Indicator 13

Indicator 13 (Postsecondary Goals)

Indicator 13 measures the percentage of students aged 16 and older with IEPs that include SMART postsecondary goals. These goals, based on age-appropriate transition assessments, must be updated annually. Each IEP must include a set of coordinated transition services and activities, a course of study within the academic career plan, and annual goals that support the student’s postsecondary aspirations. Additionally, there must be documented evidence that the student was invited to the IEP meeting focused on transition planning and, if appropriate, that relevant agency representatives were invited with parental or adult student consent.

Hampton City Schools is committed to 100% compliance with Indicator 13, recognizing that transition planning aligns with the academy model and is required under IDEA. Transition planning provides students with a clear roadmap to becoming college, career, and life-ready and equips them with the skills to adapt, make informed decisions, and navigate changes as their plans evolve throughout life.

Simply put, it just makes sense—effective transition planning gives students the support and resources they need to successfully pursue their next steps after high school, whether in further education, vocational training, or the workforce.

FYI Compliance Checklist:

1. Is there evidence that the student was invited to the IEP Team meeting and transition is being discussed?

• Named student invited (automatically generated by VA IEP)

• Postsecondary Transition checked as a purpose in the invite page

• Dated  2 days before the meeting

2. If appropriate, is there evidence that a representative of any participating agency was invited to the IEP team meeting with prior consent of the parent or student who has reached the age of majority?

• With parent consent, a representative of a participating agency that is likely to be responsible for providing or paying for transition services must be invited to the IEP Team meeting when those services are being discussed. This means if Pre-ETS or any DARS services is a part of the transition, then a parent should be asked to give consent to invite them and ensure they are a part of the team to ensure services.

• How are participating agency personnel invited to participate in the IEP Team meeting? 

There are two ways an agency representative can be invited to an IEP Team meeting: 

• • 1. Invitation by the parent or student who has reached the age of majority OR 

    2. Invitation from the school, with prior consent from the parent or student who has reached the age of majority. 

• If the parent or student who has reached the age of majority invites a participating agency representative to the IEP Team meeting, there should be documentation of the representative’s name and that the agency was invited by the parent or student who has reached the age of majority.

• If the LEA invites the agency representative, there must be documentation that consent was obtained from the parent or student who has reached the age of majority before the agency representative was invited, which means before the IEP Team meeting. 

For example . . .  

During a discussion with the student regarding transition services, it is determined that a transition activity or postsecondary service recommended in that discussion could be provided by an outside agency. 

• The LEA designee contacts the parent or student who has reached the age of majority to obtain consent to invite a representative to the meeting to discuss the proposed service. That agency invite is created in VA IEP and shared with the parent for consent.

• Upon receiving consent (signed request to invite agency), the LEA designee contacts the agency representative to invite the representative to the meeting. The consent is uploaded to VA IEP as an external attachment and attached to the IEP upon finalizing.

  • The meeting notice is sent to the IEP Team participants, including the agency representative, with documentation that parental consent has been obtained. 

  • IN VA IEP- Always check Yes if you gain consent and invite an agency and N/A if you do not gain consent. Your response to the VA IEP question will NEVER be "No."

3. Are there appropriate measurable postsecondary goals in the area of employment, education, training, and where appropriate, independent living? Are they updated annually? Is there evidence that teh measurable postsecondary goals were based on age-appropriate transition assessments? 

The postsecondary goals are updated at the annual IEP meeting with a statement to that effect or with some other documented evidence in the new IEP. Proof that the postsecondary goals were updated may be reflected in a change to the goals’ specificity (what kind of nurse, which two-year college, etc.) or in a change to the entire goal based on updated transition assessments. If no change is needed to update a postsecondary goal, the IEP team can agree to keep it the same and note as such in the PLAAFP sharing, "the student's ____ postsecondary goal was reviewed and warrants no change as a result of new assessments. However, new activities will be provided." 

Employment

• Last year’s reviewed/ new activities

• Active voice

• Will happen after high school

• Supporting evidence offered through age-appropriate transition assessments (Original in VA IEP and summarized in the IEP)

• Specific occupation or cluster

Education

• Last year’s reviewed/ new activities

• Will happen after high school 

• Aligned with Employment or Independent Living

• Supporting evidence offered through age-appropriate transition assessments (Original in VA IEP and summarized in the IEP)

Training

• Last year’s reviewed/ new activities

• Will happen after high school

• Aligned with Employment or Independent Living

• Supporting evidence offered through age-appropriate transition assessments (Original in VA IEP and summarized in the IEP)

Independent Living 

• Last year’s reviewed/ new activities

• Will happen after high school

• Supporting evidence offered through age-appropriate transition assessments (Original in VA IEP and summarized in the IEP)

4. Do transition services include a course of study that will reasonably enable the student to meet his or her postsecondary goal(s)? Is the Academic Career Plan attached?

• Consist of all courses suggested through graduation

• May consist of recommended activities 

5. Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goals?

   • Do the transition services listed in the student's IEP that the student needs to reach the postsecondary goals include, as needed, instruction, related services, community experience, development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills and provisions of a functional vocational evaluation? 

6. here verbiage in the PLAAFP regarding postsecondary Transition?

•  Student’s Strengths, Preferences, Interests, and Needs Identified 

• Overall Analysis of assessment supporting postsecondary goals.

• Status of DARS referral or agency invite

7. Are the Postsecondary Goals supported through measurable annual IEP?

• Checked in VA IEP that is connected to a PSG

• Specific Goal checked- Must have every goal attached

Following the above guidelines, all IEPs should follow clear checks and balances for compliance.

First Review: By case manager: New case managers should consider peer review

Second Review: By program advisor

Third Review: By Parent/Student 

As a part of I-13 compliance check, the district will review a random sampling of 20% of IEPS from each school based on disability for all students who will reach the age of 16 by the end of the given school year, June 30th. These IEPs in this random selection will be offered to the state for compliance review. 

This may all sound like a lot! But in my research, I have realized Virginia is relaxed for transition. For instance, take a look at this rubric for indicator 13. Be thankful we are not here yet!

Note on the Independent Living Option: If no Independent Living Assessment is completed, it is assumed you have already identified Independent living gaps. Please ensure that an assessment supports all goals!