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NSTTAC Indicator 13 Checklist: Form B (Enhanced for Professional Development) 2026
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Definition and Purpose
The NSTTAC Indicator 13 Checklist: Form B (Enhanced for Professional Development) is a tool designed to assess the inclusion of measurable postsecondary goals in Individualized Education Programs (IEPs) for students aged 16 and above. Its primary purpose is to ensure these students are adequately prepared for life after school, including further education, employment, and independent living. By evaluating transition services and student participation in IEP meetings, the checklist helps educators align educational outcomes with students' future aspirations.
Key Elements of the NSTTAC Indicator 13 Checklist
The checklist includes several critical elements aimed at evaluating the IEP:
- Measurable Postsecondary Goals: Ensures goals are clearly defined and attainable.
- Annual Goal Reviews: Requires yearly updates based on transition assessments.
- Transition Services: Examines the relevance and effectiveness of services offered to support goal achievement.
- Student Involvement: Assesses the active participation of the student in planning and meeting discussions.
These elements work together to create a comprehensive framework for supporting student transitions.
Who Typically Uses the NSTTAC Indicator 13 Checklist
This checklist is predominantly utilized by educators and special education professionals involved in developing and assessing IEPs. It serves as a guide for ensuring compliance with federal requirements and enhancing the educational experiences of students with disabilities. Additionally, educational administrators may use it to audit and improve the effectiveness of transition programs across schools or districts.
Steps to Complete the NSTTAC Indicator 13 Checklist
- Review Current IEPs: Begin by examining existing IEPs for students aged 16 and above.
- Assess Postsecondary Goals: Ensure goals are specific, measurable, and aligned with students' interests and capabilities.
- Conduct Transition Assessments: Perform age-appropriate assessments to gather current data.
- Evaluate Transition Services: Analyze available services to confirm they support goal achievement.
- Document Student Involvement: Ensure students are actively participating in the planning process.
- Update IEP Annually: Use assessment data to refine and update goals and services annually.
Examples of Using the NSTTAC Indicator 13 Checklist
Several real-world scenarios highlight the effectiveness of the checklist:
- Case A: A student with a goal to attend college benefited from tailored academic support and SAT preparation services facilitated through the IEP.
- Case B: Another student interested in vocational training was provided with job shadowing and internship opportunities.
In each example, appropriate use of the checklist facilitated successful postsecondary transitions.
Software Compatibility and Integration
While the NSTTAC Indicator 13 Checklist is primarily a paper-based tool, its integration into platforms like DocHub enhances its adaptability. By using DocHub, educators can digitally complete and share the checklist, ensuring easy updates and collaboration. Digital versions allow for seamless integration with cloud-based storage, simplifying access and management.
Legal Use and Compliance
Adhering to federal regulations, this checklist supports compliance with the Individuals with Disabilities Education Act (IDEA). It ensures that IEPs meet the legislative requirements for transition planning. As such, correct and thorough use is critical to avoid potential legal scrutiny or educational setbacks for students.
Variations and Alternatives
There are multiple forms and checklists available for IEP transition planning, yet the NSTTAC Indicator 13 Checklist: Form B is distinguished by its comprehensive focus on measurable outcomes and professional development enhancements. While some variations may exist based on state-specific requirements, this form remains a robust choice for ensuring educational accountability and student success.
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What are the three areas transition goals need to be written in?
The goals that must be listed include: employment goals, education and training goals, and, if the IEP team agrees, your independent living goals.
What is indicator 13 on an IEP?
What is Indicator 13? The 13th Indicator relates to secondary transition services for students: 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 age-appropriate.
Is there evidence that the student was invited to the IEP team meeting where transition services were discussed?
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 docHubed the age of
What is sppi 13?
While Texas law requires transition planning to begin at age 14 (19 Texas Administrative Code 89.1055), the federal State Performance Plan Indicator (SPPI) 13 specifically measures the percentage of youth with individualized education programs (IEPs) aged 16 and older who have appropriate transition planning
What is the indicator 13 checklist?
Originally developed by NSTTAC these checklists have been used to identify how IEPs meet minimum compliance with Indicator 13, the transition requirements of the IEP. These checklists have been developed to provide professional development to transition personnel .
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