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Triangulated Iep Transition Goals 1

The document outlines 7 steps for developing relevant and genuine annual transition goals for students with disabilities: 1) Conduct transition assessments to evaluate students' skills and preferences. 2) Write measurable postsecondary goals for 1-2 years after high school based on assessments. 3) Identify industry standards for education, employment, and independent living related to postsecondary goals. 4) Establish students' current skill levels and barriers. 5) Analyze gaps between students' skills and goals and set rates of improvement. 6) Align annual goals to state academic standards at students' grade levels. 7) Write measurable annual goals that will close gaps and prepare students for postsecondary success.

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148 views8 pages

Triangulated Iep Transition Goals 1

The document outlines 7 steps for developing relevant and genuine annual transition goals for students with disabilities: 1) Conduct transition assessments to evaluate students' skills and preferences. 2) Write measurable postsecondary goals for 1-2 years after high school based on assessments. 3) Identify industry standards for education, employment, and independent living related to postsecondary goals. 4) Establish students' current skill levels and barriers. 5) Analyze gaps between students' skills and goals and set rates of improvement. 6) Align annual goals to state academic standards at students' grade levels. 7) Write measurable annual goals that will close gaps and prepare students for postsecondary success.

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Developing

Relevant and
Genuine Annual
Goals
By: Zachary Erwin
Developing Relevant and Genuine Transition-Focused IEP’s

● Successful transition of students with disabilities to post secondary life is


dependent on them having a strong foundation of skills, knowledge, behaviors,
and strategies.
● IDEA defines transition services as a coordinated set of activities that promote
movement from school to post-school activities.
● School as a part of transition services must develop measurable postsecondary
goals that : are based on the results of age appropriate transition assessments,
incorporate annual goals that are related to the students needs, and ensure
access to the general education curriculum and standards.
Step 1: Conduct and Review Transition-Related Assessments

● Data from transition assessments contribute significantly to the foundation of


postsecondary and annual goals.
● The IEP team will use a variety of assessments and inventories to
comprehensively evaluate the students transition skills and preferences in
employment, living, personal, and social environments.
● This process assesses all relevant data that relates to the attainment of the
student’s postsecondary goals including current academic performance,
behavioral, and disciplinary data.
● Using assessments, skilled questioning, school records, and other data can
support students in identifying postsecondary goals that line up with the
students personal interests and preferences.
Step 2: Write the Postsecondary Goals
● Postsecondary goals are the coordinating component of a
transition-focused IEP.
● IEP teams can establish steps for 1-2 years out.
● Writing goals for 1-2 years after a student leaves high
school increases accuracy of the steps, relevance of the
intervening annual goals, and the likelihood of the goal
attainment.
Step 3: Identify Postsecondary Goal Skills and Knowledge

● Because postsecondary goals are written in the areas of education,


employment, and independent living, IEP teams should collect
industry standards for all three areas.
● Assembling the resources and information may take some time but
once identified, maintaining an industry standards database will
streamline the process.
Step 4: Identify Student Skill and Knowledge Baseline.

● Once industry standards are identified the IEP team should review the students
transition, academic, and behavioral data to establish a baseline and identify
barriers to attainment of postsecondary goals.
● For example: if a student wants to become a police officer or go into the military
but has been convicted of a felony, he may not be eligible to attain that
postsecondary goal.
Step 5 and Step 6
Step 5: Conduct a Gap Analysis Step 6: Identify State Standards

● Industry standards and data from completed ● Many states require that IEP annual goals be
transition assignments inform the gap between linked to state content standards.
students current skills and their postsecondary ● Determining the appropriate standard to assist
goals. students in attaining the postsecondary goal
● This information identifies target points for requires transition teams to identify the
instructional goals and establishes the standards reflecting the current or next grade
necessary rates of improvement required. level for students.
● Once the gap and ROI are established, the IEP ● Teams should remain focused on grade-level
team should determine if the gap is bridgeable standards aligned to the general education
in the time the student has left to receive curriculum.
services under IDEA. ● Aligning goals to lesson standards greatly
decreases the likelihood of postsecondary
readiness and success.
Step 7: Write Triangulated Annual Goals
● When determining the measurable criteria for transition-related goals
considering the minimum criteria for success.
● Ex: If a student currently responds to a teacher request 6% of the time, it may
be tempting to expect the student to improve to 50% within a year. However,
consider the postsecondary minimum threshold for success such as an
employer making a request of an employee. Responding 50% of the time would
be too low and unacceptable so it may be better to set it at 90% in order to build
for life outside of school even if it presents challenges.
● Triangulated, transition-focused annual goals must show a specific alignment
between the skills and knowledge needed to make progress in the general
education curriculum.

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