Present Level of Performance Requirements

1. Present Level of PerformanceRequirements When you complete the student’s present level of performance and individual need section of an IEP, you should be able to state: The student’s unique needs that require the student’s educational program to be individualized: We are individualizing this student’s education program because of his/hers unique needs related to his disability in the areas of . . . . (e.g., reading, writing, organization, memory, vision, hearing, problem solving, attention, motor skills). What the student can and cannot do in each area of identified need: In the area of ___________, we know this student can currently _____________, but cannot ______________. (e.g., in the area of memory, he can remember a two-step sequence, but does not complete activities that involve multiple steps such as "get ready for school.") What the strengths of the student are upon which you can build: He learns best through _____________________ (e.g., pairing auditory with written work; using music to trigger memory; redirection; modeling). What environmental, human or material resources the student will need to enable him/her to benefit from education: He will need the following resources to meet his needs (e.g., structure and routine throughout his instructional day; close supervision during transitions; assistance with note taking; adaptive furniture for motor support; instructional materials in large print formats, positive reward system for appropriate behavior).

2. Transition IEP, Page 10 Post secondary goals must be SMART Transition Services are NOT Goals. They are actual services delivered in order to achieve a goal. NOTE: indicate responsible party. Indicate if Acquisition of daily living Skills or Functional Vocational Assessment are needed or not needed Note: Do not leave it blank

3. Post Secondary Goals

4. The IEP Includes Measurable Post-secondary Goals (MPSG) Look For: Measurable goals in the areas of: Community Integration Post-Secondary Placement Independent Living (when appropriate) Employment How and When? Based on assessment information TIP: You do not need both a training goal and education goal but you may have both.

5. Measurable Post-Secondary Goals and Age Appropriate Transition Assessments The MPSGs must be measurable • The MPSGs is reached after graduation • The MPSGs should be reasonable for the student considering his/her unique needs, strengths and interests as documented in the PLP. • Goal statements should relate to and be based upon age appropriate transition assessments, which may be identified in the PLP.

6. Training/Education After leaving school, student’s goal is to enroll in a post secondary school to obtain training in the automotive field. Student’s goal is to enroll in courses at__________ Student’s goal is to enroll in a certification program in_________ Student’s goal is to participate in an adult education program designed to provide vocational training in_________ Student’s goal is to participate in on the job training to improve his work skills at_________ Student’s goal is to investigate employment options by volunteering in ______ Student’s goal is to enroll in an Adult Program to continue to develop vocational skills in the area of_________

7. Employment After graduation, student’s goal is to be competitively employed in the field of…. Student’s goal is to participate in a supported employment program in the area of _________ Student’s goal is to work part time in the community with support from a community agency in the area of _________ Student’s goal is to volunteer in the community with the assistance of an Adult Program in the area of _________ Student’s goal is to enroll in an adult education program to obtain training in _________ Student’s goal is to find employment in_________with support of an employment agency Student’s goal is to obtain and maintain a job in___________by having supports, such as a checklist, a job coach, etc

8. Independent Living • Upon completion of high school, student’s goal is to independently prepare for work each day including dressing, making his lunch and accessing public transportation • Student’s goal is to participate in community based activities such as______ • Student’s goal is to independently keep daily medication administration • appointments at the college health when he graduates • Student’s goal is to live in an accessible apartment with daily personal support • visits from a home health aide when he/she leaves D.O.E. services • Student’s goal is to remain at home with family while exploring independent • living options • Student’s goal is to navigate mass transit system to get to and from work, • recreation, school, etc • Student’s goal is to manage personal finances in order to successfully live • independently after graduating from high school

9. Community Integration Upon completion of high school, student’s goal is to attend scheduled sports activities including baseball games. • Student’s goal is to attend weekly musical events with his adult service agency • Student’s goal is to attend activities at his/her House of Worship with both friends and family • Student’s goal is to independently manage his community environment by accessing mass transit to shop and attend movies with friends and family • Student’s goal is to attend a weekly______class in the community with supports from family members • Student’s goal is to use his library card to borrow books, videos and games twice a month

10. Writing Transition IEPs Goals

11. Transition IEP, Page 4, 5, 6, 7, 8, & 9 Addresses Level I Vocational Assessment and other vocational assessment tool results for the student in the IEP goals and objectives

12. Annual Goals need to be SMART! Specific Measurable Achievable Relevant Time Related 12

13. Specific: Describe what the student will do one year from now that s/he cannot do today. Example: In one year, using a sequential reading comprehension improvement program, andgiven athree-paragraph passagewritten on asixth grade level, Gary willanswer comprehension questions, as measured by five consecutive weekly comprehension tests with 90% accuracy

14. Measurable: Describe the criteria to be used to measure successful achievement of the goal. Example: In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions as measured by five consecutive weekly comprehension tests with 90% accuracy.

15. Achievable: Looking at the student’s present levels of performance, project a goal that is attainable by the student in one year. Example: In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions as measured by five consecutive weekly comprehension tests with 90% accuracy.

16. Relevant: The goal must be related to class activities and improve classroom performance. Example: In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions as measured by five consecutive weekly comprehension tests with 90% accuracy.

17. Time Related: Describe how long the goal will take to achieve, and, when possible, embed the schedule for assessment. Example: In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions as measured by five consecutive weekly comprehension tests with 90% accuracy.

18. Annual Goals:Transition Transition should be addressed in the page 3 Present Levels of Performance, on page 6 Annual Goals, and on page 10 Transition for students 14 and older Indicate the student’s needs, preferences and interests, relating to the transition (14 and older) from school to post-secondary outcomes. Example: In one year, Gary will read twenty articles from computer trade magazines, as measured by a poster chart that he will create, referencing the publications and articles, with a brief topic summary relating to each publication. Progress will be assessed quarterly by the teacher’s review of the chart.

19. KEY POINTS • Present Levels of Performance should be explicitly tied to a student’s future goals • Measurable Post Secondary Goals are a student’s goals for the future (after high school) in the areas of Training/Education, Employment and Community Living

20. ARISNYC.org Please visit us on our online community, Office of Transition Services.

21. Office of Transition Services Blog • ARIS: ARISNYC.org • WIKI: http://virtualots.wikispaces.com • Blog: http://virtualots.blogspot.com

22. Contact Information • Ewa M. Asterita: Easterita@schools.nyc.gov • Neil Coffina: NCoffin2@schools.nyc.gov • Merle Cohen: MCohen30@schools.nyc.gov

23. PD EVALUATION