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The California Community of Practice on Secondary Transition Presents A Webinar Series Triangulating Postsecondary Goals Webinar I: The Big Picture Hosted.

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Presentation on theme: "The California Community of Practice on Secondary Transition Presents A Webinar Series Triangulating Postsecondary Goals Webinar I: The Big Picture Hosted."— Presentation transcript:

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

3  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  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 employment and other post-school living objectives.  Mandates the development of a plan that summarizes skills, strengths, transition readiness, needs. 4

5  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 6 Predictors/Outcomes EducationEmploymentIndependent Living Career Awareness XX Occupational Courses XX Paid Employment/Work Experience XXX Vocational Education XX Work Study X Community Experiences X Exit Exam Requirements/High School Diploma Status X Inclusion in General Education XXX Program of Study X In-School Predictors by Post-School Outcome Area

7 7 Predictors/OutcomesEducationEmploymen t Independe nt Living Self-Advocacy/Self- Determination XX Self-Care/Independent Living XXX Social SkillsXX Interagency Collaboration XX Parental InvolvementX Student SupportXXX Transition ProgramXX In-School Predictors by Post-School Outcome Area

8 Planning Begins with the Student


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

11 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. 11

12 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 12 These factors indicate need for agency involvement, community experiences, related services.

13 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) Assessment Strategies

14 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  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  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 After high school _(I) (Name) will ______________________ ______________ Behavior where/how Is the goal measurable- Observable? Can it be observed or documented? Can answer “Did it happen?” with yes or no.

18 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 Career Development Continuum

19 As postsecondary and annual transition goals are written, they need to be realistic. Sources of information include: Industry standards-O’NET and/or 21 st 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 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 Career Guides, CA EDD/LMID   California Career Zone   California CTE pathways  Developmental Disability Services Consumer Corner

22 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. I will enroll at… and earn a degree certificate as,, I will enroll at…. I will go to school

23  Competitive work- full time / part time  Supported Employment  Integrated work activity or  Entrepreneurship  Volunteer I will work in full time employment as… at I will work as..I will work

24  Live independently  Live with family, roommates  Live independently with supportive services  Live in group home  Manage finances, household  Access community – independently, use Public transportation

25 25

26  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 for four weeks. They will be archived to Members Only section at the end of that

27  If you are interested in exploring O’NET before the next webinar, we invite you to visit the following websites     All materials and the powerpoint shared today will be posted on the Transition Webinar series at 

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