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Requirements (Secondary Transition)

Indicator 13

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 (OSEP), required states to develop State Performance Plans (SPPs). Seventeen indicators, on which data are submitted annually in an Annual Performance Report (APR) are included in the SPP. Indicator 13 data [a compliance indicator for transition plan requirements documented in Individual Education Programs (IEPs)] is collected and reported by the Colorado Department of Education (CDE) through electronic record reviews. These reviews are conducted by Administrative Unit (AU) staff through the use of the Exceptional Student Services Unit Data Management System (ESSU DMS).

IDEA and ECEA Regulations

“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)). There is an exception to this age requirement in Colorado. ECEA Rules 4.03(6)(d)(i) states that a transition plan is required, “beginning with the first IEP developed when the child is age 15, but no later than the end of 9th grade, or earlier if deemed appropriate be the IEP Team, and updated annually.”

Indicator 14

Indicator 14 measures state performance on the transition from high school to postsecondary education or employment of students with IEPs. Specifically, the federal measure is defined as:

The percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were:

A. enrolled in higher education within one year of leaving high school;

B. enrolled in higher education or competitively employed within one year of leaving high school;

C. enrolled in higher education or in some other post-secondary education or training program; or competitively employed or in some other employment within one year of leaving high school.1

IDEA 2004 requires the State to reports its performance compared to state targets for indicator 14.  Below are two links to view how the State of Colorado performed in 2016 and 2017.

  • Performance Report, Colorado 2016 (PPT)
  • Performance Report, Colorado 2017 (PPT)

Employment Definitions

Post-School Outcomes (PSO) (Indicator 14)


  • Samples available May 1, 2019
  • Interview Window Opens: June 1, 2019
  • Interview Window Closes: September 15, 2019
    (Interviews complete and information recorded in DMS)

Request PSO Interview Post Cards (Google Doc)

Webinar Post-School Outcome Webinar Training, May, 2019

Summary of Performance

The Summary of Performance IDEA 2004, Sec. 614(c)(5)(B)(ii):

a.Provides information to students who are graduating with a regular diploma to assist them in meeting their postsecondary goals; and

b.Provides information to students who are leaving school because they exceed the age of eligibility for a free appropriate public education (end of semester in which they turn 21) to assist them in meeting their postsecondary goals. 

For students with an active IEP leaving high school for any reason other than the attainment of a regular diploma or through exceeding the age of eligibility, an eligibility review must be completed. Although not explicitly required by IDEA, if the review determines the student will exit, CDE recommends that a Summary of Performance be completed and provided to the student.

Picture: Transition Requirements (hands holding puzzle pieces)


Individual Career and Academic Plan (ICAP) is a multi-year process that intentionally guides students as they explore career, academic and post-secondary opportunities. With the support of adults, students develop the awareness, knowledge, attitudes and skills to create their own meaningful and PoWeRful pathways to be career and college ready.  Senate Bill 09-256 was enacted into law with a requirement that by September, 2011, all students, grades 9-12 would have access to a system within their high school to create and manage an Individual Career and Academic Plan (ICAP). Final rules defining the requirements for ICAP were adopted by the State Board of Education in January, 2010.

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