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Agencies Invited — Transition Partners
If appropriate and agreed upon, agencies invited: Yes / No / N/A
Outside agencies to consider inviting:
• Department of Rehabilitation (DOR) — For employment-focused students; referral should happen no later than age 16
• Regional Center — For students with intellectual/developmental disabilities who may be eligible for adult services
• Community College Disability Services — For students planning to attend college
⚠ Written parent consent is required before inviting outside agencies — obtain via the Notice of Meeting consent checkbox before the IEP.
If agencies were invited but did not attend, document that they were invited and note their absence. The team may proceed without them.
Student Invited & Participation
Student Invited: Yes/No — ⚠ For students 16 and older, the student MUST be invited to the IEP meeting. CA best practice recommends starting at age 14.
If the student did not attend despite being invited, document all attempts and the reason for non-attendance.
How the student participated: • Present at Meeting — Student attended and participated directly
• Interview Prior — Student was interviewed before the meeting; results shared with team
• Interest Inventories — Formal or informal inventories administered
• Questionnaire — Written input from the student collected before the meeting
Age-appropriate transition assessments: Yes/No — Must check Yes and describe specific results. Missing or generic assessment descriptions are a common compliance finding.
Post-Secondary Goal: Training or Education
REQUIRED for all transition IEPs. Must be specific, measurable, and describe what the student will do AFTER leaving school.
Sufficient:"Upon completion of school I will enroll in the automotive technology certificate program at Sierra College."
Insufficient:"I will go to college." — too vague, not measurable or individualized.
Linked to Annual Goal # — At least one IEP annual goal must directly support this post-secondary goal. The connection must be explicit.
Person/Agency Responsible — Name the specific person or agency responsible for supporting progress toward this goal during the IEP year.
Transition Services — Training/Education
Transition Service Code — Select codes describing the type of transition service: instruction, community experiences, employment development, related services, or daily living skills.
Activities to Support Post-Secondary Goal — Specific, scheduled activities for this school year:
• Visit two community college campuses (by March)
• Meet with college disability services coordinator
• Complete FAFSA with school counselor
Community Experiences — Real-world activities in integrated community settings relevant to the goal.
Related Services — Any related services (SLP, counseling, OT) that specifically support this transition goal.
Post-Secondary Goal: Employment
REQUIRED for all transition IEPs. Must describe a specific, measurable employment outcome after leaving school.
Sufficient:"Upon completion of school I will work part-time as a veterinary assistant in an animal clinic setting."
Insufficient:"I will get a job." — not specific enough to drive meaningful planning.
The goal should be informed by career interest inventories, work experience results, and student strengths.
⚠ The goal must reflect what the student wants — not what the team thinks is realistic. Presume competence and document how student preferences were incorporated.
Transition Services — Employment
Activities to Support Employment Goal — Specific, scheduled activities. Some examples may include:
• Participate in work experience program 2 hours/week
• Complete a job shadow at a veterinary clinic (by October)
• Work with DOR counselor to develop an employment plan
• Practice job application and interview skills in transition class
These are examples only — add activities specific to the student, the list is not exhaustive.
Community Experiences — Must be in integrated community settings, not simulated school environments. Document specific locations and frequency.
Person/Agency Responsible — Be specific: name the Ed Specialist, DOR counselor, or other person responsible — not just "school staff."
Post-Secondary Goal: Independent Living
"As appropriate" — Required only when the student has independent living needs. For many students this IS appropriate — document the team's reasoning in the IEP meeting notes either way.
Independent living goals may address (examples, not an exhaustive list):
• Housing (independent apartment, supported living, group home)
• Transportation (driving, public transit, ride services)
• Financial management (budgeting, banking, benefits)
• Healthcare self-management
• Community participation and recreation
Teams may address additional areas relevant to the student.
Sufficient:"Upon completion of school I will live in a supported apartment with weekly Regional Center check-ins."
If the team determines this goal is NOT appropriate, document the reasoning in IEP meeting notes.
Transition Services — Independent Living
Activities to Support Independent Living Goal — Some examples may include:
• Practice using public bus route to community college (monthly, with job coach)
• Open a checking account and practice online banking (by December)
• Attend Regional Center transition planning meeting with family
• Complete budgeting unit in transition skills class
These are examples only — add activities specific to the student, the list is not exhaustive.
Community Experiences — Grocery shopping, banking, public transportation, recreational programs — all in real community settings with natural supports.
Transition Service Code — Daily living skills and community participation codes are most common here.
⚠ Document why this goal is or is not appropriate. A blank section with no explanation is a compliance gap.
El Dorado County Charter SELPAIndividual Transition Planning (ITP)Special Education Local Plan Area
