1. B13 Secondary Transition Updates
New Checklist for 2015 Data Collection
Postsecondary Goals

2. 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))
Background Information:
While the field of secondary transition has generally agreed on what should be in the transition component of an IEP, beginning with IDEA 2004, state were held accountable for ensuring secondary transition information was included in all IEPS of students ages 16 and older. In fact, states must show that 100% of all students” IEPs ages 16 and older are compliant. As such, they provide an Annual Performance Report to the Office of Special Education Programs, U.S. Department of Education each year on what is called Indicator 13. This is what Indicator 13 says…
Facilitator’s Notes:
Read the law and emphasize the specific parts in blue.

3. Indicator 13 Checklist
Is there an appropriate measurable postsecondary goal or goals in this area?
Is (are) the postsecondary goal(s) updated annually?
Is there evidence that the measurable postsecondary goal(s) were based on an age appropriate transition assessment?
Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)?
Time Allotment:
1.5 minutes
Materials:
Indicator 13 Checklist A and/or B – choose the checklist used by your state/district and adjust PPT accordingly
Facilitator’s Notes:
“From the law, NSTTAC created the indicator 13 checklist to reflect the law, post-secondary goals, and transition services. The indicator 13 checklist addresses 8 questions.”
Read through each of the Indicator 13 checklist questions. 3 3

4. Indicator 13 Checklist (cont.)
Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)?
Is (are) there annual IEP goal(s) related to the student’s transition services needs?
Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed?
If appropriate, is there evidence that 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?
Time Allotment:
1.5 minutes
Materials:
Indicator 13 Checklist A and/or B – choose the checklist used by your state/district and adjust PPT accordingly
Facilitator’s Notes:
Read through each of the Indicator 13 checklist questions. 4 4

5. In the spring, we were told the B13 checklist for Michigan would change; there was a model shared with us that we brought back and discussed a bit with districts but were later informed not to use this in the format that was shared.

6. Changes in B13 = Changes to Transition IEP Practice
New leadership at the MI Transition Projects – Dr. June Gothberg, background NSTTAC at Western MI University
MI has had the same checklist for 4 years-updates needed (required only 1 measurable postsecondary goal)
Compliance with IDEA requirement for measurable postsecondary goal for each
education
training
employment
independent living as appropriate
We know that there will be a new checklist; most of the information collected will be the same, but the change for us will be in having measurable post secondary goals for EACH of the above areas. Today we are going to look at the one change that is known. The complete checklist will be coming sometime this year and if there needs to be changes to already completed IEP’s, we will get direction to be prepared for the spring monitoring.

7. Changes in B13 = Changes to Transition IEP Practice
2015 B13 Secondary Transition checklist will require measurable postsecondary goal for each area – education, training, employment, and independent living as appropriate
2015 MI B13 Checklist is not approved yet but it will align with NSTTAC version B
CIMS- NO longer able correct non-compliant & enter only compliant data (MI practice for 4 years)
NSTTAC = National Secondary Transition Technical Assistance Center
CIMS – Continuous Improvement Monitoring System

8. B13 Secondary Transition Checklist & Compliance Grid 2010-2014
Discontinue use of any previous checklists including the 2014 checklist
Compliance=
Identification of 1 measurable postsecondary goal

9. Version 1: Pilot Concept February 2014

10. www.nsttac.org Indicator 13 Tab
Reference this Checklist
The MI Transition Projects team is working through the approval process with NSTTAC & MDE
Compliance with IDEA Postsecondary Goal (vision) for each education, training, employment, and independent living
The Postsecondary Goal is a vision statement for the post school life, it is different than the annual goal which is specific to that annual IEP
Review the Checklist
Requirement to have a Postsecondary Goal for education, training, employment, and independent living is the main difference than the previous checklist
Postsecondary Goal (vision) must be written as a goal statement. There will a Postsecondary Goal (Vision) Guide available via the Oakland Schools website - Special Education/ Technical Assistance
The other checklist items are the same items that have been on previous checklist

11. Biggest Change in Transition Practice Postsecondary Goals
Postsecondary Goals are:
The ‘Vision’
Post-school
Outcome based
Based on transition assessment & transition planning
School team & student/ family work together to identify, clarify, refine
Reinforce the Postsecondary Goal is the vision statement for the student’s post school life in each of the 4 areas education, training, employment, and independent living
Important to have solid transition planning including age-appropriate transition assessment
Transition Assessment Resources are in binder; assessment needs to be comprehensive and ongoing; use multiple sources when possible.
Examples – Inventory, STAT R/ESTR J/III, ACT/PLAN/Explore, attendance records progress reports

12. Postsecondary Goals are the Vision Not a Guaranteed Outcome
District obligation is to support the development & steps toward the Postsecondary Goals (Vision) for
Education
Training
Employment
Independent Living (as appropriate)
Through…
Transition Assessment(s)
Transition Services
Course(s) of Study
Annual Goals
Postsecondary goals (PSG) – identify and clarify
Transition Assessment(s) to inform Postsecondary Goals, PLAAFP, Needs
Transition Services- aligned with PSG, PLAAFP, & Needs
Course(s) of study – aligned with PSG

13. Postsecondary Goals Measurable = Countable
Identifies an outcome, not a process
One goal for each adult outcome area
Adult Outcome Areas
Education or Training (required)
Employment (required)
Independent Living (when appropriate)
Facilitator’s Notes:
“Identifying post-secondary goals is essential in developing a transition component that reflects students’ needs, strengths, and desires.”
“Think of it as backward planning, you starting with the proposed outcomes (post school goals) and are then developing annual IEP goals and transition services that will support students in meeting those outcomes.”
“A measurable postsecondary goals is a goal that can be counted.”
“It is a goal that provides an outcome for the student, not just a process.”
“There should be at least one goal for education/training, employment for all students.”
“Some students based on assessment information may require a goal for independent living.”

14. Biggest Change Impacting our Practice: Measurable Postsecondary Goals (Vision) for Education, Training, Employment, and Independent Living
The Formula for Writing a Postsecondary Goal After High School After Graduation Upon completion of high school or post high, student name will behavior/activity where/how_

15. John
John is 16 with SLD in reading fluency, comprehension, written expression, and oral language processing.
Course(s) of Study leading to a diploma

16. Education and Training
Non Example
Example
John aspires to attend the community college near his home.   
John will need to meet with Disability Services at the college for support.
Upon completion of high school, John will attend courses at Community College working toward a degree in computer science that will transfer to a four year college to obtain a bachelor’s degree.
After high school, John will meet with the Disability Services at the college and request accommodations and academic support.

17. Employment Non Example Example
John wants to manage the computer labs at the college he attends.
John hopes to work in the field of information technology when he graduates.
After high school, John will work on-campus part-time in the computer labs at the college he attends.
After graduation from college, John will work as a network manager for a local medical company.

18. Time to Practice Read Case Study
Write one or more goals for student on your case study, using formula

19. Measurable Postsecondary Goals

20. Transition Services
Should focus on academic and functional achievement to facilitate movement from school to post-school life
For each postsecondary goal, transition services can include:
Instruction
Related Services
Community Experience
Development of Employment and Post-School Objectives
Acquisition of Daily Living Skills
(if appropriate)
Functional Vocational Evaluation (if appropriate)
Facilitator’s Notes:
“The transition services are a coordinated set of activities that promotes movement from school to the post school activities.”
“Appropriate transition services help drive the students course of study and address the post-school goals.”
“It must be pointed out that, although the regulations state that "the coordinated set of activities must...include instruction, community experiences, and the development of employment and other adult living objectives" there may be occasions when certain of these services are not provided to a student.”
"If the IEP team determines that services are not needed in one or more of the areas specified in the IDEA regulations, the IEP must include a statement to that effect and the basis upon which the determination was made.”
“Students differ from each other in terms of the nature and severity of their disability, personality, abilities, cultural values, and interests. Therefore, the type and amount of transition services needed may also differ from student to student.”

21. Transition Service Questions
What experiences must the student participate in this academic year that are necessary for achieving the identified post-secondary goals?
What services and specific instruction are essential this year for the student to develop skills and knowledge to attain their post-secondary goals?
Do we know enough about this student’s vocational skills to identify an appropriate post- secondary employment goal or design activities to support the identified goal?
Facilitator’s Notes:
“When determining transition service, you should ask yourself these questions.”
Read questions to audience.

22. Technical Assistance MDE – MI TOPS
Training for ISD Transition Coordinators
Guidance & Training Tools
Webinar(s)
– Indicator 13 Checklist
Local information will be updated on LESA website as well as through trainings, transition council meetings
January 2015???
When we get more official information, we will provide it to all districts.
IN THE MEANTIME – YOU NEED TO TAKE THIS BACK TO TEACHERS IN YOUR BUILDINGS AND DISSEMINATE WITH THE INFORMATION IN YOUR BINDER – MEASURABLE POST SECONDARY GOALS IN ALL AREAS!
Directors will be meeting with me next week to go over the same information and decide if any changes should be made to already written IEP’s.
Further training – can be scheduled with departments, informal meetings, professional development, etc.

23. Contact
Kristen Capra (517)