Indicator 13 Highlights
“a coordinated set of activities for a child with a disability
that is designed within a result-oriented process, that
is focused on improving the academic and functional
achievement of the child with a disability to facilitate
the child’s movement from school to post-school
activities, including post-secondary education,
vocational education, integrated employment (including
supported employment), continuing and adult education,
adult services, independent living, or community participation.”
(IDEA 2004)
Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes:
Pennsylvania’s Indicator 13 Process
Transition is addressed in the year in which the student
turns 14 years of age BUT it can begin before that.
The percent of students, age 14 and above, with IEP’s
that meet transition requirements should have:
• coordinated, measurable, annual IEP goals, and
• transition services that will lead to post-secondary goals
This data is collected through BSE cyclical monitoring.
Target is 100% compliance!
Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes:
Pennsylvania’s Indicator 13 Process
Should be based on:
• Information gathered on interests & preferences
• Addresses:
• Post-Secondary Education/Training
• Employment
•Independent Living
• Identifies where the student will be AFTER high school
• NOT intended to describe events that happen IN high school
• NOT the same as the IEP measurable, annual goal
• Needs to be updated annually
Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes:
Pennsylvania’s Indicator 13 Process
Postsecondary Education and Training Goal:
Phillip has a goal of enrolling in post-secondary training in the area
of automobile repair or a related field.
Measurable
Annual Goal
Yes/No
(Document
in Section V)
Courses of Study: (list specific coursework related to this goal)
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes:
Pennsylvania’s Indicator 13 Process
Person(s)/
Agency
Responsible
IF a student is attending a career and technical school, the statement must
directly relate to what they’re studying!
• Caroline has a goal of enrolling in post-secondary training in the area of
cosmetology or related field.
• John has a goal of beginning a carpenter’s apprentice program.
• Maria’s goal is to attend a nurse aid training program.
• Emma has a goal of joining a branch of the United States military.
• Or, the IEP team has documented that a goal and related
services/activities for this area is not needed at this time.
Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes:
Pennsylvania’s Indicator 13 Process
Postsecondary Education and Training Goal:
Phillip has a goal of competitive employment in the area of auto
body repair or related field.
Measurable
Annual Goal
Yes/No
(Document
in Section V)
Courses of Study: (list specific coursework related to this goal)
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes:
Pennsylvania’s Indicator 13 Process
Person(s)/
Agency
Responsible
• Phillip has a goal of working in an auto repair shop after high school.
• John has a goal of working for a local home builder.
• Maria’s goal is to work at an assisted living facility in her neighborhood.
• Emma has a goal of working with border security in the military.
• Or, the IEP team has documented that, given her intense medical and
cognitive challenges, a goal and related services/activities for
employment are not appropriate for Megan at this time.
Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes:
Pennsylvania’s Indicator 13 Process
Postsecondary Education and Training Goal:
The IEP team, including Phillip and his parents, has determined that
a goal is not needed for Phillip in this area at this time.
Measurable
Annual Goal
Yes/No
(Document
in Section V)
Courses of Study: (list specific coursework related to this goal)
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes:
Pennsylvania’s Indicator 13 Process
Person(s)/
Agency
Responsible
• Caroline’s goal is to live independently at some point after graduation.
• John’s goal is to live with his family. He will need supports to access
community resources
• Maria’s goal is to live in an apartment in the community and access
community resources and programs with supports.
• Emma has a goal of living with friends in a supervised community setting.
• Or, the IEP team has documented that, given his high level of
independence, an independent living goal and related services/activities
are not needed for Phillip at this time.
Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes:
Pennsylvania’s Indicator 13 Process