NSTTAC Indicator 13 Checklist: Form B (Enhanced for Professional Development)

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 (2007). Indicator 13 Training Materials, Charlotte, NC, NSTTAC.

Select the links for descriptions of the following: Alex, Allison, Jamarreo, Jason, Jodi, John, Kevin, Lisette, Paulo, Rolanda, Stephanie

Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the postsecondary goals. [20 U. S. C. 1416 (a)(3)(B)]

		Post Secondary Skills
Questions	Education/Training	Employment	Independent Living
Is there a measurable postsecondary goal or goals in this area?	Examples	Examples	Examples
Can the goal(s) be counted? Will the goal(s) occur after the student graduates from school? If yes to both, then circle Y If a postsecondary goal(s) is not stated, circle N
Is (are) there annual IEP goal(s) that reasonably enable the child to meet the postsecondary goal(s)?	Examples	Examples	Examples
Is (are) an annual goal(s) included in the IEP that will help the student make progress towards the stated postsecondary goal(s)? If yes, the circle Y
Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school?	Examples	Examples	Examples
Is a type of instruction, related service, community experience, development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills, and provision of a functional vocational evaluation, listed in association with meeting the post-secondary goal(s)? If yes, then circle Y
For transition services that are likely to be provided or paid for by other agencies with parent (or child once of the age of majority is reached) consent, is there evidence that representatives of the agency(ies) were invited to the IEP meeting?	Examples	Examples	Examples
For the current year, is there evidence in the IEP that representatives of any of the following agencies/services were invited to participate in the IEP development: postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation for this post-secondary goal? Was consent obtained from the parent (or child, for a student of the age of majority)? If yes to both, then circle Y If it is too early to determine if the student will need outside agency involvement, or no agency is likely to provide or pay for transition services, circle NA If parent or individual student consent (when appropriate) was not provided, circle NA If no invitation is evident and a participating agency is likely to be responsible for providing or paying for transition services and there was consent to invite them to the IEP meeting, then circle N
Is there evidence that the measurable postsecondary goals were based on an age-appropriate transition assessment?	Examples	Examples	Examples
Is the use of a transition assessment(s) for the postsecondary goal(s) mentioned in the IEP or evident in the students file? If yes, then circle Y
Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school?	Example	Examples	Examples
Do the transition services include courses of study that align with the students postsecondary goal(s)? If yes, then circle Y
Does the IEP meet the requirements of Indicator 13? (Circle one) Yes (all Ys or NAs for each postsecondary goal included in the IEP are circled) No (one or more Ns circled)

Instructions for Completing NSTTAC Indicator 13 Checklist

Is there a measurable postsecondary goal or goals in this area?

Find the transition component of the IEP
Find the postsecondary goal(s) for this student
If there are measurable postsecondary goals that address (a) Education or Training, (b) Employment, and as needed (c) Independent Living, circle Y in each column for #1
If there is a postsecondary goal that addresses Education or Training after high school, but it is not measurable, circle N in that column for #1
If there is not a postsecondary goal that addresses Education or Training, circle N in that column for #1
If there is a postsecondary goal that addresses Employment after high school, but it is not measurable, circle N in that column for #1
If there is not a postsecondary goal that addresses Employment after high school, circle N
If there is a postsecondary goal that addresses Independent Living after high school, but it is not measurable, circle N in that column for #1
If there is not a postsecondary goal that addresses Independent Living after high school, circle NA for that column for #1
If there is one measurable postsecondary goal that addresses Education or Training, Employment, and (if applicable) Independent Living after high school, circle Y in each column for #1
If there is one postsecondary goal that addresses Education or Training, Employment, and (if applicable) Independent Living after high school, but it is not measurable, circle N for each column for #1

Is (are) there annual IEP goal(s) that will reasonably enable the child to meet the postsecondary goal(s)?

Find the annual goals, or, for students working toward alternative achievement standards, or states in which short-term objectives are included in the IEP, short-term objectives on the IEP
For each of the postsecondary goal areas circled Y in question #1, if there is an annual goal or short-term objective included in the IEP that will help the student make progress towards the stated postsecondary goal, circle Y in that column for #2
For each of the postsecondary goal areas circled Y in question #1, if there is no annual goal or short-term objective included in the IEP that will help the student make progress towards the stated postsecondary goal, circle N in that column for #2
If a postsecondary goal area was addressed in #1, but was not measurable, and an annual goal is included in the IEP that will help the student make progress toward the stated postsecondary goal, circle Y in that column for #2
If a postsecondary goal area was addressed in #1, but was not measurable, and there is no annual goal included the IEP that will help the student make progress toward the stated postsecondary goal, circle N in that column for #2

Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school?

Find where transition services/activities are listed on the IEP
For each of the postsecondary goal areas circled Y in question #1, if there is (a) instruction, (b) related service(s), (c) community experience(s), (d) development of employment and other post-school adult living objective, (e) if appropriate, acquisition of daily living skill(s), or (f) if appropriate, provision of a functional vocational evaluation listed in association with meeting the postsecondary goal, circle Y in that column for #3
For each of the postsecondary goal areas circled Y in question #1, if there is no type of instruction, related service, community experience, development of employment and other post-school adult living objective, acquisition of a daily living skill, or functional vocational evaluation listed in association with meeting the postsecondary goal, circle N in the corresponding column for #3
If a postsecondary goal area was addressed in item #1, but was not measurable and there is a type of transition services listed in association with meeting that postsecondary goal, circle Y in the corresponding column for #3
If a postsecondary goal area was addressed in item #1, but was not measurable and there is no type of transition service listed in association with meeting that postsecondary goal, circle N in the corresponding column for #3

For transition services that are likely to be provided or paid for by other agencies with parent or child (once of the age of majority is reached) consent, is there evidence that representatives of the agency(ies) were invited to the IEP meeting?

Find where persons responsible and/or agencies are listed on the IEP
Are there transition services listed on the IEP that need to be provided or paid for by an outside agency? If yes, continue with next guiding question. If no, circle NA in all columns for #4
For each of the postsecondary goal areas circled Y in question #1, if it is too early to determine if this student will need outside agency involvement, circle NA in the corresponding column in #4
If parent (or child, when a student has reached the age of majority) consent were obtained to invite outside agency(ies), continue with the next guiding question. If no, circle NA in all columns for #4
For each of the postsecondary goal areas circled Y in question #1, that requires an outside agency to provide or pay for transition services, is there evidence in the IEP that any of the following were invited to the IEP meeting to discuss transition, or otherwise involved in the discussion of transition services: postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation for this postsecondary goal? If yes, circle Y in the corresponding column for #4.
For each of the postsecondary goal areas circled Y in question #1, that requires an outside agency to provide or pay for transition services, but no evidence in the IEP that any of the following were invited to the IEP meeting to discuss transition, or otherwise involved in the discussion of transition services: postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation for this postsecondary goal, circle N in the corresponding column for #4
If a postsecondary goal area was addressed in item #1, but was not measurable and there is evidence that parent/child consented agency(ies) were invited to the IEP meeting to discuss transition, circle Y for the corresponding column in #4
If a postsecondary goal area was addressed in item #1, but was not measurable and there is no evidence that parent/child consented agency(ies) were invited to the IEP meeting to discuss transition, circle N for that item

Is there evidence that the measurable postsecondary goals were based on an age-appropriate transition assessment?

Find where information relates to assessment and the transition component on the IEP (either in the IEP or the students file)
For each of the postsecondary goal areas circled Y in question #1, if there is age-appropriate transition assessment information provided on the students needs, taking into account strengths, preferences, and interests regarding this postsecondary goal, circle Y the corresponding column for item #5
For each of the postsecondary goal areas circled Y in question #1, if there is no age-appropriate transition assessment information provided on the students needs, taking into account strengths, preferences, and interests regarding this postsecondary goal, circle N in the corresponding column for #5
If a postsecondary goal area was addressed in item #1, but was not measurable and if there is age-appropriate transition assessment information provided on the students needs, taking into account strengths, preferences, and interests regarding this postsecondary goal, circle Y the corresponding column for item #5
If a postsecondary goal area was addressed in item #1, but was not measurable and if there is not age-appropriate transition assessment information provided on the students needs, taking into account strengths, preferences, and interests regarding this postsecondary goal, circle N the corresponding column for item #5

Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school?

Locate the courses of study (instructional program of study) or list of courses of study in the students IEP
Does the course of study (or courses) listed align with the students identified postsecondary goal(s)? If yes, circle Y. If no, circle N.
Are the courses of study a multi-year description of coursework from the students current to anticipated exit year that is designed to help achieve the students desired post-school goal(s)? If yes, circle Y. If no, circle N.

Does the IEP meet the requirements of Indicator 13?

If all Ys or NAs for each postsecondary goal included in the IEP are circled, then circle Yes
If one or more Ns are circled, then circle No

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 (2007) Indicator 13 Training Materials, Charlotte, NC, NSTTAC.