✕Required for all transition IEPs. A multi-year description of planned coursework from the current year through the student's anticipated exit year, designed to move them toward their post-secondary goals.

The Yes/No checkbox confirms the course of study is documented and aligned to post-secondary goals.

Units/Credits Completed — Cumulative credits earned through the end of the prior school year. Pull from the student's official transcript.

Units/Credits Pending — Credits the student is currently enrolled in and expected to earn this year.

⚠ A student cannot be denied a diploma solely because of their disability. If a student is working toward a diploma, the course of study must reflect a realistic pathway with appropriate supports documented.

✕The team must select which diploma pathway applies to this student:

☐ LEA Graduation Requirements — Student will pursue a standard diploma meeting the charter school's requirements. This is the default; most students with IEPs should be on this pathway unless the team determines otherwise.

☐ Alternative Pathways (see next button for details):
• State Minimum Requirements through allowable exemptions
• Standards-aligned coursework (eligible for alternate assessment) — Ed Code 51225.31

☐ Certificate of Completion — Team has determined the student will NOT obtain a diploma through either pathway. ⚠ Never check this without an explicit team discussion. A Certificate is NOT a diploma and significantly limits post-secondary options. Many students who receive a Certificate could have earned a diploma with appropriate support.

✕The Alternative Pathway to a Diploma requires BOTH conditions to be met:

1. The student is eligible to participate in the California Alternative Assessment (CAA), AND
2. The student is enrolled in coursework aligned with state standards

If selecting this pathway, document in the IEP:
• How the student meets CAA eligibility criteria (significant cognitive disability; full IEP team decision; participation criteria reviewed annually)
• Which standards-aligned coursework the student is enrolled in
• How this pathway connects to the student's post-secondary goals on ITP Page 1

⚠ This pathway has lasting consequences — it limits certain post-secondary options. Ensure the family fully understands the implications before the team decides. Must be reviewed at every annual IEP.

✕On or before the student's 17th birthday, the district must notify the student in writing that educational decision-making rights transfer to them at age 18.

⚠ This is a federal IDEA requirement — failure to notify is a procedural violation.

The notification must explain:
• At age 18, the student becomes their own educational decision-maker
• The student may sign the IEP and represent themselves at IEP meetings
• Parents may still attend and provide input but cannot make decisions on the student's behalf (unless the student is conserved)

By whom / Date — Document who delivered the notification and when. Keep a copy in the student file.

Best practice: deliver at the IEP meeting before the student's 17th birthday and have the student sign acknowledging receipt.

✕Is the student conserved for educational decision making? Yes/No

No (most students) — At age 18, the student is their own decision-maker. Parents retain the right to attend IEP meetings and provide input, but the student controls all educational decisions and must sign the IEP.

Yes (conserved) — A court has appointed a conservator to make educational decisions. A copy of the conservatorship order must be in the student file. The conservator signs the IEP.

⚠ Conservatorship is a significant legal process — do not recommend it casually. Supported decision-making agreements are often a less restrictive alternative that allows students to make their own decisions with support.

If the student is non-conserved and has reached 18, the rights statement on this form must be read or provided to the student directly.

✕These four Yes/No questions are the federal transition compliance checklist. All four must be Yes for a compliant transition IEP.

1. Appropriate measurable post-secondary goal(s) covering education/training, employment, and independent living?
Each goal must be specific, measurable, and post-school. All required areas must be addressed.

2. Post-secondary goal(s) addressed/updated in conjunction with the annual IEP?
Goals must be reviewed and updated at every annual IEP — not carried forward without discussion.

3. Transition services included that will reasonably enable the student to meet post-secondary goals?
Services must have a direct, documented connection to the ITP goals on Page 1.

4. Annual IEP goal(s) related to the student's transition services needs?
At least one measurable annual goal must directly support the student's transition needs.

⚠ A "No" on any of these is an immediate compliance flag that must be corrected before the IEP is finalized.