1. Individualized Education Programs & Transition IEPs South Carolina Department of Education Office of Special Education Services Targets for Transition

2. Today’s target  assessments,  post secondary goals,  annual goals to promote positive post school outcomes for students with disabilities To review transition IEPs focusing on:

4. Four Goals for Meeting the Needs of Students with Disabilities 1.Provide access to the general education curriculum. 2.Provide involvement and participation in the general education environment 3.Implement individualized interventions 4.Show progress in the educational standards of the general education curriculum to the greatest extent possible.

5. What is Transition? Transition is about planning for life! In SC, transition planning must begin when the student turns 13 within the life of the IEP. – Includes setting goals for after high school – Developing plans/course of study to follow in order to reach post secondary goals Exit options discussion begins Students must be invited to be a member of their IEP teams.

7. IEP Process for Transition Includes: Courses of study Instruction Related services Community experiences Employment and other post- school adult living objectives Accommodations/Modifications When appropriate: Daily living skills Functional vocational evaluation Step I: Measurable Post-secondary Goals Step II: Present Levels of Academic Achievement and Functional Performance as determined by appropriate assessments Step III: Transition Services Accommodations Modifications Step IV: Measurable Annual Goals Age- appropriate transition assessments Training/Education Employment Independent Living Skills – when appropriate based on that address

8. Planning for Transition Such planning requires asking important questions: Does the student have the skills necessary to obtain employment? Is the student a candidate for post-secondary education (e.g., college, vocational training, military)? Does the student have special needs for transportation? Does the student have the social skills to behave appropriately on the job? In the community? What skills will be needed based on where the student will live? With parents? In an apartment? In his/her own home? With a roommate? In a group home? In adult foster care? Involves making decisions about how a student moves from school into the community.

9. What Do We Plan for Transition? Will the student be self-supporting or will he or she require support through government benefits? Family resources? Will the student require supervision for some or all decision-making? Does the student know how to use leisure time? Will the student have friends or make friends in the community? Has the student mastered independent living skills like cooking, grocery shopping, cleaning and so forth? Can the student manage money, pay bills, keep a checkbook? Does the student require an attendant to help with personal care needs?

10. State Performance Plan Indicator # 13 Percent of youth with IEPs aged 16* and above with an IEP that includes appropriate measurable post-secondary 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 post-secondary goals, and annual IEP goals related to the student’s transition services needs. There also must 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)) *In South Carolina: Aged 13 and above

11. NSTTAC Indicator 13 Checklist B

12. Characteristics of IEP’s that are compliant with Indicator 13: Linkage among all transition components Appropriate transition assessments Transition targeted PLAAFP statements Appropriate post-secondary goals Appropriate services Appropriate course of study Appropriate annual goals

13. “Planning is bringing the future into the present so that you can do something about it now” Alan Lakein

14. IEP Process for Transition (and everything else, too)

15. Step I: Post Secondary Goal

16. What is the difference between IEP annual goals and transition PS goals? meant to be met during the school year. deficit driven. measured by performance. related to life after high school. measured by whether the goal occurs or does not occur. IEP annual goals are: Transition goals are:

17. A Post-Secondary Goal is: an articulation of what the student will strive to achieve after high school phrased in the form of a measurable goal. based on age-appropriate transition assessment(s). based on student’s strengths, preferences & interests. written for training/education. written for employment. written for independent living, when appropriate.

18. Post-Secondary Goal Guiding 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? If applicable, how is he/she going to access adult services and participate in the community and in recreation activities after graduation?

19. Post-Secondary Goals are: measurable. an actual outcome and not an activity or process. – Seeks, pursues, continues, learns, and applies are processes, not outcomes. Applying to a college or seeking employment is therefore not considered a measurable post-secondary outcome and will not meet compliance. written as separate goal statements.

20. Post-Secondary Goals: Tips for Writing Use the word "will" when describing the PSG. Wants, wishes, hopes to, other similar words are not measurable and will not meet compliance. Seeks, pursues, continues, learns, and applies are processes, not outcomes. Use results-oriented terms such as enrolled in or work. Use descriptors such as full-time or part-time. Write goals in third-person such as “Mary will….”.

21. Post-Secondary Goals: Tips for Writing Use action verbs. Avoid verbs such as pursue, wants, plans, hopes to, and would like.... The use of one word such as military, nurse, or college, is not a measurable PSG. The outcome must be stated as an end result: The student will enlist in the Army where he will receive training. He will be employed by the military in the field of_____.

22. A Helpful Formula ( After high school) (The Student) (Behavior) (Where and how) (After graduation) (Upon completion of high school) ____________ _______ will ______ ______

23. Formula for Education/Training PSG ( After high school) (The Student) (Behavior) (Where and how) (After graduation) (Upon completion of high school) ____________ _______ will ______ ______ Education and Training: Stephanie will attend XYZ Technical College and complete coursework and training required for a certificate in medical assisting.

24. Formula for Employment PSG ( After high school) (The Student) (Behavior) (Where and how) (After graduation) (Upon completion of high school) ____________ _______ will ______ ______ Employment: Stephanie will work 20 hours per week at a local nursing home with temporary supports provided through Vocational Rehabilitation.

25. Independent Living PSGs Are not: – a physical location i.e. “will live with her parents” or “will live independently” They are: – a skill for a particular location i.e. “will live with her parents where she will independently care for her toileting needs” or “will live independently by being able to balance her own checkbook.”

26. Independent Living PSGs Are not: – Just for the students with a cognitive disability or just for the “self contained.” They are: – For any student that potentially lacks a skill(s) that prohibits them from living completely independently. Examples: – severe cognitive disability – social/emotional – learning disability

27. Independent Living PSGs If there is a documented weakness in the area of daily living skills, then there should be a post-secondary goal that addresses independent living.

28. Formula for Independent Living PSG ( After high school) (The Student) (Behavior) (Where and how) (After graduation) (Upon completion of high school) ____________ _______ will ______ ______ Independent Living: Stephanie will independently prepare for work each day, including dressing, making her lunch, and accessing transportation.

30. What if the student changes their transition goals? It is not unrealistic or uncommon for a student to change their goals. Barriers arise or outside influences cause a shift in goals. IEP teams are responsible for considering the student’s new area of interest and providing guidance and programming to reach that post-school goal. Prepare the student accordingly with the time they have left. Make connections with agencies as appropriate.

31. IEP Process for Transition Step I: Measurable Post-Secondary Goals Step II: Present Levels of Academic Achievement and Functional Performance as determined by appropriate assessments Age- appropriate transition assessments Training/Education Employment Independent Living Skills – when appropriate based on that address

32. What is the teacher’s first step in addressing transition components of the IEP? ASSESSMENT!

33. Step II: Present Levels Foundation for the IEP

34. Transition Assessment Transition assessments that are age appropriate are a requirement; not a suggestion! Assessment is an integral part of the transition process. It is ongoing and can happen anytime and anywhere.

35. Transition Assessment SEA Rules Against District’s Sole Use of an Informal Assessment for Indicator 13 Compliance

36. FACTS OF THE CASE In this case, the district developed unrealistic post-secondary goals based on a single informal assessment tool. The student, identified as having an Emotional Disability & performing between the second and fifth grade levels, had post- secondary goals focusing on completing college and entering a career as a forensic scientist. The student provided yes and no answers to a series of questions about interests and collectively the answers were the basis of goals for college attendance and completion of an extensive program for forensic sciences.

37. FACTS OF THE CASE The IHO noted how this simple activity fell well short of a comprehensive transition assessment which, if it had been done properly, would have shown that the resulting goals were clearly unrealistic. In a ruling out of DC, an Independent Hearing Officer (IHO) holds that a school’s use of a ten-minute survey or interest interview fails to meet the standard of an age appropriate transition assessment. In response, the IHO held the school responsible for conducting a more appropriate assessment to develop realistic post-secondary goals along with providing compensatory services that would help the student make meaningful progress toward the newly developed goals. District of Columbia Public Schools., 57 IDELR 114 (SEA DC 2011)

38. Types of Transition Assessment Informal: Observing the student in both academic & work experiences Talking with the student about likes & dislikes Setting up experiences to allow the student to try something that he/she thinks may be of interest. Formal: Academic achievement tests Adaptive behavior scales Interest inventories Self-determination assessments Vocational interest & skills assessments

39. Assessments - one size does not fit all!

40. Student Interests and Preferences Example: Based upon results from SCOIS interest inventory, David is interested in becoming a welder.

41. Transition Assessment Sources include, but are not limited to, the following: Formal interest surveys, aptitude tests, and other surveys Quarterly or semester grades throughout high school Current psychological assessment data indicating areas of strength and weakness College entrance exam scores if applying to 4-year colleges Informal interviews with students Student completion of interest inventories Questionnaires to establish student interests and preferences Functional vocational evaluations Interviews with the family Student observations

42. Age-Appropriate Transition Assessment Example Jason has had excellent attendance throughout high school. He has passed all the necessary academic classes, End of Course Exams, and should earn a regular diploma. His interest in becoming a high school teacher is supported by the fact that both his parents are teachers and he has served as a peer tutor while in high school. Jason’s scores on the Self-Directed Search Form R further established his interests in teaching and related jobs entailing working with and for others in some way. His score on the Career Interest Inventory – Level Two also showed a distinct preference for professional jobs like teaching.

43. Age-Appropriate Transition Assessment Example Jamarreo reported to his special education case manager on 3/22/14 that he has worked part-time in his uncle’s metal shop for the past year and is interested in welding as a career. Career Planning Survey completed in 2014 and Work Adjustment Inventory completed March, 2014: Jamarreo has strengths in the area of mechanical work and will be a serious and dedicated employee.

45. PLAAFP Checklist Is the statement written in understandable language that is clear to everyone on the team? Is the statement precise enough to lead to measurable annual goals? Does the statement describe how the student’s disability affects educational performance?

46. PLAAFP Checklist Does the statement explain how the student’s disability affects his or her participation in general education? Does the PLAAFP statement describe only the unique needs that will be addressed in the IEP? Do all needs identified in PLAAFP statements lead to annual goals, special education services, or both?

48. Present Levels of Academic & Functional Performance So what’s the big deal about PLAAFP? It paints a portrait!

49. Academic and Functional Strengths and Needs Describing Academic and Functional Strengths and Needs provides an overview of factors that impact performance and the development of services and programs designed to meet the student’s unique learning needs.

50. Academic and Functional Strengths and Needs A description of the student’s performance as compared to his/her non-disabled peers Academic Achievement relates to core academic areas. – State tests, district tests, etc. – Curriculum Based Measurement (if used for all students) – Progress monitoring Examples include, but not limited to, areas such as: reading, language, math, written expression.

51. Academic and Functional Strengths and Needs Functional Performance relates to anything not related to the core academic areas that impedes the student’s attainment of goals and objectives or limits the student’s access to and progress through the general curriculum. – Discipline referrals – Criterion Reference Tests – Sociograms Examples may include: study skills, organizational skills, time management, behavior, social skills, fine motor, gross motor, community involvement, daily living skills, hearing, vision, adaptive behavior, oral motor skills, etc.

52. Present Levels Specific statements that describe the student’s academic achievement and functional performance in the educational environment A description of the student’s performance as compared to his/her non-disabled peers

53. Present Levels Must include how the student’s disability affects the student’s involvement in the general curriculum. Should be written in observable, measurable terms to the extent possible and be understood by all persons involved in the student’s education, including general educators and parents. Must provide specific information that supports the need for accommodations, modifications, supplementary services, and special education and related services.

54. Academic and Functional Strengths and Needs A description of the student’s performance as compared to his/her non-disabled peers Academic Achievement relates to core academic areas. MAP, Edutest, STAR, etc. Curriculum Based Measurement (if used for all students) Progress monitoring Examples include (not limited to): reading, language, math, and written expression.

55. Academic and Functional Strengths and Needs Functional Performance relates to anything not related to the core academic areas that impedes the student’s attainment of goals and objectives or limits The student’s access to and progress through the general curriculum. Discipline referrals Criterion Reference Tests Sociograms Examples include: study skills, organizational skills, time management, behavior, social skills, fine motor, gross motor, community involvement, daily living skills, hearing, vision, adaptive behavior, oral motor skills, self-advocacy, self-help, employment, etc.

56. Present Levels Reporting numbers (data) is good information, but numbers alone do not provide enough information. What does a MAP score of 162 mean? What are the student’s strengths; what are the weaknesses? Where is the student? Where does the student want to go? What is needed to get the student there?

58. PLAAFP Academic Achievement-Findings Sub-Headings: Area of Assessment Date Method or Name of Assessment Findings

59. PLAAFP Functional Performance-Findings Sub-Headings: Area of Assessment Date Method or Name of Assessment Findings

60. PLAAFP Checklist Is the statement written in understandable language that is clear to everyone on the team? Is the statement precise enough to lead to measurable annual goals? Does the statement describe how the student’s disability affects educational performance?

61. PLAAFP Checklist Does the statement explain how the student’s disability affects his or her participation in general education? Does the PLAAFP statement describe only the unique needs that will be addressed in the IEP? Do all needs identified in PLAAFP statements lead to annual goals, special education services, or both?

62. Should pass the “stranger” test!

63. IEP Process for Transition Includes: Courses of study Instruction Related services Community experiences Employment and other post- school adult living objectives Accommodations/Modifications When appropriate: Daily living skills Functional vocational evaluation Step I: Measurable Post-Secondary Goals Step II: Present Levels of Academic Achievement and Functional Performance as determined by appropriate assessments Step III: Transition Services Accommodations Modifications Age- appropriate transition assessments Training/Education Employment Independent Living Skills – when appropriate based on that address

64. Step III: Accommodations, Modifications, and Transition Services GENERAL EDUCATION FIRST!

65. Transition Services Based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests For each post-secondary goal, transition services might include: Instruction Related Services Community Experiences Development of Employment & Post-School Objectives Acquisition of Daily Living Skills Functional Vocation Evaluation

66. Transition Services: a coordinated set of activities that… Are designed to be within a results-oriented process Should focus on improving academic and functional achievement to facilitate movement from school to post- school life, including: - post-secondary education - vocational education - integrated employment (including supported employment) - continuing and adult education, - adult services, - independent living or community participation.

67. Considerations for Transition IEPs Student Interests and Preferences – Formal and informal interviews – Formal and informal interest inventories: For example: South Carolina Occupational Information System, etc. SC Career Clusters – South Carolina Education and Economic Development Act Course of Study – Description of the student’s course of study as driven by student’s interest and preference and linked to the chosen career cluster. Example: The student will complete the required 24 units to receive a high school diploma. Non-example: Listing of every course the student will take in his/her high school career

68. Considerations for Transition IEPs Transition Objectives – Choose the areas based on present levels of performance Age of Majority – Student who will be 17 during the life of the IEP Diploma/Certificate – If the district credential is selected, the IEP team must ensure that the parent(s) understands that this is not a South Carolina High School diploma. – Anticipated date of graduation based on course of study. The date can be changed by the IEP team as appropriate.

69. SC Career Cluster The sixteen state clusters are the same as the sixteen federal clusters. The Career Cluster must match the student’s PSG – for Stephanie the Career Cluster would be – Health Science. Defined Program Grades 9-12 Regulation No.: R43-234

70. S.C. Career Clusters Arts, AV Technology and Communications; Agriculture, Food, and Natural Resources; Architecture and Construction; Business, Management, and Administration; Education and Training; Finance; Government, and Public Administration; Health Science; Hospitality and Tourism; Human Services; Information Technology; Manufacturing; Marketing, Sales, and Service; Public Safety and Security; Science, Technology, Engineering, and Mathematics; Transportation, Distribution, and Logistics; and, Family and Consumer Sciences

71. Course of Study Must directly link to the PSGs If student plans to go to college (degree seeking) OR enter the military, then the student MUST BE following standard course of study - standard or diploma track.

72. Examples of Courses of Study Standard middle school curriculum Grade level standards to successfully transition to high school Standard course of study towards a high school diploma Occupational course of study towards a district credential Functional skills course of study towards a district credential …with occupational training in the ____ career cluster

73. Transition Services Relate to Annual Goals

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

75. Types of Transition Services Instruction – Instruction is one component of a transition program that “the student needs to receive in specific areas to complete needed courses, succeed in the general curriculum, and gain needed skills.” Source: Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements: A guide for states, districts, schools, universities and families. Eugene: University of Oregon, Western Regional Resource Center

76. Types of Transition Services Community Experience – Community experiences are one component of a transition program that are provided outside the school building or in community settings. – Examples include community-based work experiences and/ or exploration, job site training, banking, shopping, transportation, counseling and recreation activities. Source: Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements: A guide for states, districts, schools, universities and families. Eugene: University of Oregon, Western Regional Resource Center

77. Types of Transition Services Daily Living Skills – Acquisition of daily living skills is one component of a transition program that is included “if appropriate” to support student ability to do those activities that “adults do every day.” – Examples: preparing meals, budgeting, maintaining a home, paying bills, caring for clothes, and grooming Source: Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements: A guide for states, districts, schools, universities and families. Eugene: University of Oregon, Western Regional Resource Center

78. Types of Transition Services Related Transition Service – Related services are defined as “transportation, and such developmental, corrective, and other supportive services (including speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, social work services, school nurse services designed to enable a child with a disability to receive a free appropriate public education as described in the individualized education program of the child, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist a child with a disability to benefit from special education, and includes the early identification and assessment of disabling conditions in children. However, the term does not include a medical device that is surgically implanted or the replacement of such device”. Source: Individuals with Disabilities Education Improvement Act of 2004, Public Law No. 108- 446, 20 U. S. C. 1400, H. R. 1350.

79. Types of Transition Services Employment and Other Post-School Adult Living Objectives – Employment and other post-school adult living objectives are components of a transition program that the student needs to achieve desired post-secondary goals. – Examples could include services leading to a job or career or those that support activities done occasionally such as registering to vote, filing taxes, renting a home, accessing medical services, filing for insurance or accessing adult services such as Social Security Income (SSI). Source: Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements: A guide for states, districts, schools, universities and families. Eugene: University of Oregon, Western Regional Resource Center

80. Types of Transition Services Functional Vocational Evaluation – Functional vocational evaluation is one component of a transition program that is included “if appropriate”. This evaluation involves “an assessment process that provides information about job or career interests, aptitudes, and skills. Information may be gathered through situational assessment, observations or formal measures, and should be practical. The IEP team could use this information to refine services outlined in the IEP”. Source: Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements: A guide for states, districts, schools, universities and families. Eugene: University of Oregon, Western Regional Resource Center

81. Examples of Transition Services Instructional support of guided notes for lessons Instruction related to social skills in a work setting Assistive technology services to increase use of voice output device Physical therapy to improve independent ambulation Touring three university campuses, including admissions and disability services office Job shadowing in a food services environment

82. Diploma/Certificate If District Attendance Credential or District Occupational Credential is selected, the IEP team must ensure that the parent(s) and the student understands that this is not a State High School Diploma. When Regular State High School Diploma is selected, the Anticipated Date of Graduation can be updated by the IEP team as appropriate.

84. Age of Majority On or before the student’s 17th birthday, the student and parent must be informed that at age 18, he or she has attained the age of majority in South Carolina and all parent rights transfer to him/her. There is a form located in Enrich. Do you document this notice in a PWN?

85. Age of Majority Letter of Invitation for Students Who Have Reached the Age of Majority Parents are not entitled to attend the IEP meeting; however, either the LEA or the student may, but are not required to, invite the parents to attend IEP meetings as persons who are knowledgeable about the student.

86. Age of Majority Only a court of law may disallow the transfer of rights at age 18. The only situation in which all rights do not automatically transfer to the student at age 18 is when a court has judged the student to be unable to fulfill his or her responsibilities (determined the student to be “incompetent”). Student signs power of attorney voluntarily transferring his or her legal rights to the parent (at 18).

88. Accommodations (IDEA 04) 300.320 (6) (i) “A statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on the State and district wide assessments consistent with section 612 (a)(16) of the Act…”

89. Accommodations Change in how a student accesses and/or demonstrates learning. Teacher Design or Delivery Student Response ASSESSMENT ACCOMMODATIONS ARE DRIVEN BY INSTRUCTIONAL ACCOMMODATIONS.

90. Categories of Accommodations Setting-changes the place where the instruction would occur Scheduling and Timing-adjusts when instruction occurs and the duration of instruction Response-changes the way the student demonstrates knowledge Presentation-changes the way the teacher presents information during instruction and/or independent work

91. (IDEA 04) 300.320 (4) “A statement of the special education and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child or on behalf of the child, and a statement of program modifications or supports for school personnel that will be provided to the child--….” Modifications

92. What are Modifications? Modifications are changes in what the student is expected to learn or demonstrate in the general curriculum. Specially Designed PE would not encompass the same level or content of PE standards that other non-disabled peers would receive. An assessment would only be considered a modification if there is a change in what the student is expected to know or do or if it challenges the validity of the test.

93. Supplementary Services Services that are provided in general education classes or other education-related settings to enable students with disabilities to be educated along with non-disabled peers. Services are provided to the student or on behalf of a student by a person. Ex.: training, behavioral intervention, assistant, note-taker Speech is not a supplementary service.

94. Step IV: Annual Goals and Objectives

95. IEP Process for Transition Includes: Courses of study Instruction Related services Community experiences Employment and other post- school adult living objectives Accommodations/Modifications When appropriate: Daily living skills Functional vocational evaluation Step I: Measurable Post-Secondary Goals Step II: Present Levels of Academic Achievement and Functional Performance as determined by appropriate assessments Step III: Transition Services Accommodations Modifications Step IV: Measurable Annual Goals Age- appropriate transition assessments Training/Education Employment Independent Living Skills – when appropriate based on that address

96. Annual Goals Measurable annual goals are developed from the PLAAFP statements. Accurate PLAAFP statements provide starting point for all decisions about the IEP.

97. Annual Goals must be developed for all areas requiring special education or related services as documented in the IEP. should be based on the skills the student needs to access and progress in the general curriculum. Students may have academic and functional goals, academic goals alone, or functional goals alone.

98. Annual Goals The linkage between the annual goals and the PSG/transition services must be direct, specific, and genuine. Annual goals should link to an academic standard, but a standard is not, by itself, an annual goal. Academic goals must readily link to the PSG in education/training.

99. Formula for writing an annual goal that supports the post-secondary goal Critical Components of a well-written goal are: condition, measurable behavior(skills), criterion, and timeframe. 43-243 p.76 Given (condition), (student) will (behavior) (criteria) as measured by (criteria) _ by (time frame). teaching strategies skill being addressed measurement measurement criteria type

100. The behavior we want to change (DIRECTLY taken from the PLAAFP) Must be visible and observable Behavior is described in terms that are observable, measurable, verifiable, & repeatable (to write, to underline, to read aloud, to initiate interactions). Don’t use invisible target behaviors that are open to many interpretations (to develop, to understand, to enjoy, to improve). Annual Goal Component #1: The Target Behavior

101. Annual Goal Component #2: The Conditions The conditions under which we will measure the goal (the behavior that will occur) The materials the teacher uses to measure the behavior (e.g., given a worksheet of basic multiplication facts) The environment (e.g., when playing with other children at recess)

102. Annual Goal Component #3: Level of Proficiency  Criterion for mastery or acceptable performance  Identifies how much, how often, or to what standards the behavior must occur in order to demonstrate that the goal has been reached. 96 words per minute with 5 or fewer errors. 85% or more correct for all problems presented. 4 or better when graded according to the 6-trait writing rubric.

103. Tool for actually determining if the goal is achieved As measured by… Annual Goal Component #4: The Measurement

104. The timeframe is usually specified in the number of weeks or a certain date for completion. A year is the maximum allowed length for the timeframe. Annual Goal Component #5: Timeframe In 45 instructional weeks… By November 19, 2015… By the end of the 2015–2016 school year…

105. Common Errors in Goals are not measurable are too broad, vague, fuzzy, or that contain jargon misuse percentages are missing any of the required components do not align with the PLAAFP statements Writing goals that:

106. Tips on Writing Annual Goals Focus a goal on each of the student’s needs as identified in the PLAAFP statements-what SKILL needs to be strengthened/behavior needs to change? Make certain the goal is aligned with the PLAAFP statement. Make projected progress ambitious but reasonable. Include the three components in each goal. Measure student progress toward the goal.

107. Targets for Transition

108. Examples of Transition Activities by Grade Middle School – Career Awareness Involvement in IEP process/students are now invited and expected to be an IEP team member Discuss career goals and college plans with child Determine high school course of study and classes to take Career Interest Inventories EXPLORE test Individual Graduation Plan (IGP) & IEP should match

109. Examples of Transition Activities by Grade 9 th – 10 th grades Career Exploration Phase Continue involvement in IEP process developing post- secondary goals that are realistic and attainable Review High School Plans and update IGP/Career Cluster Major Begin application process for group home or other supported living options through Board of Disabilities Obtain information about driver’s education (if applicable) Obtain copy of Social Security card (www.ssa.gov) if card is lostwww.ssa.gov

110. Examples of Transition Activities by Grade 11 th – 12 th Career Preparation Phase Research post-secondary schools for programs of interest, costs, and financial aide, application process Visit and apply to colleges Research disability services and requirements for self- identifying Vocational Rehabilitation Community based employment training for non-diploma students Visit and tour adult service centers (if applicable) Request Vocational Rehabilitation participate in the EIP, when appropriate Become informed about the Transfer of Rights at age 18 (Age of Majority) Learn about the effect of employment wages on SSI and/or SSDI benefits