Your Complete Guide to Indicator 13 Compliance and Checklist

One of the more frustrating aspects of “IEP life” is the perceived lack of accountability as far as parents being able to hold schools accountable. Now, I expect some pushback here from school staff, who undoubtedly feel like their held accountable.

But the fact is–unless a parent files for Due Process, or uses their parental rights or another complaint mechanism, it is assumed that things are ok. Yes, there are compliance measures that have to be sent in and all that. Still, what is monitored is largely administrative, and not based on efficacy.

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So, we can still do what we can do with what we have. And one thing that we have is Indicator 13. Indicator 13 doesn’t guarantee that any child will have an amazing transition plan, but it will at least make sure that schools cover the basics.

Because a lot of schools are not even doing that! I have been to meetings where no agency reps were invited, or the student.

What is Indicator 13 in Special Education?

Indicator 13 is all about making sure that students with IEPs (Individualized Education Programs) are ready for life after high school. It’s one of those things that gets tossed around in IEP meetings, but not everyone knows what it really means.

Essentially, Indicator 13 measures whether a student’s IEP includes the right stuff to help them transition from school to adult life—think of things like further education, employment, and independent living.

The goal here is to ensure that by the time your child is ready to walk across that graduation stage, their IEP has helped them develop the skills they need for whatever comes next, whether that’s college, a job, or living on their own. The IEP should include measurable postsecondary goals, and there should be transition services in place to help reach those goals.

This is crucial because, let’s face it, high school doesn’t last forever, and we want our kids to be as prepared as possible for the big, wide world out there.

So, in a nutshell, Indicator 13 is about making sure that your child’s IEP isn’t just about getting through school, but about preparing them for life after school. It’s one of those things you definitely want to keep an eye on during those IEP meetings.

Indicator 13 and IDEA

Indicator 13 is part of IDEA (Individuals with Disabilities Education Act). It’s one of the 20 indicators that states must report on to ensure they’re complying with IDEA and effectively serving students with disabilities.

Specifically, Indicator 13 focuses on the transition planning aspect of the IEP for students aged 16 and older.

Under IDEA, each state is required to ensure that IEPs for these students include measurable postsecondary goals and the transition services needed to help them achieve those goals. This is a way to hold schools accountable for preparing students with disabilities for life after high school, whether that’s further education, employment, or independent living.

So, if you’re in a meeting and someone mentions Indicator 13, they’re talking about these crucial transition plans that are required under IDEA.

20 Indicators

The 20 indicators under the IDEA (Individuals with Disabilities Education Act) are part of the State Performance Plan (SPP) and Annual Performance Report (APR) that each state must develop and submit to the U.S. Department of Education.

These indicators are designed to monitor and ensure that states are meeting the requirements of IDEA and improving outcomes for children with disabilities.

Here’s a breakdown of the 20 indicators:

Indicators Related to IEP Compliance:

1. Indicator 1: Graduation Rate
   • The percentage of youth with IEPs graduating from high school with a regular diploma.
2. Indicator 2: Dropout Rate
   • The percentage of youth with IEPs dropping out of high school.
3. Indicator 3: Statewide Assessment
   • Participation and performance of children with IEPs on statewide assessments.
4. Indicator 4: Suspension/Expulsion
   • Rates of suspension and expulsion for students with disabilities.
5. Indicator 5: Least Restrictive Environment (LRE) – School-Aged
   • The percentage of children with IEPs aged 6 through 21 served inside the regular classroom for 80% or more of the day, served inside the regular classroom less than 40% of the day, or served in separate schools or residential facilities.
6. Indicator 6: Least Restrictive Environment (LRE) – Preschool
   • The percentage of preschool children with IEPs who receive special education services in settings with typically developing peers.
7. Indicator 7: Preschool Outcomes
   • Improvement in social-emotional skills, knowledge and skills (including early language/communication and early literacy), and use of appropriate behaviors to meet needs.
8. Indicator 8: Parent Involvement
   • The percentage of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities.

Indicators Related to Results:

9. Indicator 9: Disproportionality – Identification
   • The percentage of districts with disproportionate representation of racial and ethnic groups in special education due to inappropriate identification.
10. Indicator 10: Disproportionality – Specific Disability Categories
    • The percentage of districts with disproportionate representation of racial and ethnic groups in specific disability categories due to inappropriate identification.
11. Indicator 11: Child Find
    • The percentage of children evaluated within 60 days (or state-established timeline) after parental consent for evaluation.
12. Indicator 12: Early Childhood Transition
    • The percentage of children referred by Part C (Early Intervention) prior to age 3 and who are found eligible for Part B (Preschool Special Education) and have an IEP developed and implemented by their third birthdays.
13. Indicator 13: Secondary Transition
    • The percentage of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet postsecondary goals.
14. Indicator 14: Post-School Outcomes
    • The percentage of youth who had IEPs, are no longer in secondary school, and who are either enrolled in higher education, competitively employed, or enrolled in some other postsecondary education or job training program within one year of leaving high school.
15. Indicator 15: Resolution Sessions
    • The percentage of hearing requests that are resolved through resolution session settlement agreements.
16. Indicator 16: Mediation
    • The percentage of mediations held that result in mediation agreements.

Indicators Related to General Supervision:

17. Indicator 17: State Systemic Improvement Plan (SSIP)
    • A multi-year plan that focuses on improving results for children with disabilities.
18. Indicator 18: State Complaints
    • The percentage of state complaints that are resolved within the 60-day timeline.
19. Indicator 19: Due Process Hearings
    • The percentage of due process hearing requests that are fully adjudicated within the 45-day timeline or a timeline that is extended by the hearing officer.
20. Indicator 20: Timely and Accurate Data
    • The state’s ability to report timely and accurate data to the federal government.

These indicators collectively ensure that states are not only meeting the compliance requirements of IDEA but are also focused on improving educational outcomes and ensuring equity for students with disabilities.

Indicator 13 and Transition Planning

The compliance questions for Indicator 13 under IDEA (Individuals with Disabilities Education Act) focus on ensuring that the Individualized Education Programs (IEPs) of students aged 16 and older include specific transition-related components.

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These components are crucial for preparing students for life after high school, whether that’s further education, employment, or independent living. Here are the key compliance questions:

1. Does the IEP include measurable postsecondary goals?

• The IEP must have goals that are measurable and clearly related to the student’s plans after high school, including education, employment, and independent living where appropriate.

2. Are the postsecondary goals based on age-appropriate transition assessments?

• The IEP must include goals that are informed by assessments that are appropriate for the student’s age and help identify the student’s strengths, preferences, and interests.

3. Are there transition services in the IEP that will reasonably enable the student to meet their postsecondary goals?

• The IEP must detail the services that will be provided to help the student achieve their postsecondary goals. This can include instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

4. Are there annual IEP goals related to the student’s transition services needs?

• The IEP must include annual goals that address the transition services the student needs. These goals should be measurable and aligned with the student’s postsecondary goals.

5. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed?

• The student must be invited to any IEP meeting where transition services are discussed. This ensures that the student is involved in planning for their future.

6. 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?

• If other agencies, such as vocational rehabilitation, are involved in providing or paying for transition services, they should be invited to the IEP meeting, with the consent of the parent or adult student.

These questions ensure that the IEP is properly preparing the student for the transition from school to adult life and that the school is complying with federal requirements for transition planning.

Indicator 13 Checklist

Here you go, by request.

Compliance with Indicator 13 is not just about having these elements in the IEP but ensuring they are effectively tailored to meet the individual needs of each student.

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