2. Indicator 13 Highlights

3. “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

4. Transition is addressed in the year in which the student turns 14 years of age BUT it can begin before that. Target is 100% compliance! 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. Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes: Pennsylvania’s Indicator 13 Process

5. 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

6. 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/ActivityLocationFrequencyProjected Beginning Date Anticipated Duration Person(s)/ Agency Responsible Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes: Pennsylvania’s Indicator 13 Process

7. 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

8. 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/ActivityLocationFrequencyProjected Beginning Date Anticipated Duration Person(s)/ Agency Responsible Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes: Pennsylvania’s Indicator 13 Process

9. 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

10. 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/ActivityLocationFrequencyProjected Beginning Date Anticipated Duration Person(s)/ Agency Responsible NOTE: If a goal area is NOT selected, leave the rest of the grid BLANK! Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes: Pennsylvania’s Indicator 13 Process

11. 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