Special Education Services

Indicator 13 Tools and Resources

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 a six-year State Performance Plan in December of 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)]

  • Transition Planning: Independent Living pdf format
    In August 2013, PA 098-0517 amended the school code by changing Section 14-803 to remove the “where appropriate” preceding independent Living.  Therefore, Independent Living must addressed in the IEP’s transition plan, as are Employment and Education/Training, for students aged 14 ½ and up.  This PDF includes information on this change, implementation guidance and a variety of resources to assist districts in meeting this new requirement.
  • Questions and Answers Regarding SPP Indicator 13 Requirements, Item 8
  • Indicator 13 Data Verification Rubric pdf format (Updated 11/13)
    The Indicator 13 Data Verification Rubric has been updated to reflect the new requirement for Independent Living in the IEP’s transition plan for students aged 14 ½ and older. In order to give districts ample opportunity to address this requirement for all relevant students, ISBE staff will begin using the rubric for Indicator 13 desk audit scoring beginning with the 2014 – 2015 school year.
  • Illinois Indicator 13 Checklist pdf format (Updated 12/13)
    The Indicator 13 Checklist has been updated to reflect th new requirement for Independent Living in the IEP transition plan for students aged 14 ½ and older. The updated checklist is effective immediately.
  • Recommended Consent Form for Agency Invitation to IEP Meetings – Parent
  • English Version
  • Spanish Version
  • Recommended Consent Form for Agency Invitation to IEP Meetings – Student Who has Reached the Age of Majority
  • English Version
  • Spanish Version
  • IDEA 2004 requires school districts “to the extent appropriate, with the consent of the parents or a child who has reached the age of majority...the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.” [34CFR §300.321(b)(3)]

    In order to support school districts in implementing this requirement, a sample consent form for parents and for students who have reached the age of majority have been developed and are recommended for district use.  In concert with the requirement of annual IEP review and update, parent or student consent for the invitation of outside agencies to the IEP meeting should be obtained annually.
  • Transition Practices Self-Assessment
    The Transition Practices Self-Assessment (TPSA) has been designed to support and assist school districts in determining their current practices and setting priorities for collaborative planning of new and/or evolved transition practices and services by using the self-assessment data to engage in action planning and appending the district improvement plan.
  • Using TPSA Data for Action Planning: This training presentation describes how to use the TPSA data to engage in action planning; development of goals and activities; and how to incorporate the results into the District Improvement Plan. Sample DIP goals, activities and strategies are provided.
  • TOTAL: Transition Outreach for Adult Living Training Videos
    The TOTAL Project training modules provide a wealth of information and resources on issues critical to transition planning and successful adult life outcomes for students who have disabilities.  Each of the nine modules includes access to videos, the power point slides, and a multitude of tools and resources.
  • State Performance Indicator 13 Frequently Asked Questions (FAQ) Document has Been Updated! (11/29/11)
    The original Indicator 13 Frequently Asked Questions document was developed by NSTTAC and approved by OSEP in November 2006. In March 2009, OSEP approved updates to the FAQ document to correspond to the updated definition of Indicator 13 (July, 2009). The responses are helpful in considering issues related to SPP Indicator 13 and understanding the legislative and regulatory underpinnings. The updated portions of the original document are highlighted in yellow and available at
  • NSTTAC Web-based Examples and Non-Examples for SPP/APR Indicator 13 (11/29/11)
    The NSTTAC-developed training materials (examples and nonexamples) for Indicator 13 are now available as a web-based document. Please visit to access the NSTTAC I-13 checklist linked to training materials or go to and select Indicator 13 and then I-13 Examples and Non-Examples. We welcome your feedback on this version of the materials.
  • NSTTAC Evidence Based Secondary Transition Practices (11/29/11)
    This web page provides access to evidence based practices in the following areas of secondary transition:
  • Student-Focused Planning – IEP development, student participation in planning, and planning strategies
  • Student Development – strategies in the areas of skills instruction, career and vocational curricula, structured work experience, assessment, and support services
  • Program Structure – practices in program philosophy, policy and evaluation, strategic planning, resource allocation, and human resource development
  • Age-Appropriate Transition Assessment Resources
  • NSTTAC Age Appropriate Transition Assessment Guide (11/29/11)
  • National Collaborative on Workforce and Disability for Youth (NCWD-Y) Career Planning Begins with Assessment