PERSONNEL DEVELOPMENT RESOURCES

Indicator-13: Percent of youth with IEPs aged 16 and above with 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. (20 U.S.C. 1416(a)(3)(B))

NSTTAC Indicator 13 Resources (All available at www.nsttac.org)

Indicator 13 Checklists:

Form A allows states or districts to determine if student IEPs meet the minimum requirements for Indicator 13; Form B allows a school, district, or state to meet the minimum requirements, as well as analyze professional development and program change needs by providing data on each item for each postsecondary goal area

I-13 Frequently Asked Questions:

Provides side-by-side questions and answers about Indicator 13 and the NSTTAC Indicator 13 Checklist

I-13 Checklist for State Annual Performance Reports:

Provides a set of questions that states can use to evaluate the quality of their APR response to Indicator 13

I-13 Data Collection

Tool: Provides a web-based system for recording and storing individual student IEP data for Indicator 13 in a standard Excel spreadsheet. The tool allows schools, districts, or states to monitor their I-13 data relative to key student features including ethnicity, disability category, district or school, gender, or level of service

I-13 Training Materials:

Provides case studies and definitions (with examples and non-examples) for all terms used in the I-13 Checklist

Teaching/Training Ideas

• Use Checklist Forms A or B to evaluate individual IEPs. Could be done as a pre-posttest.
• Use Data Collection Tool to summarize findings from whole group. Then use findings to develop a plan for professional development/technical assistance.
• Use the Training Materials to develop a series of technical assistance workshops that use ideas #1 and #2 above as activities to provide on-going feedback to participants.
• Use the APR Checklist to write an Annual Performance Report for an individual school or school system. Compare with state and national results.
• Use case studies to develop transition plans that meet the minimum requirements of Indicator 13. Evaluate these transition plans using an OSEP-approved state-developed form or the Indicator 13 Checklist.
• In states that use an OSEP-approved state-developed form to evaluate compliance with Indicator 13, ask transition personnel to create examples and non-examples of Indicator 13 compliance based on their state form.

This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H326J050004. Marlene Simon-Burroughs served as the project officer. The views expressed herein do not necessarily represent the positions or polices of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be:

National Secondary Transition Technical Assistance Center (2008). Personnel Development #1: Using NSTTAC Indicator-13 Resources, Charlotte, NC, NSTTAC.