1. Post-Secondary Transition
Post-Secondary Transition is also referred to as “Indicator 13” and is HIGHLY monitored by the state and federal offices of special education!
Post-Secondary means…AFTER high school.

2. Kentucky Transition Indicator 13 “Sub-Indicators”
Dec-17
Kentucky Transition Indicator 13 “Sub-Indicators”
49a Postsecondary Goals
49b Transition Services
49c Agency Involvement
49d Consent for Agency Invitation
49e Multi-year Course of Study
49f Related Annual Goal(s)
49g Transition Assessment
49h Student Involvement
49i Annual Update
These nine sub-indicators make up the components of the overall transition process. The numbers correspond with the KDE Compliance Record Review Document. See your resources folder for a copy of the current year’s record review document.

3. Transition
At the age of 14, or during the child’s 8th grade year, the child should be invited to the meeting
During the student’s 8th grade year, or age 14, the IEP must include transition service needs based upon the child’s preference and interest
Also, at this time a Multi-year course of study must be developed. This a description of coursework from the student’s current school year to the anticipated exit year designed to meet the student’s desired post-school goal
A few of the sub-indicators begin at age 14 and the remaining begin at age 16.
READ the bullets on the slide.
Once transition data is gathered and reviewed, the ARC begins the discussion of post-secondary transition needs (Transition present level statement)for each student with a disability. The ARC must address transition needs beginning at age 14 or younger, if determined appropriate by the ARC. Transition planning addresses issues related to drop-out prevention, students needs with regard to transitioning from grade to grade, and helping the student plan his/her course of study so that the classes the student takes will lead to his/her post school goals.
Transition data may include age-appropriate formal, informal and parent assessments (incl. EPAS), the ILP - Individual Learning Plan (i.e., career interests, learning styles, aptitude assessments, and career goals) and a multi-year course of study completed through the year of graduation or exiting high school.
The ARC documents the transition service needs in the Present Level of Performance within the Transition Needs section of the IEP. This section is never left blank in an IEP for a student by the time the student turns 14 or is in the 8th grade (whichever comes first). This area of the IEP can be addressed prior to age 14 or grade 8 ( complete for 13 yr. - old students turning 14 before the next annual review).

4. Student is Invited…
The child is invited to the ARC meeting where transition services will be discussed.
For Post-Secondary Transition Purposes, for students in the 8th grade or age 14 and older, they are to be invited if purpose of the meeting is to discuss “Post-Secondary Transition Needs”
Notice of ARC Meeting MUST include the student (check the student box on the notice). A student does not have to attend the ARC; however, he/she is encouraged to attend. The ARC documentation must show how the student participated in Transition Planning whether or not the student attended the meeting. Be sure the student signs the conference summary if in attendance.

5. Post-Secondary Transition Services
For transition services likely to be provided or paid for by another agency, the other agency is invited to send a representative, if appropriate.
If an agency was invited to send a representative signed Consent for Outside Agency Invitation is included.
By age 16 and older, the ARC needs to address whether or not to invite outside agencies to assist with Transition Planning. If outside agencies are needed documentation includes a signed, dated parent(s) (or emancipated youth) Consent for Outside Agency Invitation. This consent form must be obtained prior to the Notice of Admissions and Release Committee Meeting. If a representative of an outside agency is likely to be responsible for providing or paying for transition services they should be invited to the ARC meeting.
If no outside agency is needed the ARC must document this decision. This is done in the conference summary and on the invitation for the meeting.
If another agency is likely to provide or pay for the services that are needed to assist the student in reaching postsecondary goals, that agency is listed as one of the agencies responsible and the ARC documents the need to invite the outside agency.
The ARC must request and receive signed consent from the parent or emancipated youth to invite the outside agency PRIOR to attending an ARC meeting when Transition services be addressed.

6. Post-Secondary Transition Goals
Includes postsecondary goals to cover two (2) areas, education/training and employment, and a third goal as needed for independent living
Are updated annually
Example:
John’s goal after graduation is to enroll in courses at the Community and Technical College to prepare to work in the field of medical technology as a lab technician.
By the student’s 16th birthday the IEP must include a measurable post secondary goal related to both education and/or training and employment and independent living where appropriate. This is the students goal after high school. This takes some prior planning because it must be on the IEP the day the student turns 16. I highly recommend that the conference summary notes include what assessments were used to develop the post secondary goals.
Postsecondary goals must be measurable and intended to occur after the student graduates from high school.

7. Resources Transition online module
Kentucky Department of Education Web Site
National Secondary Transition Technical Assistance Center –
Kentucky Post Secondary Outcomes –
Commission for Children with Special Health Care Needs-
IEP Q&A September 2011
For additional information and more detailed training you may use the following resources:
Transition Indicator 13 Online Module – lasts approximately 55 minutes and may be used with new teachers and for corrective action plans. Contact your educational cooperative for access.
On KDE’s website follow the path Exceptional Children, Special Education and Monitoring Documents. On the left side of the page you will find a variety of resources under the headings transition for students, transition for parents, post-secondary transition planning for students with severe disabilities, etc. On the right side of the page you will find the documents used to monitor transition compliance.
Questions and Answers on Individualized Education Programs (IEPs), Evaluations and Re-evalutations Revised September 2011 answers a question on postsecondary transition on page 25.