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SPP Indicator 13: A compliance indicator that measures the percentage of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon age-appropriate transition assessments; 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 service needs.

The goal of Indicator 13 is a strong transition plan that addresses all required components and enables the student to experience postsecondary success.

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.

Targets for Federal Fiscal Year (FFY) 2020-25

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Recommended Consent Froms for Agency Invitation to IEP Meetings
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.

Parent

Student Who Has Reached the Age of Majority

Combined Parent and/or Student Who Has Reached the Age of Majority

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.​

National Technical Assistance Center on Transition (NTACT) Webinars - Recent and Archived
To assist states and local school districts with professional development efforts in the area of secondary transition, NTACT has provided webinars that are available on the on Indicator 13. Additionally, NTACT provides evidence based practices that are availableon the NTACT Evidence-Based Practices and Predictors page

NTACT Web-Based Examples and Non-Examples for SPP/APR Indiator 13
The NTACT-developed training materials (examples and non-examples) for Indicator 13 are now available as a web-based document. Please visit theNTACT Transition Planning page to access the NTACT I-13 checklist linked to training materials. The National Secondary Transition Technical Assistance Center (NSTTAC) developed an Indicator Checklist, in consultation with the OSEP in 2006 and updated it in 2009 and 2012. This checklist is not required, but offers states and districts an OSEP-approved resource for data collection and use.

NTACT Evidence Based Secondary Transition Practices
The NTACT Effective Practices and Predictors 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

Health and the Transition to Adulthood: Building the Foundation for Success
The Integrated Services Committee of the Illinois Chapter of the American Academy of Pediatrics and UIC Specialized Care for Children presented a webinar for parents and families on incorporating health goals into IEPs and transition plans. The recording of this webinar is available here . The resources and tools mentioned in this webinar are available here.

New "Soft Skills" Curriculum for Youth Released by the Office of Disability Employment Policy (ODEP)
ODEP has unveiled a new curriculum designed to strengthen the professionalism and interpersonal skills of young people preparing to enter the workforce. Titled "Skills to Pay the Bills: Mastering Soft Skills for Workplace Success," this creative and universally designed program features a series of interactive, hands-on activities that educators and youth service professionals can use with youth both with and without disabilities. The curriculum is available in both English and Spanish.

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.​​​

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Indicator 13 Checklist FAQ
These Frequently Asked Questions regarding the NSTTAC developed Indicator 13 Checklist with responses may help you as you consider the I-13 Checklist, available at www.nsttac.org. These responses were reviewed and accepted by OSEP on November 16th, 2006. An update is anticipated shortly.

Indicator 14 - Tools and Resources for Collecting and using Post-School Outcome Data
Including: district cycle, suggestions for post-school outcomes (Ind. 14) data collection, sample district letter to former student, post-school survey interview questions and interviewer script, strategies for increasing response rates and advise from the field.​

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Users Guide now available at www.ideapartnership.org
This Users Guide was developed by an IDEA Partnership* cross-stakeholder group of practitioners and Technical Assistance Center personnel to provide efficient access to and use of research and materials located on the National Secondary Transition Technical Assistance Center website.

These tools reference educational practices and specific strategies supported by rigorous educational research which have yielded evidence of positive results for students. Included in this Users Guide are a glossary of terms and a PowerPoint with presenter information. Highlighted throughout are various materials regarding transition research synthesis, lesson plan starters, and professional development resources.

To access the Users Guide, please go to www.ideapartnership.org and click on the Guide under Partnership User Guides on the right side of the home page.

*The IDEA Partnership is a collaboration of more than fifty-five national organizations and technical assistance providers at national, state, and local levels. The Partnership is dedicated to improving outcomes for students and youth with disabilities by joining state agencies and stakeholders through shared work and learning.​

​The information listed below is for general information purposes only. The information is provided by the Illinois State Board of Education (ISBE) and while we endeavor to keep the information up to date and correct, we acknowledge that this information, though beneficial, may be outdated.

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.​​​​​​​​​​​​​​​​​​​

* * * This page has been archived. The content on this page may no longer be in effect. * * *

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SPP Indicator 13: A compliance indicator that measures the percentage of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon age-appropriate transition assessments; 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 service needs.

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OSEP National and State Data on Race-Ethnicity and IEPs

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TS - Counselor Roles October 2021 (002)(1)

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Career and Technical Education (CTE) programs in Illinois provide instruction for careers in high-wage, high-skill, and in-demand occupations. CTE programs continue to strengthen students' technical skills; articulate transitions to postsecondary programs, employment or both; assist in meeting the Illinois Learning Standards; and close achievement gaps.

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Equity, Access, and Special Populations

​Universal Design for Learning (UDL) Opportunities

UDL Resources

UDL 2020 Series​

Illinois K-12 Title IX Survey
​Illinois State Board of Education is conducting a statewide survey to collect contact information of individuals responsible for ensuring Title IX compliance within each district. Results of this survey will assist ISBE with developing a directory of Title IX officials and to determine what professional learning opportunities, guidance, and technical assistance should be made available related to Title IX compliance. ISBE requests that each district's Title IX official complete theIllinois K-12 Title IX Survey.

FY 2021 CTE Program Quality Review (PQR) Pilot

Starting in FY 2023, the secondary Career and Technical Education (CTE) Program Quality Review (PQR) will be required of all secondary CTE programs receiving funds through state and federal CTE grants. This process will ensure programs of study meet the minimum size, scope, and quality definitions as required by the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) and outlined in Illinois' State Plan for Perkins V (FY 2021-2024) .

Purpose

During FY 2021 and FY 2022, ISBE will pilot the secondary CTE PQR using an online format. The purpose of this pilot is to provide feedback to ISBE on necessary revisions to the secondary CTE Program Quality Review IWAS application currently in development. The initial pilot, including training, will run from November 2020 through April 2021.

Intended Pilot Participants: School Districts and Area Career Centers in collaboration with their Education for Employment (EFE) Systems
For more information about the pilot, please see Pilot Overview and Expectations .

Illinois State Course System

Illinois State Course System Training for EFE Directo​rs Webinar and Presentation

Programs Of Study Models

​ISBE's F​inal ​Progra​ms of Study Models​
As part of the Illinois State Plan for Strengthening Career and Technical Education for the 21st Century Act (also known as the Perkins V Plan), the Illinois State Board of Education has developed model programs of study to provide guidance and serve as exemplars during the development of CTE programs. ISBE's model programs of study are designed to assist in identifying credit transfer opportunities, career and technical student organizations (CTSO), work-based learning opportunities, appropriate course sequences, and additional components of a quality CTE program. The process included research into labor market information and credential programs, and dialogue across secondary, postsecondary, and employer stakeholders. The programs of study have been modified in response to feedback provided from the proposed models released in spring 2020.

Additionally, the Illinois Community College Board (ICCB) sponsored the development of Model Programs of Study Guides facilitated by Education Systems Center at NIU (EdSystems). Visit the EdSystems' website to view the Model Programs of Study Guides.

Additional guidance and training will be coming soon.

The following are the final ISBE CTE Model Programs of Study SY 2021.

CTE Program Matrices

CTE Program Matrices for School Year 2020-2021 (SY 2021)
The following are finalized program matrices for Career and Technical Education for School Year 2020-2021:​

CTE Program Matrices for School Year 2021-2022 (SY 2022)
The following are the proposed program matrices for Career and Technical Education for School Year 2021-2022:

Guidance and Training

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​​ Career and Technical Education (CTE) programs in Illinois provide instruction for careers in high-wage, high-skill, and in-demand occupations. CTE programs continue to strengthen students' technical skills; articulate transitions to postsecondary programs, employment or both; assist in meeting the Illinois Learning Standards; and close achievement gaps.

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​Illinois High School 2 Career is an interactive career exploration tool that helps students make informed decisions about life after high school. ISBE developed the tool in partnership with the Illinois Department of Employment Security and the Illinois Student Assistance Commission. It displays information gathered from actual Illinois students over an eight-year period and provides a snapshot of the education required, compensation, and job stability a student can expect in hundreds of different occupations.​

Illinois High School 2 Career can help answer questions like:

Will this career path provide the income to ensure the lifestyle I want?

Will this career path provide job security?

What education/training do I need for this career path?

Illinois High School 2 Career can help high school students:

Explore future education and/or career paths.

Compare college majors.

Find information about careers, employments, and potential earnings.​

High School 2 Career Promotional Toolkit

We need your help to get the word out to high school students across the state. Please download and use the materials below to promote the tool on your website, in your newsletter, and on your social media channels.

Digital assets (social media and email)​:

Email header

GIF

There are so many questions after high school. Career? College? Type of degree? Illinois High School 2 Career can help.
Get the answers here.

After high school, you have so many choices to make. It can be overwhelming. But don't worry, High School 2 Career can help you make the choice that's right for you.
Check it out.

Are you wondering where your potential career path may lead? Illinois High School 2 Career can show you!
Try it out.

* * * This page has been archived. The content on this page may no longer be in effect. * * *

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​Illinois High School 2 Career is an interactive career exploration tool that helps students make informed decisions about life after high school. ISBE developed the tool in partnership with the Illinois Department of Employment Security and the Illinois Student Assistance Commission.

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To support and serve our educators and stakeholders, a variety of resources, including research briefs, case studies, and fact sheets, are available to both view online and download. View resources

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To support and serve our educators and stakeholders, a variety of resources, including research briefs, case studies, and fact sheets, are available to both view online and download. View resources

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Transition Services for Youth with Disabilities

Secondary Transitional Experience Program

¦ ¦ ¦ STEP GOALS

As part of its continuum of coordinated transition services for youth with disabilities, DRS offers a wide range of services to students at local high schools through the Secondary Transitional Experience Program (STEP).

STEP is a work experience program that helps students with disabilities prepare to transition to employment and community participation during and after high school.

Students learn to become productive, self-sufficient adults through a variety of STEP experiences. These experiences:

¦ Assist students in developing desirable work habits and realistic career goals;

¦ Provide opportunities for students to explore careers;

¦ Offer meaningful work experiences through on-the-job placement; and

¦ Encourage students to develop the social and personal skills needed to maintain successful employment.

¦ ¦ ¦ STEP SERVICES

Vocational rehabilitation specialists work with students to individualize STEP services to meet their needs. Other services include:

Job Exploration Counseling;

Work-Based Learning Experiences;

Counseling on Post-Secondary Education;

Workplace Readiness Training; and

Instruction in Self-Advocacy.

In STEP work-based learning experiences include in-school and work site training options, including internships, with the goal of having an employer paid job in an integrated setting in the community.

¦ ¦ ¦ ACCESSING STEP SERVICES

High school students with a physical and/or mental disability may be eligible to participate in STEP if they receive 504 services, special education services or other assistance because of a disability.

All information is confidential and will not be released without consent.

A STEP referral can be made by contacting the local high school or the local IDHS/DRS Office.

Students who have work experience during high school are more likely to have a job and earn more money after they leave school.

When students plan ahead for adult life, they are more successful in:

Completing School

Getting a Job

Living Independently

The Illinois Department of Human Services' Division of Rehabilitation Services (DRS) is the state's lead agency serving individuals with disabilities.

DRS works in partnership with people with disabilities and their families to assist them in making informed choices to achieve full community participation through employment, education, and independent living opportunities.

DRS is committed to provide services that ensure youth with disabilities have the knowledge, skills, and experience they need to successfully transition into the world of work.

IDHS/DRS' Transition Initiatives for Youth include:

¦ Secondary Transitional Experience Program (STEP)

Interagency Collaboration

Education Services offered through three schools

¦ NEXT STEPS

For more information about DRS services for youth with disabilities, contact:

Illinois Department of Human Services

Division of Rehabilitation Services

P. O. Box 19429

Springfield, Illinois 62704

877-761-9780 (Voice)

866-264-2149 (TTY)

312-957-4881 (VP)

drs.illinois.gov/success

www.dhs.state.il.us

Programs, activities and employment opportunities in the Illinois Department of Human Services are open and accessible to any individual or group without regard to age, sex, race, sexual orientation, disability, ethnic origin or religion. The department is an equal opportunity employer and practices affirmative action and reasonable accommodation programs.

DHS 4663 (R-11-17) DRS Transition/STEP Printed by the authority of the State of Illinois. 4000 copies P.O.#18-0589

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As part of its continuum of coordinated transition services for youth with disabilities, DRS offers a wide range of services to students at local high schools through the Secondary Transitional Experience Program (STEP). STEP is a work experience program that helps students with disabilities prepare to transition to employment and community participation during and after high school.

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What is the purpose of this service?

We help people with disabilities find and keep jobs. Our goal is to help our customers find quality employment that pays a living wage and offers a chance for advancement.

What services are offered?

Our staff talk to people about their employment needs and help them find a job or get ready to go to work. They also make sure that people have the supports they need to stay on the job.

We offer specialized VR services for people who are:

We help high school students who have disabilities plan for their futures after high school graduation through our Transition and STEP programs.

Our Work Incentive Planning and Assistance Program helps people who receive SSDI/SSI benefits understand how working will affect their benefits.

Our Supported Employment Program (SEP) serves eligible people with significant disabilities who want to go to work and need on-going support services to succeed on the job.

Who can receive these services?

Many people with disabilities of working age (16-64 years old) are eligible for VR services. To be eligible, they need to have a significant physical or mental impairment that makes it difficult to go to work.

How to apply?

Use the online Rehabilitation Services Web Referral to refer yourself or someone else for services.

We provide services in 47 local offices located in communities throughout the state. Use the DHS Office Locator and search for Rehabilitation Services to find the nearest local office or call toll-free: (800) 843-6154 (Voice, English or Español) or (800) 447-6404 (TTY).

More Information & Resources

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We help people with disabilities find and keep jobs. Our goal is to help our customers find quality employment that pays a living wage and offers a chance for advancement. Our staff talk to people about their employment needs and help them find a job or get ready to go to work.

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IDHS: Transition Services Program Manual - FY22

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DHS’s Division of Rehabilitation Services is the state’s lead agency serving individuals with disabilities. DRS works in partnership with people with disabilities and their families to assist them in making informed choices to achieve full community participation through employment, education, and i…

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Section 590.730 Provision of Services

a) All services described in this Subpart shall be provided in accordance with the provisions of this Subpart and Subpart A.

b) Transition services are a continuum of vocational rehabilitation services designed to prepare a student or youth with a disability for employment, postsecondary education, and community life.

1) Pre-employment Transition Services is included in transition services and is a specific set of services identified in federal regulations that may be provided only to students with disabilities.

2) Youth with disabilities may be provided transition services whether or not they also meet the definition of student with a disability.

3) Transition services and Pre-employment Transition Services provided to students with disabilities must be coordinated with the student's IEP as appropriate.

(Source: Amended at 42 Ill. Reg. 16224, effective August 8, 2018)

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Section 590.730 Provision of Services a) All services described in this Subpart shall be provided in accordance with the provisions of this Subpart and Subpart A. b) Transition services are a continuum of vocational rehabilitation services designed to prepare a student or youth with a disability for employment, postsecondary education, and community life.

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What are ABLE Accounts? - ABLE National Resource Center

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About ABLE Accounts Living with a disability is often associated with significant amounts of extra costs. That’s why individuals and families can now contribute to ABLE accounts — tax-advantaged savings accounts that can fund disability expenses. 10 Things You Should Know… 1 What is an ABLE account?…

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The PUNS (Prioritization for Urgency of Need for Services) is a statewide waiting list of individuals with developmental disabilities that have applied for, and are awaiting, funding and/or services. Before one can be awarded funding for services, one must register on the PUNS list by meeting with a Pre-Admission Screening/Independent Service Coordination Agency (PAS/ISC) to determine eligibility for services. This application must be kept up-to-date annually. Once you have signed up for the PUNS, the wait for funding varies widely between individuals. Some may receive funding in months while others may have to wait several years. There is currently not enough funding available to give everyone in Illinois the services that they need.​​

* * * This page has been archived. The content on this page may no longer be in effect. * * *

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The PUNS (Prioritization for Urgency of Need for Services) is a statewide waiting list of individuals with developmental disabilities that have applied for, and are awaiting, funding and/or services. Before one can be awarded funding for services, one must register on the PUNS list by meeting with a Pre-Admission Screening/Independent Service Coordination Agency (PAS/ISC) to determine eligibility for services.

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Section 590.750 Secondary Transitional Experience Program (STEP)

a) The Secondary Transitional Experience Program (STEP) is a program operated by DHS-DRS in cooperation with a local education agency (LEA) through a third party cooperative agreement.

b) The primary focus of STEP is the provision of required Pre-employment Transition Services to students with disabilities identified by the LEA and certified as eligible by DRS.

c) Work-based Learning Experiences are a required Pre-employment Transition Service that is arranged by the LEA and approved by a DRS counselor. The LEA reports monthly to the DRS counselor on the type and duration of each work experience.

d) Work-based Learning Experiences shall take place in integrated settings to the greatest extent possible.

e) Work-based Learning Experiences shall include employer-paid work in the community whenever possible based on the needs of the student.

f) STEP services are provided to students to enhance the educational and transitional programming provided by the LEA and do not replace programming that the LEA is required to provide under IDEA.

(Source: Amended at 42 Ill. Reg. 16224, effective August 8, 2018)

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Section 590.750 Secondary Transitional Experience Program (STEP) a) The Secondary Transitional Experience Program (STEP) is a program operated by DHS-DRS in cooperation with a local education agency (LEA) through a third party cooperative agreement. b) The primary focus of STEP is the provision of required Pre-employment Transition Services to students with disabilities identified by the LEA and certified as eligible by DRS.

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a) DRS may enter into agreements with community agencies, including centers for independent living and community colleges, for the purpose of providing specific Pre-employment Transition Services to students with disabilities.

b) The agreement between DRS and the community agency shall specify the specific Pre-employment Transition Services to be provided.

c) Students with disabilities participating in services provided under the agreement may be identified by DRS or by the community agency and all students must be certified as eligible by DRS.

d) Community agencies providing training to students with disabilities in the areas of self-advocacy, independent living skills training, work readiness training, Counseling on Postsecondary Education, or Job Exploration Counseling must demonstrate qualifications for providing those services and provide DRS with a training curriculum prior to entering into an agreement with DRS.

e) Community agencies arranging for Work-based Learning Experiences in integrated community settings for students with disabilities must demonstrate qualifications for providing those services prior to entering into an agreement with DRS.

f) Pre-employment Transition Services provided by community agencies may supplement, but not duplicate, any services provided by a local education agency under a STEP agreement.

(Source: Added at 42 Ill. Reg. 16224, effective August 8, 2018)

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a) DRS may enter into agreements with community agencies, including centers for independent living and community colleges, for the purpose of providing specific Pre-employment Transition Services to students with disabilities. b) The agreement between DRS and the community agency shall specify the specific Pre-employment Transition Services to be provided.

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a) Pre-employment Transition Services may be provided to students with disabilities by a qualified rehabilitation counselor employed by DRS.

b) Pre-employment Transition Services provided by a DRS counselor to a student with a disability are intended to supplement, and not duplicate, services provided by an LEA under a STEP agreement or by a community agency.

(Source: Added at 42 Ill. Reg. 16224, effective August 8, 2018)

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a) Pre-employment Transition Services may be provided to students with disabilities by a qualified rehabilitation counselor employed by DRS. b) Pre-employment Transition Services provided by a DRS counselor to a student with a disability are intended to supplement, and not duplicate, services provided by an LEA under a STEP agreement or by a community agency.

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The Center for Positive Behavioral Interventions and Supports (PBIS), The Center for School Mental Health (CSMH) and the IDEA Partnership have collaborated on the development of a framework for working across education and mental health for better student outcomes.

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individuals with disabilities education improvement act

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Dedicated to improving outcomes for students and youth with disabilities through shared work and learning.

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The Center for Positive Behavioral Interventions and Supports (PBIS), The Center for School Mental Health (CSMH) and the IDEA Partnership have collaborated on the development of a framework for working across education and mental health for better student outcomes.