TRANSITION LEADERSHIP INSTITUTE TRIANGULATING ANNUAL GOALS WITH POSTSECONDARY GOALS, STATE STANDARDS & INDUSTRY SKILL COMPETENCIES

POSTSECONDARY GOALS Otherwise knows as Post School Outcomes Otherwise knows as Post School Outcomes Must be “Measurable”= Outcome & Observable Must be “Measurable”= Outcome & Observable Student focused/Assessment Directed Student focused/Assessment Directed Months after HS Graduation Months after HS Graduation Clear goal for the “Next Step” Clear goal for the “Next Step”

HOW EXPLICIT SHOULD THEY LINK? Why leave it to chance? Why leave it to chance? Why leave it open to different interpretation Why leave it open to different interpretation Why not make linkages to increase relevance Why not make linkages to increase relevance Why not focus annual goals to be necessary skills to achieve at the next level…why else are we doing it? Why not focus annual goals to be necessary skills to achieve at the next level…why else are we doing it?

DO ALL ANNUAL GOALS NEED TO LINK? At least one annual goal (and/or objective) should link directly to the PSGs—clear unmistakable connection At least one annual goal (and/or objective) should link directly to the PSGs—clear unmistakable connection What annual goal/skill would you be working on that shouldn’t link to the PSGs? What annual goal/skill would you be working on that shouldn’t link to the PSGs? If it doesn’t…how important is it? If it doesn’t…how important is it?

ANNUAL IEP GOAL Skills needed for improvement Skills needed for improvement Skills needed to reach PSGs! Skills needed to reach PSGs! Must link to PSG (at least one…why not all?) Must link to PSG (at least one…why not all?) How explicitly should they link?...why leave it open to interpretations? How explicitly should they link?...why leave it open to interpretations? How do we know the Industry Standards? How do we know the Industry Standards?

STATE CONTENT STANDARDS STATE CONTENT STANDARDS Provides appropriate grade level academic skill targets Provides appropriate grade level academic skill targets Ensure alignment with general education curriculum Ensure alignment with general education curriculum Provide academic road map to graduation Provide academic road map to graduation

INDUSTRY STANDARDS (COMPETENCY SKILLS) Identify skills required/useful for chooses field of work/profession Identify skills required/useful for chooses field of work/profession Assures students are working on the “right” skills Assures students are working on the “right” skills Aligns course of study to Postsecondary goals Aligns course of study to Postsecondary goals Provides clear context for Transition Focused Assessment Provides clear context for Transition Focused Assessment

HOW DO THESE THINGS TRIANGULATE YOUR ANNUAL GOALS Postsecondary Goals State Content Standards Industry Standards Competency Skills

HOW TO BEGIN Clearly Identify Postsecondary Goal— Employment & Education Clearly Identify Postsecondary Goal— Employment & Education Examine skills needed for PSGs using O*NET Examine skills needed for PSGs using O*NET Examine academic areas of need— translate to state content standards Examine academic areas of need— translate to state content standards Find “Common Ground” between the two Find “Common Ground” between the two

CASE STUDY Austin: Austin: Male Male Age 16 Age 16 SLD (Writing Expression) SLD (Writing Expression) 10 th Grade 10 th Grade Interested in law enforcement Interested in law enforcement

MODEL Postsecondary Goals Postsecondary Goals Austin is interested in becoming a police officer, after graduation he will enroll in Front Range Community College to obtain his associates Degree prior to entering the police academy Austin is interested in becoming a police officer, after graduation he will enroll in Front Range Community College to obtain his associates Degree prior to entering the police academy After graduation, Austin will intern with local law enforcement (Sherriff's office, Police Department, Building Security) After graduation, Austin will intern with local law enforcement (Sherriff's office, Police Department, Building Security)

O*NET SKILLS Skills … Skills … Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. Writing — Communicating effectively in writing as appropriate for the needs of the audience. Writing — Communicating effectively in writing as appropriate for the needs of the audience. Speaking — Talking to others to convey information effectively. Speaking — Talking to others to convey information effectively. Reading Comprehension — Understanding written sentences and paragraphs in work related documents. Reading Comprehension — Understanding written sentences and paragraphs in work related documents. Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do… Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do…

PSG EDUCATION NEEDS Education: Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree. Some may require a bachelor's degree. Education: Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree. Some may require a bachelor's degree. Job Training: Employees in these occupations usually need one or two years of training involving both on-the-job experience and informal training with experienced workers. Job Training: Employees in these occupations usually need one or two years of training involving both on-the-job experience and informal training with experienced workers.

MODEL Annual Goals Annual Goals In order to have the writing skills necessary for police work, Austin will compose all written work at a minimum 8 th grade writing level as measured by MS Word Flesch-Kincaid Grade Level evaluation on a minimum of 5 formal writing assignments In order to have the writing skills necessary for police work, Austin will compose all written work at a minimum 8 th grade writing level as measured by MS Word Flesch-Kincaid Grade Level evaluation on a minimum of 5 formal writing assignments To address State Content Standard 2 (Reading & Writing): Students write and speak for a variety of purposes and audiences To address State Content Standard 2 (Reading & Writing): Students write and speak for a variety of purposes and audiences · make products understandable to others · make products understandable to others

O*NET SKILLS Work Activities Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.

MODEL Annual Goal Annual Goal In order for Austin to be successful as a police officer, he will record (in written format) information as heard from 3 different sources with 90% accuracy.—As measured 3 times per quarter. In order for Austin to be successful as a police officer, he will record (in written format) information as heard from 3 different sources with 90% accuracy.—As measured 3 times per quarter. To address Standard 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. To address Standard 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. · summarize information or re-tell

RESOURCES O*NET O*NET CCCS Courses of Study—Career Clusters _cluster.htm#STEM CCCS Courses of Study—Career Clusters _cluster.htm#STEM _cluster.htm#STEM _cluster.htm#STEM Colorado State Content Standards uments/OSA/k12_standards.html Colorado State Content Standards uments/OSA/k12_standards.html uments/OSA/k12_standards.html uments/OSA/k12_standards.html

GUIDED PRACTICE 1. Choose a Postsecondary Goal (O*NET) handouts—think of a familiar student 2. Examine the skills identified for the Career 3. Examine common skills associated with Content Standards/Key Components/Access Skills 4. Write the PSG & 2 Annual Goals

FINAL EVALUATION Thinking Backwards—(NOT Backwards Thinking) Thinking Backwards—(NOT Backwards Thinking) Ask yourselves this: “If I read the annual goals in isolation of the Postsecondary goals (outcomes), can I identify what the PSG is…without reading it?” If Yes, Celebrate…If No, Try again

NEXT STEPS Identify Special Education/Transition Services to be provided to ensure Annual Goals can be met Identify Special Education/Transition Services to be provided to ensure Annual Goals can be met Identify adult agency connections that may need to occur—including internships and employers Identify adult agency connections that may need to occur—including internships and employers Identify a meaningful and Accurate course of study for the goals Identify a meaningful and Accurate course of study for the goals

COURSE OF STUDY RESOURCES To ensure course of study will actually lead to the PSG, check the CCCS Career Clusters Course of Study webpage To ensure course of study will actually lead to the PSG, check the CCCS Career Clusters Course of Study webpage Adapt the course titles to align with your building/district resources Adapt the course titles to align with your building/district resources Identify any Gaps in courses not offered Identify any Gaps in courses not offered Use the Planning tool to identify next steps with student Use the Planning tool to identify next steps with student