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State Performance Plan - Transition Indicators

Indicator 1 - Graduation Rate
Indicator 2 - Dropout Rate
Indicator 13 - Postsecondary Goals
Indicator 14 - Postsecondary Outcomes

The regulations for the Individuals with Disabilities Education Act of 2004 require each state to submit a State Performance Plan (SPP) detailing how it plans to meet the requirements of Part B, the education of children with disabilities ages 3 through 21.

The Annual Performance Report (APR) describes progress or slippage in meeting the rigorous targets established in the SPP, revisions to state targets, improvement activities, timelines, resources and justifications for any revisions. Performance and compliance targets in the SPP and APR are established for 20 indicators, of which four focus on transition:

Indicator 1
Percent of youth with IEPs graduating from high school with a standard diploma.

Indicator 2
Percent of youth with IEPs dropping out of high school.

Indicator 13
Percent of youth with IEPs aged 14 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.

Indicator 14
Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were A) enrolled in higher education within one year of leaving high school, B) enrolled in higher education or competitively employed within one year of leaving high school, C) enrolled in higher education or in some other postsecondary education or training program, or competitively employed or in some other employment within one year of leaving high school.


Secondary Transition, Florida Department of Education
The Bureau of Exceptional Education and Student Services (BEESS) has created a webpage with state and national resources, state contacts, regulations and general information on secondary transition for parents, educators and professionals.

State Performance Plan/Annual Performance Report: Part B
The Individuals with Disabilities Education Act (IDEA) requires each state to develop a state performance plan/annual performance report (SPP/APR) that evaluates the state's efforts to implement the requirements and purposes of the IDEA and describes how the state will improve its implementation. The SPP/APRs include indicators that measure child and family outcomes and other indicators that measure compliance with the requirements of the IDEA. A state is required to submit a state performance plan (SPP) at least every six years. Each year, states must report against the targets in its SPP in an annual performance report (APR). To access Florida's SPP/APR, please visit Florida Department of Education's Exceptional Student Education Program Accountability, Assessment & Data Systems landing page.



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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