{{CurrentPage.Title}}

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 that is likely to be responsible for providing or paying for transition services, including, if appropriate, pre-employment transition services, was invited to the IEP team meeting with the prior consent of the parent or student who has reached the age of majority) divided by the (# of youth with an IEP age 16 and above)] times 100.​

The ISBE data source is I-Star Plus.​

FFY20-25 target of 100%​​

• 34-54(H and I) Secondary Transition - Click the link, select preferred language, choose form “34-35 (H and I) Secondary Transition Form”
  
• Summary of Performance Forms

  A Summary of Performance form ​(Updated 11/29/2021)  needs to be completed prior to the student exiting high school when graduating or aging out. Please read the directions to complete the Summary of Performance form ​(Posted 11/29/2021) for additional information.

  • ​ Summary of Performance form in Arabic
    
  • Summary of Performance form in English
    
  • Summary of Performance form in French
    
  • Summary of Performance form in Gujarati
    
  • Summary of Performance form in Hindi
  • Summary of Performance form in Korean
    
  • Summary of Performance form in Mongolian
  • ​ Summary of Performance form in Polish
    
  • Summary of Performance form in Russian
    
  • Summary of Performance form in Simplified Chinese
    
  • Summary of Performance form in Spanish
    
  • Summary of Performance form in Tagalog
    
  • Summary of Performance form in Traditional Chinese
    
  • Summary of Performance form in Urdu
    
  • Summary of Performance form in Vietnamese​

  
  
• Illinois State Performance Plan (SPP) Indicator 13 - ISBE Scoring Rubric

  The ISBE Scoring Rubric has been revised to assist districts in collecting data to assist in meeting Indicator 13 of the Part B State Performance Plan and Annual Performance Report, as required by the Department of Education, Office of Special Education Programs. ISBE has adapted the rubric from the NSTTAC Indicator 13 checklist prepared by the national Secondary Transition Technical Assistance Center (NSTTAC), September 13, 2006.

• Consent for Agency/Agencies Invitation to Transition Meeting

  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.

• 34-57L: Consent for Agency/Agencies Invitation to Transition Meeting​ - Click the link, select preferred language, choose form “34-57L Consent for Agency/Agencies Invitation to Transition Meeting”​
  
  
• Illinois Indicator 13 Checklist

  The Indicator 13 Checklist has been updated to align with the revised ISBE Scoring Rubric and Harrisburg’s data collection.

• SPP Indicator 13 Summary

  This document provides some helpful tips on meeting compliance for Indicator 13. It can be used to provide guidance to those who write transition plans for students. This can also be a tool that is used during the IEP to help discuss transition with the parents.​​​​
  

​SPP/APR data for this indicator is verified by the SPP coordinator, data manager, and SPP team leader between July 15 and August 1. Written findings of noncompliance are issued annually around September 1 to districts that have less than 100% compliance.​​​

• ​Indicator 13 Findings​
  

• Illinois Center for Transition and Work

  Since the passage of the Workforce Innovation and Opportunity Act (WIOA) in 2014, policies and practices impacting transition from school to work have evolved and affected the services provided to students with significant disabilities and traditionally underserved populations. To address these changes, the Illinois Center for Transition and Work provides support to special educators, related services personnel, and administrators by providing state-wide training and technical assistance focused on preparing students with significant disabilities for the transition from high school to employment with the goal of improving employment outcomes.​

  The website and the resources it contains were developed pursuant to and funded 100% through a grant from the Illinois State Board of Education.​

  • Fact Sheets
  • Webinars
  • Transition Assessment
  • Work Based Learning Experiences​
    
    
• ​National Technical Assistance Center on Transition: The Collaborative (NTACT:C)​

  The National Technical Assistance Center on Transition: The Collaborative (NTACT:C) offers information, tools, and supports to assist multiple stakeholders to deliver effective services and instruction for students and out-of-school youth with disabilities

  • Transition Planning
  • Secondary Education
  • Post-Secondary Education
  • Employment
    
    
• Autism Training and Technical Assistance Project (ATTA)

  The Autism Training and Technical Assistance Project (ATTA) develops resources that assist individuals with autism in their transition from Secondary Education to Postsecondary Education or Employment.

  The ATTA also seeks to provide training and support to important stakeholders, as they work to provide an equitable experience for individuals with autism. The website and the resources it contains are developed pursuant to and funded 100% through a grant from the Illinois State Board of Education. The website is maintained and updated by the Illinois Center for Specialized Professional Support.​​​​​