Strategic Plan 2011-2016
Focus: Transition
1. Strategic Plan Goal: - All students who are blind or visually impaired
will have transition plans documented on IEPs by age 16 for positive
post-secondary outcomes commensurate with the statewide
accountability system.
2. Data Collection and Organization: Increase to 100% students who
have transition goals place on the IEP by age 16.
Action Steps to accomplish goal
 Annual IEP review students age 16 and older: Assessments and
goals related to living, learning, working, and post-secondary
expectations, including linkages.
 Gather baseline data, based on IEP review, by December 2011.
o 61 IEP’s reviewed (2010-11 school year, student’s age 16 and
older).
o 49/61 = 80% compliant with requirements for Indicator 13.
(2009 - State Annual Report Data: 66% compliant).
o Compliance Monitoring (2011-12)
IEP team membership -3- 78.57% IEP team membership-participating agency for transition -2- 71.43% IEP team
membership--student -1- 85.71%
 IEP Breakout by AEA
o Keystone 1=3
o AEA 267=9
o Prairie Lakes 8=1
o Northwest=5
o Mississippi Bend 9=9
o Grantwood 10=8
o Heartland 11=13
o Des Moines Public Schools =3
o Green Hills 13=6
o Great Prairie 15=4
o 57 IEP’s to review by December 2012.
 Vision professionals’ will support Local Education Agency personnel
in writing quality transition IEP’s that meet federal standards and
contain sufficient information about the youths visual functioning to
facilitate post-secondary outcomes.
 By November 1, 2012, each Vision Professional will select one
transition IEP for review of transition components, including vision
information. Feedback will be provided to Vision Professional and
Regional Director by February 1, 2013.


By November 1 2013, one transition IEP will be randomly selected
from each Vision Professional’s caseload for review of transition
components, including vision information. Feedback will be
provided Vision Professional and Regional Director by February 1,
2014.
Gather follow-up data each December through 2016 to determine
progress toward goal.
3. What is Indicator 13?
The Individuals with Disabilities Education Act (IDEA) was reauthorized on
December 3, 2004 and its provisions became effective on July 1, 2005. In
conjunction with the reauthorization, the U. S. Department of Education
through the Office of Special Education Programs required states to
develop six-year State Performance Plans in December, 2005 around 20
indicators, on which data will be submitted annually (beginning February
2007) in Annual Performance Reports.

Current Measurement Language for 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: In Iowa transition assessments begin at age 14.
4. Assessment: Two forms of assessment must be used for each area
Living, Working and Learning, on the transition IEP. Best practice:
student interview and observation are considered one form of
assessment. Dates of assessments are to be noted. Results of each
form of assessment are indicated including where it will be included on
the IEP. http://www.transitionassessment.northcentralrrc.org/
ECC Screening tools Assessments
5. Visual Functioning: Include in PLAAFP.
 Other information essential for the development of this IEP:
assessment information, date and source AND


Describe the effect of this individual’s disability on involvement and
progress in the general education curriculum and the functional
implications of the student’s skills.
Vision-Specific Information Data
o Does the IEP include:-the student’s visual diagnosis?
Yes=25, 41%
No=36, 59%
o Does the IEP include: statement(s) about the student’s visual
functioning that include a reference to the vision assessment
source (FVA, Low Vision Clinic Report, Eye Exam)
Yes=15, 25%
No=46, 75%
o Does the IEP include:-statement(s) about impact of student’s
visual functioning on living, learning, and working (This may
include vision needs, vision equipment needs, print/Braille
needs, vision-based transportation needs, vision-based
accommodations, etc.)
Yes=41, 67%
No=20, 33%
6. IEP Goals: Must relate directly to transition assessments, postsecondary outcomes and be observable.
7. Linkages: Referral to Statewide System
 Referral form and process
 IEP dates notifications
 Transition Vocational Rehabilitation Counselors
Iowa Department for the Blind
o Eastside – Julie Aufdencamp
julie.aufdenkamp@blind.state.ia.us
o Westside – Keri Osterhaus
Keri.Osterhaus@blind.state.ia.us
8. Examples and Resources
 Websites: Iowa Education Services for Blind and Visually
Impaired, Iowa Department of Education, Area Education
Agencies
 AEA transition personnel
 Discipline meeting trainings
 AEA trainings