The Individuals with Disabilities Education Act (IDEA) is a federal statute pertaining to youth and young adults ages 3-21 who receive special education and/or related services.

Of the 17 performance indicators in IDEA, four relate to secondary transition. These four indicators are also tied to the Local Education Agency (LEA) Application for Federal Funds for Special Education.

Research shows that quality IEPs (Indicator B13) lead to more students staying in school (Indicator B2), which leads to higher graduation rates (Indicator B1). Graduation is linked to positive outcomes for students after they’ve left high school (Indicator B14), such as engagement in continued education or employment.

This all begins with quality IEPs that meet the requirements of Indicator B13. There is a B13 checklist developed by OSPI and aligned with the National Technical Assistance Center on Transition: The Collaborative (NTACT: C). OSPI uses this checklist for reviewing IEPs for compliance with Indicator B13 requirements.

IDEA performance indicators B13, B2, B1, and B14 relate to secondary transition.

(Kohler, Gothberg, & Hill, "NSTTAC Evaluation Toolkit", 2009)

Indicator B14

The collection of statewide post-school outcome (PSO) data through the annual Post-School Survey is one of the primary activities that CCTS supports. School staff and other stakeholders use PSO data to inform practices around transition services including instruction, development of transition plans, activities, and agency collaboration. The goal is to increase engagement outcomes and decrease non-engagement.

Accessing District Data

School districts can access their PSO data from the TSF2, CCTS’s secure online data collection platform. Contact your district’s special education department or email CCTS@seattleu.edu for details. Families/community members can request PSO reports directly from school districts.

Accessing County, ESD, and State Data

County, Educational Service District (ESD), and state-level PSO date are available on the CCTS website. Outcomes are updated annually and are organized by exit status, disability, gender, race/ethnicity, and English proficiency categories.

Indicator B13

This course focuses on the components of quality IEPs as aligned to Indicator B13. Indicator B13 ensures that:

Students with disabilities receive the services and supports necessary to pursue their post-school expectations
Transition components are appropriately documented in the IEP

Next: Components of Transition Planning