Transition 101
Material used in this presentation was taken from the book
Writing Measurable IEP Goals and Objectives by Barbra Bateman
and Cynthia M. Herr, 2006
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A presentation by Mary Beth DeFauw, Coordinator Transition Services
NSSED and Dawn Roalson Cross Categorical Coordinator LEASE
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SPP Indicator 13 Data Verification Rubric: Understanding Secondary
Transition Requirements
By Sue Walter Statewide Transition Consultant
Agenda
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Indic. 13 Requirements
Transition Plans
Transition Goals
IEP Goals
Pride Program Summary and Handouts
Questions and Answers
Indicator 13
101
“All you have to do is follow the rules. If
you follow the rules, you won't get a ticket.
That's all you have to do and you won't
have problems with us. I don't want to be
your enemy.”
-- Eladio Castillo
Indicator 13 According to the State
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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)]
Note: This definition includes changes recently made by OSEP.
What is Indicator 13 to Educators?
• Indicator 13 is a report sent to the Illinois State
Board three times per year. Information provided
on this report is taken from certain sections of a
child’s IEP.
– Transition Plan
– Transition Goal
– IEP Goal
– Consent for Invite/Student Invited and/or
attended
Breakdown of Indic. 13
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Measurable annual goals.
Student Invitation
– Documentation of invitation to the
IEP meeting for the student…signed
by the school district and dated prior
to the date of the meeting.
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– Required and elective courses.
– Must be linked to post secondary
goals.
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Evidence of Outside Agency Invite if
appropriate
Appropriate for students age.
Level 1 & 2– Level 1: 9th or < interest inventory,
personal preference, and survey
– Level 2: 10th > add measures of
aptitudes
Must be updated annually
Optimal program of Study
Secondary/Post Secondary
Linkages– Examples-colleges, Post secondary
disability academic services, case
coordination, DRS, Egyptian Health,
EDC, etc.
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Annual goals that will help student
reach post secondary goals.
Should reflect high, but realistic
expectations.
Why Does Indicator 13 Matter?
• If Indicator 13 is not met:
– The district will be required to have a
corrective action plan.
– Restrictions on the use of IDEA funds may
be implemented.
– Re-direction of IDEA funds.
Indic. 13 Data Entry
Indicator 13 Checklist
Transition Plan Writing 101
“Planning is bringing the future into the
present so that you can do something about
it now”
--- Alan Lakein
Age-Appropriate Transition
Assessments
• These assessments are used to gather information in order
to write the transition plan.
• Useful information would include
– Student career interests and/or preferences
– Student activities and/or experiences
– Functional/Academic Assessment levels
• Examples: Daily living skills assessments, IQ tests,
Interviews, Observation, AIMS Web, ThinkLink, AutoSkills,
Aptitude Tests, PLAN, EXPLORE, ISAT, Compass, Asset, etc.
WOVSED’s Transition Assessment
Tool
Course of Study Guidelines
• A listing of courses made up of core
requirements along with electives that will
help promote skills necessary to achieve
student’s individual post secondary goals.
• Goals should align with college and/or trade
preparation.
Course of Study
Defining Transition Goals
• At 14 1/2, goals should be broad in nature and more
redefined as the student moves towards graduation/exit.
– Level 1 & 2
• Level 1: 9th or < interest and preference based
• Level 2: 10th or > add measures of aptitudes
• A measurable post-secondary goal must be written for:
– employment
– training/education
– Independent living as needed.
When should transition goals be
written and who should write them?
• According to new Federal regulations, transition
planning starts at age 16. In Illinois, transition
planning begins at age 14 ½. Transition plans can
always be added earlier based on students’ needs.
• Transition planning is part of the IEP process.
• Goals originate with the students, but should include
a culmination of input from the students,
parents/guardians, IEP team, and adult services
agencies.
What is the difference between IEP
goals and transition goals?
• IEP goals are meant to be met during the school
year.
• IEP goals are deficit driven.
• IEP goals are measured by performance
• Transition goals are related to life after high
school.
• Transition goals are measured by whether the
goal occurs or does not occur.
Determination of transition goals and
The data that drives them
• Transition goals are derived from assessing a
student’s strengths, preferences, interests, and
limitations. These goals must be realistic.
• Three areas that must be covered are
education/training, employment, & independent
living.
• Assessments are ongoing & must be done in each of
those three areas.
Transition Goals
Measurable
• IDEA does not define measurable for us
• If a goal cannot be measured, it violates IDEA
and may result in denial of FAPE to the child
• To measure is to perform a particular
operation, to do something
• Measure weight – stand on a scale
• Tire pressure – put gauge on valve stem
• Temperature – look at a thermometer
Consent for Agency Invite
• IDEA 2004 requires school districts “to the
extent appropriate, with the consent of the
parents or a child who has reached the age of
majority...the public agency must invite a
representative of any participating agency
that is likely to be responsible for providing or
paying for transition services.” [34CFR
§300.321(b)(3)]
WOVSED Consent for Agency Invite
Observable vs. Non-Observable
A problematic element of measurable goals is whether the
goal is observable, visible, or accountable. behavior
Measurable
Non-Measurable
Education
Education
John will enroll, attend, and complete a degree
in Computer Science at a local college.
John would like to complete a degree /training at a
local college.
Employment
Employment
John will work full time in the field of computer
science after completing post secondary
education.
John plans to work in a field of choice.
Living
Living
Following graduation, John will maintain
personal finances by paying monthly expenses
independently.
Upon graduation will continue to learn about life and
academic skills.
What if the student changes their
transition goals?
• It is not unrealistic or uncommon for a student to
change their goals. Barriers arise or outside
influences cause a shift in goals.
• IEP teams are responsible for considering the
students new area of interest and providing guidance
and programming to reach that post school goal.
• Prepare the student the best possible with the time
they have left. Make connections with agencies so
the goal can be met.
Goals and Objectives
- Grand Rule of goals/obj.—there is more than
one right way to write any measurable
goal/obj.
- The vital element in a goal/obj is objective
measurability
- Each person will write goal/obj in a little
different way, as long as they are measurable
they are fine
Combination IEP/Transition Goal
 In 36 weeks Linda will increase words read correctly
to 100 words/minute as measured by the maze
reading test. Increasing reading skills may help
promote Linda’s post secondary goals of attending
college and working in the field of education.
 Transition goal must be linked to post secondary goal
in employment, education, or independent living.
 All goals should be tagged as transition for students
13 ½ or older. One goal must be specifically related
to employment.
Goal setting conclusion
- Goal setting is based on experience, common
sense, team input and professional judgment
that takes into account the abilities of the
student and the importance of the goal to the
student at the time.
Transition Supports While in School
Additional/Post Secondary Services
Glassford Center/Pride House
The Glassford Center is a transition service provided to our high
school students by WOVSED. The program is located off Route 1
outside of Carmi, IL.
Picture Tour of Pride House
Daily Activities at Pride
• Shopping with Budget
• Menu Planning
• Cooking/Cleaning
Teams
• Homework Sessions
• Life Skills Training
• Laundry
• Physical Exercise
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Recreation
Arts/Crafts
Manners
Hygiene
Field Trips
– EDC
– Colleges
– Job Corp.
Assessments
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Living Skills
Vocational
Emotional/
Behavior
* Evaluates
cooking,
cleaning, ability
to follow
directions and
rules.
* Magellan survey
which includes;
Temperments, data
skills, people skills,
physical skills, time
commitment,
academic skills, and
interests.
•Checklist consists of
seven areas;
impulisivityfrustration, anxiety,
depression-withdraw,
socialization, self
concept, aggression,
and reality
disorientation.
Questions & Closing
• Handouts
• CPDUs
• Thanks for coming!