Indicator 13 - Postsecondary Goals
Strategies and Resources

Documents & Files
Case Study - Allison
Case Study - Allison Word
Examples - Allison
Examples - Allison Word
Case Study - Kevin
Case Study - Kevin Word
Examples - Kevin
Examples - Kevin Word
Case Study - Lisette
Case Study - Lisette Word
Examples - Lisette
Examples - Lisette Word
Case Study - Rolanda
Case Study - Rolanda Word
Examples - Rolanda
Examples - Rolanda Word
Measurable Postsecondary Goals
Measurable Postsecondary Goals Word

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


  • 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 PDA-ESE Transition Module, 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

Clarification of Requirements for Obtaining Consent to Invite Agency Representatives to Individual Educational Plan (IEP) Meetings Memorandum and Office of Special Education Programs Letter (February 6, 2009)

Developing Quality Individual Educational Plans: A Guide for Instructional Personnel and Families

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.

Florida Department of Education – Exceptional Student Education Compliance Manual, 2016-2017, Self-Assessment Protocols for Indicator 13, pages 71-131

    IDEA 2004 Requirements for Summary of Performance Memorandum (November 15, 2010)

    Transition Assessment

      Professional Development

      Florida's Professional Development Portal - Secondary Transition Module