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Indicator 13 - Postsecondary Goals
Strategies and Resources

Indicator 1 - Graduation Rate
Indicator 13 - Postsecondary Goals
Indicator 14 - Postsecondary Outcomes
Indicator 2 - Dropout Rate
State Performance Plan - Transition Indicators
Indicator 1 - Graduation Rate
Indicator 13 - Postsecondary Goals
Indicator 14 - Postsecondary Outcomes
Indicator 2 - Dropout Rate

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/or 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 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

National Secondary Transition Technical Assistance Center (NSTTAC)

U. S. Department of Education

State Resources

Florida Department of Education – Exceptional Student Education Compliance Manual, 2012-2013, Self-Assessment Protocols for Indicator 13, pages 49-66

Florida Department of Education – Part B State Performance Plan 2005-2013
Monitoring Priorities, Indicator 13: Transition of youth ages 16 and above, pages 57-60

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

Transfer of Rights – Age of Majority Memorandum K12: 2005-35, (April 1, 2005)

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

     o  FDOE BEESS Memorandum 

     o  IDEA 2004 Background  
     o  Florida SOP Template (updated September 2012)

     o  Nationally Ratified Template  

     o  Transition Wheel SOP spoke (updated September 2012)

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)

      o  Memorandum   

      o  Office of Special Education Programs Letter 

Administrative Rules Impacting Secondary Transition PowerPoint Presentation, Revised September 2012

Secondary Transition and Compliance PowerPoint Presentation, Revised September 2012

       o  Allison Case Study, Revised June 2011

       o  Allison Examples, Revised June 2011 

       o  Lisette Case Study, Revised June 2011

       o  Lisette Examples, Revised June 2011 
       o  Kevin Case Study, Revised June 2011

       o  Kevin Examples, Revised June 2011  

       o  Rolanda Case Study (Corrected July 2012)

       o  Rolanda Examples (New)

       o  Measurable Postsecondary Goals  

           - Questions and Answers on Individualized Education Programs (IEPs),
              Evaluations, and Reevaluations (OSERS, 2007)   
           - NSTTAC Indicator 13 Checklist Frequently Asked Questions and Responses 
             (Approved by OSEP on November 16, 2006) 

       o  Transfer of Rights – Age of Majority  

Transition Assessment PowerPoint Presentation, Revised September 2012

        o  NSTTAC Age-Appropriate Transition Assessment Toolkit - updated 2010 

       o  Transition Assessment Fact Sheet  

       o  Selected Transition Assessments  

       o  Career Development and Assessment: Web sites and Free Resources 

       o  Selected Transition Assessments for Youth with Significant Disabilities  

       o  Transition Assessment Matrix  

Transition Checklist, Revised September 2012

Transition Components in the IEP (PowerPoint), Revised September 2012

Professional Development

PDA-ESE Transition Module

Annual Goals – Making Them Measurable! Workshop

Project 10  
     o    Online modules 
                - Secondary Transition & Compliance
                - Transition Assessment
                - Summary of Performance 




The development of this website was funded by the University of South Florida St. Petersburg
through a grant by the Bureau of Exceptional Education and Student Services,
Florida Department of Education (2010 - 2011, 291-2621A-1C008).

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