College and career readiness continues to be a critical focus nationally and in California, driven by the evolving workplace and the transformative impact of technology and artificial intelligence. To prepare students for future careers, they must master academic and technical skills and pursue post-secondary education and training. California has implemented strategies to measure college and career readiness using the California School Dashboard, a tool for monitoring progress and identifying students struggling to achieve readiness. These measures assess high school graduates' preparedness for college or a career. Approved College and Career Readiness Indicators:

• Career Technical Education (CTE) Pathway Completion
• Grade 11 Smarter Balanced Summative Assessments in English Language Arts (ELA) and Mathematics
• Advanced Placement (AP) Exams
• International Baccalaureate (IB) Exams
• College Credit Courses (Dual Enrollment)
• a–g Course Completion
• State Seal of Biliteracy
• Military Science/Leadership

Additional Career Readiness Indicators:

• Workforce Readiness Certificates
• Food Handler Certifications
• Pre-Apprenticeship Program Completion (Certified and Non-Certified)
• State or Federal Job Program Completion (e.g., Job Corps, YouthBuild)

Specific Indicators for Students with IEPs:

• WorkAbility I Work-Based Learning Completion
• Transition Partnership Program Completion
• Wages from Try-Out Employment
• Placement in Subsidized or Competitive Integrated Employment
• Internships (Paid or Unpaid)
• Apprenticeships
• Community-Based Vocational Instruction

Trends in Transition Services

Starting Transition Services Early

Although IDEA mandates that transition services begin by age 16 (or earlier, if determined appropriate), research indicates the need to start much earlier, ideally in early childhood (PreK–Grade 3). Early exposure to communication, interpersonal, teamwork, and problem-solving skills lays the foundation for successful post-secondary transitions.

Inclusion in General Education

Inclusion enhances opportunities for academic skill development. Under the Every Student Succeeds Act (ESSA), students with disabilities are general education students first. Inclusive practices improve outcomes for all students, requiring differentiated instruction, universal design for learning (UDL), and effective collaboration between general and special education.

There is significant value to inclusive education:

For Students with Disabilities:

• Higher rates of academic performance
• More satisfied, diverse friendships
• Less disruptive behavior
• Improved communication skills
• Better post-secondary outcomes

For Students without Disabilities:

• Greater gains in math and reading
• Reduced fear of differences
• Greater empathy
• Increased social cognition
• Improved self confidence

(www.sipinclusion.org)

State Performance Plan Indicator Guide

Under IDEA, each state develops a State Performance Plan/Annual Performance Report (SPP/APR) to evaluate its efforts to implement IDEA and improve outcomes.

California’s SPP Indicators for Secondary Transition:

1. Indicator 1: Graduation Rate
2. Indicator 2: Dropout Rate
3. Indicator 13: Secondary Transition
4. Indicator 14a: Post-School Outcomes: Higher Education
5. Indicator 14b: Post-School Outcomes: Higher Education or Competitively Employed
6. Indicator 14c: Post-School Outcomes: Post-Secondary Education or Employed

Indicator 1: Graduation Rate

Indicator 1 is a performance indicator that measures the percent of students with individualized education programs (IEPs) graduating from high school with a regular diploma.

Target compliance rate is 79% by school year 2025-26.

Indicator 2: Dropout Rate

Indicator 2 is a performance indicator that measures the percent of students with disabilities ages 14-21 who exited special education services by dropping out of high school.

Target compliance rate is 6% by school year 2025-26.

Indicator 13: Secondary Transition Compliance

Indicator 13 is a compliance indicator that measures the percent of students with disabilities ages 16 and above with an IEP that includes appropriate measurable post-secondary goals annually updated and based on age appropriate transition assessment and services. This includes courses of study that will reasonably enable the student to meet those post-secondary goals and annual IEP goals related to the student’s transition service needs.

This indicator is reported by the Reporting LEA. To be compliant with this indicator, Post-Secondary Goals 1-8 (shown below) must be marked “yes” with the exception of the “if appropriate and agreed upon, agencies invited” eld, which may be marked “yes” or “N/A”.

• Is there an appropriate measurable post-secondary goal or goals that covers education or training, employment, and, as needed, independent living?
• Is (are) the post-secondary goal(s) updated annually?
• Is there evidence that the measurable post-secondary goals(s) were based on age-appropriate transition assessment?
• Are there transition services included in the IEP that will reasonably enable the student to meet his or her post-secondary goals?
• Do the transition services include courses of study that will reasonably enable the student to meet his or her post-secondary goals?
• Is (are) there annual goal(s) included in the IEP that are related to the student’s transition services needs?
• Is there evidence that the student was invited?
• If appropriate, is there evidence that a representative of any participating agency was invited with the prior consent of the parent or student who has reached the age of majority?

Indicator 14: Post-Secondary Outcomes

California emphasizes measurable outcomes for students after high school. Key metrics include:

• Indicator 14a: Indicator 14 is a performance indicator that utilizes three components to measure post-school outcomes. 14a is a performance indicator that measures the percent of youth who are no longer in secondary school, had IEPs in effect when they left school, and were enrolled in higher education within one year of leaving high school.
  Target Rate: 60% by school year 2025-26
• Indicator 14b: Indicator 14 is a performance indicator that utilizes three components to measure post-school outcomes. 14b is a performance indicator that measures the percent of youth who are no longer in secondary school, had IEPs in effect when they left school, and were enrolled in higher education or competitively employed within one year of leaving high school.
  Target Rate: 82.5% by school year 2025-26
• Indicator 14c: Indicator 14 is a performance indicator that utilizes three components to measure post-school outcomes. 14c is a performance indicator that measures the percent of youth who are no longer in secondary school, had IEPs in effect when they left school, and were enrolled in higher education or other post-secondary education/training program; or competitively employed or in some other employment within one year.
  Target Rate: 89.5 % by school year 2025-26