Secondary Transition

Transition refers to activities meant to prepare students with disabilities for adult life. This can include developing postsecondary education and career goals, getting work experience while still in school, setting up linkages with adult service providers such as the vocational rehabilitation agency--whatever is appropriate for the student, given his or her interests, preferences, skills, and needs. Statements about the student’s transition needs must be included in the IEP after the student reaches a certain age:

• Transition planning, for students beginning at age 14 (and sometimes younger)--involves helping the student plan his or her courses of study (such as advanced placement or vocational education) so that the classes the student takes will lead to his or her post-school goals.

• Transition services, for students beginning at age 16 (and sometimes younger)--involves providing the student with a coordinated set of services to help the student move from school to adult life. Services focus upon the student’s needs or interest in such areas as: higher education or training, employment, adult services, independent living, or taking part in the community.

US Dept of Education: IDEA

The Hawaiʻi Department of Education (HIDOE) Monitoring and Compliance Assistance Office (MAC) provides this Indicator 13 Checklist to guide Complex Area and school staff in developing and reviewing secondary transition IEPs. The checklist outlines the eight required components and supporting documentation to ensure alignment with Indicator 13 requirements for measurable postsecondary goals and transition services that prepare students for life after high school across the areas of Education, Training, Employment, and, when appropriate, Independent Living.

Using the Checklist

Staff should use the checklist to review each applicable component of the student's transition IEP and verify that the required information is present and adequately documented. Each question must be marked “Yes” or “Not Applicable (N/A),” as appropriate, to indicate whether the component has been addressed in accordance with Indicator 13 requirements.

The checklist is intended to support accurate documentation, consistent implementation, and ongoing review of secondary transition IEPs. It serves as a resource for strengthening compliance and ensuring that transition planning is individualized and focused on preparing students for life after high school.