Indicator 13 - Postsecondary Goals
Strategies and Resources
Indicator 13 of the State Performance Plan required by the Individuals with Disabilities Education Act of 2004 is the percent of youth with IEPs aged 16 and above that have 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. 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.
Strategies for Improving Indicator 13
Data
- Access Compliance Self-Assessment Data for Secondary Transition, Indicator 13.
- Review and analyze Compliance Self-Assessment Data for Secondary Transition, Indicator 13, to determine which requirements are problematic (e.g., measurable postsecondary goals).
Policies, Procedures and Practices
- Review district and school policies and procedures to determine if existing policies or procedures may be impacting Indicator 13 outcomes (e.g., policies and procedures haven’t been updated to reflect the Individuals with Disabilities Education Act 2004 Requirements or Administrative Rules, Individual Educational Plan forms don’t contain required components).
Training, Professional Development, and Technical Assistance
- Identify areas of need and develop a schedule of professional development activities designed to impact Indicator 13 outcomes (e.g., participation in BEESS Portal to Professional Learning Alternatives online courses, training in transition assessment, training in Secondary Transition and Compliance).
- Solicit training and/or technical assistance from Project 10: Transition Education Network, other Bureau discretionary projects and the Bureau of Exceptional Education and Student Services to improve outcomes.
Resources for Improving Indicator 13
National Resources
Moving Your Numbers - Key Practices
Moving Your Numbers provides examples of real districts that are positively affecting the performance of all children, including students with disabilities, through a collective and focused commitment to improving teaching and learning for every student through effective data use and changing the ways in which adults across the system work and learn together. The 'Key Practices' section of this website features subpages on each of the six key practices such as using data well, focusing on goals, selection and implementation of instructional practices and monitoring and provision of feedback and support, among others and including a Key Practices Guide.
National Technical Assistance Center on Transition: the Collaboartive (NTACT: C)
U.S. Department of Education, Office of Special Education Program's IDEA Website
State Resources
Best Practices for Transition Services and Programs in Florida School Districts
The 2021 Florida Legislature passed, and Governor DeSantis signed into law, House Bill (HB) 173, requiring the Florida Department of Education in collaboration with the Project 10: Transition Education Network to review existing transition services and programs for students with disabilities to identify best practices. The deadline for completing this review and publishing the best practices was July 1, 2022. Access this PDF document via Florida Department of Education's Exceptional Student Education website.
Employment Transition Plan Template and Instructions
Project 10 developed an Employment Transition Plan Template and Employment Transition Plan Instructions with the Bureau of Exceptional Education and Student Services (BEESS) to guide school district staff in the completion of the employment transition plan, which is required by section 1003.4282(11)(2)(a-d).
This plan must be completed for any student with a disability for whom the individual educational plan (IEP) team has determined that mastery of academic and employment competencies is the most appropriate way for a student to demonstrate his or her skills. It is recommended that school districts build flexibility into the plan to ensure student mastery of competencies and success in the workplace.
Please note: Districts are not obligated to use this template. The template is available in Microsoft Word which enables users to modify the plan to fit the need of the student.
IDEA 2004 Requirements for Summary of Performance Memorandum (November 15, 2010)
State Performance Plan Indicator 13 Instructions and Protocol can be found on Florida Department of Education's Exceptional Student Education Policies and Procedures/Monitoring website.
Transition Assessment
- Project 10's Transition Assessments Chart can be found on Project 10's Publications webpage
- Transition Assessment Fact Sheet
Professional Development
Bureau of Exceptional Education and Student Services (BEESS) Portal to Professional Learning Alternatives offers a facilitated online course, "Components of Secondary Transition," and an independent online course, "Secondary Transition," to support educators' in understanding components, structures, and services critical to effective secondary transition planning for students with disabilities.