Indicator 13 Webinar Series:

Webinar #6 Annual Goals

Alison Lowenthal Secondary Special Education Coordinator

Sponsored by: Idaho State Department of Education Division of Student Achievement and School Improvement

Division of Special Education alowenthal@sde.idaho.gov

Objectives To provide participants with:

• Information on how to write Indicator 13 compliant annual goals related to postsecondary goals and the transition activities.

• Specific examples of how to link annual goals to postsecondary goals and the transition activities.

Transition Related Indicators 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.”

[20 U.S.C. 1416(a)(3)(B)]

Annual Goals • Must move the student to achieving his or her

postsecondary goals and be related to the transition activities.

• Consider starting with the postsecondary goal statement and writing the annual goal that will help the student to meet the postsecondary goal.

Annual Goal How to write: • Must include content standards • Must use the same measurement as the annual

goal PLOP. • Must include a target skill and condition. • Must include criteria, procedure, and schedule

for meeting the goal.

Annual Goal Question: What if I link the annual goal to the postsecondary goal but I haven’t included:

– the same measurement as the annual goal PLOP; – a target skill and condition; – criteria, procedure, and schedule for meeting the

goal? Answer: You will be compliant for annual goals under Indicator 13, but non-compliant on the general file review for annual goals.

Examples • (Work Place Competencies) 2.5.5 Overcome communication

barriers. (In order to participate in a volunteer job at the library.) During life skills instruction, Beau will follow directions “put in” (e.g. put the basket), “take out” (take the paper out of the mailbox) and “hand me” (e.g. hand me the mail) during his work experience, 75% of the time over 2 consecutive trials on teacher developed probes.

• (Idaho State Standards) H.S. N-G.2. Define appropriate quantities for the purpose of descriptive modeling. (In order to life at home and participate in meal preparation.) During life skills math instruction, Kim will complete the 15 tasks to prepare a meal in the microwave with 90% accuracy, with at most 5 verbal prompts over 2 consecutive trials as measured by teacher made probes.

Examples • (Common Core Standards) RI 9-10.10 By the end of grade 9

read and comprehends literary nonfiction in the grades 9-10 text complexity band proficiency. (In order to comprehend text in his culinary arts program.) Paul will improve his reading comprehension to 18 responses correct, or the 25th percentile on 8th grade level responses correct over 5 timed trials, when given 8th grade level MAZE probes.

• (Work Place Competencies) 1.1 Solve problems and make decisions in work-related situations 1.1.3 Generate possible alternatives (In order to successfully keep a job at a local hospital.) Derek will follow classroom and school rules 95% of the time without a prompt and 100% of the time with a prompt as measured by his SWIS data.

Activity #1

• Jack’s Story After completing transition assessments, Jack’s IEP team has

identified the following postsecondary goals: • Jack will attend community college where he will study auto

mechanics. After completing his two year program, Jack will be an auto mechanic. Jack will live with his uncle, pay his own bills, help cook meals and clean the home, and be responsible for his personal care

Activity #1 • Jack’s Story (continued) A “systematic review of records” indicate he will need to

improve his academic reading and math to enter the Auto-body program w/out remediation. He will need to improve his computer skills, problem solving, and monitoring of his own task completion to be a successful auto mechanic. Lastly, he needs to improve his ability to pay bills and cook meals.

Activity #1 • Jack’s Story (continued)

Transition Activities: – Direct instruction in reading comprehension and math

problem solving, intervention in reading and math. – Support in organization, help researching the

eligibility requirements/services provided by college disability access centers.

– Assistance completing applications and resumes, and practice interviewing skills.

Activity #1 • Jack’s Story (continued)

Transition Activities (continued): – Practice in learning how to locate transportation

resources and learn transportation routes. – Direct instruction in real world application of practical

math skills. – Instruction in meal preparation, health and personal

care issues. – Information on VR services.

Activity #1 Activity: •Based on this transition data, take a minute to consider annual goals that would relate to Jack’s transition activities and would help move him to achieving his postsecondary goal.

Example of Jack’s Annual Goals

• In preparation for the academic demands of auto mechanics training in a community college, Jack will improve his reading comprehension to 18 responses correct, or the 25th percentile on 8th grade level responses correct over 5 timed trials, when given 8th grade level MAZE probes.

• In order to work with nuts, bolts, and tools sizes as an auto

mechanics, Jack will improve his math skills. Given 8th grade level computation problems in fractional numbers with differing denominators, Jack will be able to compute the correct answer in 5 out of 5 trials on teacher developed math probes.

Activity #2

• Lisa’s Story After completing transition assessments, Lisa’s IEP team has

identified the following postsecondary goals: • Following completion of 18-21 services, Lisa will participate

in CPR, First Aid, and childcare class at the YMCA. Lisa will be a daycare assistant. Lisa will live at home with her mom, assist in meal preparation, and utilize public transportation to access her community.

Activity #2 • Lisa’s Story (continued)

– Based on information from O*NET and a review of records Lisa will need to improve her oral reading abilities and expressive communication skills to work at a daycare center and successfully take courses at the YMCA. She will need to learn how to complete applications and manage paperwork required by daycare centers. Additionally, Lisa will need to learn basic cooking skills, how to utilize public transportation, and how to problem solve dangerous situations.

Activity #2 • Lisa’s Story (continued)

Transition Activities: – Direct instruction in oral reading and expressive

communication, reading comprehension and practice/assistance filling out forms.

– Assistance completing applications and resumes, practice interviewing and solving problems in work related situations.

– Job shadow experiences at local daycare centers.

Activity #2 • Lisa’s Story (continued)

Transition Activities: – Practice in learning transportation resources, learning

transportation routes, and stranger safety. – Modeling in community access skills to include

grocery shopping, bus skills training, and using the community recreation center.

– Instruction in cooking meals/cleaning up after meals – Assistance applying for services with the Idaho

Independent Living Council.

Activity #2 Activity: •Based on this transition data, take a minute to consider annual goals that would relate to Lisa’s transition activities and would help move her to achieving her postsecondary goal.

Example of Lisa’s Annual Goals

• In order to be successfully employed as a childcare assistant, Lisa will improve her expressive communication ability by naming reasons and situations it is necessary to communicate with a child’s parent and modeling 1-2 ways to appropriately start the conversation 5 out of 5 trials on teacher developed communication probes.

Example of Lisa’s Annual Goals

• In order access the content in the CPR manual, Given electronic text, Lisa will improve her reading comprehension to 18 responses correct or the 25th percentile on 8th grade level responses correct over 5 timed trials when given 8th grade level MAZE probes.

• In order to live at home with her mom, Lisa will independently

prepare 3 meals selected from her mom’s recipes correctly 5 out of 5 trials, as measured by teacher developed cooking probes.

Wrap Up • What is needed in the annual goal to be

compliant for the “annual goal” component of Indicator 13?

• How do you relate annual goals to transition activities?

• How do you write annual goals that will help a student to achieve his or her postsecondary goals?

Special Education Statewide Technical Assistance (SESTA)

Center for School Improvement & Policy Studies, BSU

Gina Hopper SESTA Director

ginahopper@boisestate.edu

Sydney Fox SESTA Program Manager sydneyfox@boisestate.edu

Katie Bubak SESTA Coordinator

katiebubak@boisestate.edu

David Klungle SESTA Program Coordinator davidklungle@boisestate.edu

www.idahotc.com Find the following on the ITC: • Statewide Calendar

• Online Training Registration

• Online Communities

• Webinars

• Resource Links

• In-service Credit Offerings

Cari Murphy Project Director

Shawn Wright Webmaster/ISD

Jesse Hewitt Web Specialist

Ben Troka Web Specialist

Email: itc@uidaho.edu

Housed at: Center on Disabilities and Human Development, University of Idaho

Contact Information:

• Alison Lowenthal alowenthal@sde.idaho.gov