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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 by the IEP Team, and updated annually.”
Secondary Transition 101: Writing Meaningful IEPs - Module 1
This module provides an introduction to secondary transition requirements. This module will assist viewers to develop an awareness of the transition services requirements of Individuals with Disabilities Education Act (IDEA) 2004 and the Exceptional Children’s Educational Act (ECEA); learn why transition planning is important and when it begins; understand the Taxonomy of Transition Programming 2.0 (NTACT); and become familiar transition-related indicators.
Secondary Transition 101: Writing Meaningful IEPs - Module 2
Module 2 provides an introduction to components of meaningful secondary transition IEPs.
Secondary Transition 101: Writing Meaningful IEPs - Module 3
Module 3 is a six-part series about secondary transition planning.
Writing Secondary Transition IEPs
Changes in Reporting for Indicator 13
- Memo Notice of Change in Reporting Requirements and CDE Guidance for Measuring Indicator 13 Compliance (PDF)
- Indicator 13 Compliance Tips replacement pages (PDF)
- Notice of Changes Webinar Handout (PDF)
- Writing quality secondary transition IEPs that include the required elements of Indicator 13 (PDF)
Annual Reporting of Indicators 13 and 14
Professional Development, Writing Secondary Transition IEPs
Gail Lott, EdD.
Senior Consultant/Secondary Transition
Email Gail Lott
Phone: (303) 501-0347
Transition IEP Record Reviews and Reporting
Supervisor, Data and Monitoring Liaison
Email Gloria Durosko
Phone: (720) 822-5102
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If you have problems with broken links or accessing the content on this page, please contact the Exceptional Student Services Unit at ESSU@cde.state.co.us. Please copy the URL link for this page into the email when referencing the problem you are experiencing.