondary goals
A Transition-Rich IEP
Assessment/Present level of achievement
Transition activities (e.g., instruction) and services, including course of study
Measurable postsecondary goals
Annual IEP Goals

67. Annual IEP Goals
What needs to be achieved this year to help students move toward their postsecondary goals?
Do the goals relate to the identified transition services needs for the student?
What do they need to learn?
Is the goal measurable?
Is it outcome- rather than process-oriented?
Hand out examples from Wehman

68. Annual IEP Goals
For each postsecondary goal, there must be an annual goal or goals included in the IEP that will help the student make progress towards the stated post-secondary goals.
“Annual IEP goals are included in the IEP that support the students’ progress toward postsecondary goals.”
“There should be at minimum, one annual IEP goal to support each postsecondary goal.”

69. Annual IEP Goal Questions
What skills and knowledge must the student attain this academic year that are necessary for achieving the identified postsecondary goals?
What skills and knowledge does the student currently have that support their postsecondary goals?

70. Writing Annual Goals
Given _______________ _______ will ___________ ___________ ____________.
condition student behavior criteria time frame
“This formula provides guidelines for writing a measurable annual IEP goals.”
“The components included in this formula are recommended as best practice, based on your district requirements you may or may not include all components.”

71. What?
Given = modification, accommodation, assistive technology, instructional strategy…
Student = student name
Behavior = sequence, analyze, complete, participate…
Criteria = how much, how often, how measured
Time frame = when?

72. An Example…
To prepare for employment, given direct instruction for completing an online job application, Jason will produce clear and coherent written information in the form of a completed job application with 100% accuracy by the end of the 1st school semester.
Common Core State Standard for ELA Writing Standard/ Production and Distribution of Writing:

73. Annual IEP Goals
Given direct instruction in the high school Business Math course and guided practice, Alex will use an adding machine with 85% accuracy throughout the spring semester of this IEP.
Given whole task instruction using a task analysis and a weekly work schedule, Alex will follow the steps necessary to complete a time sheet for his CB vocational training site with 90% accuracy for the duration of this IEP.
Refer to Miller et al. examples
Flip chart with:
Annual Transition Goals

74. Annual IEP Goals?
Given instruction in the high school Business Math course, Alex will participate in class assignments throughout the semester.
Alex will role play with his job coach different scenarios at work that require meeting with a supervisor.

75. Measurable postsecondary goals
A Transition-Rich IEP
Assessment/Present level of achievement
Transition activities (e.g., instruction) and services, including course of study
Measurable postsecondary goals
Student and agency invited
Annual IEP Goals

76. Invitations
Is there evidence that the student was invited to the IEP team meeting where transition services were discussed?
If appropriate, is there evidence that a representative of an agency was invited to the IEP team meeting?
Remind that Interagency Collaboration (and specific things about it) are correlated with improved post-school outcomes

77. Why Student Centered Planning?
It’s the law they be invited!
Inviting and engaging the student in the IEP process is a way to promote self-determination
Individuals who score higher on measures of SD have more positive adult outcomes (e.g., better employment, better living situations)
Research suggests a relationship between SD and positive school experiences (e.g., higher grades, attendance, fewer behavior problems).
Facilitator’s Notes:
“Research has indicated that individuals who have higher levels of self-determination have better employment outcomes including higher wages. Research also indicates that individuals who had higher levels of self-determination had a better quality of life including independence, productivity, community integration, and satisfaction.”

78. Resources for Student Involvement
Evidence-Based Practices, Practice Descriptions, Student-Focused Planning
Student and Families, Resources for Youth

79. Measurable postsecondary goals
A Transition-Rich IEP
Transition assessment/Present level of achievement
Transition activities (e.g., instruction) and services, including course of study
Measurable postsecondary goals
Student and
agency invited
Annual IEP Goals

80. 1. This works for me and I am excited about it.
2. I understand partially.
I need more information
3. I will never be able
to explain this to the folks
back home.
4. What was all that about?

81. Questions?

82. Resources NSTTAC Indicator 13 Checklist O’leary’s TOP’s checklist
NSTTAC’s training materials
Web-based examples and non-examples

83. Contact Information
Jennifer Coyle
NSTTAC-WMU Project Coordinator