Student interests and preferences are documented

Progress or attainment of goals is reviewed annually

Options identified for each outcome area

Postsecondary education or training goals and objectives specified

Occupational goals and objectives specified

Community-related and residential goals and objectives specified (e.g., voting, driving)

Recreation and leisure goals and objectives specified

Educational program corresponds to specific goals, including elective courses

Pathway to diploma or other exit document identified and aligned with postsecondary goals

Goals are measurable

Personal needs are addressed in planning (e.g., financial, medical, guardianship)

Specific goals and objectives result from student choices

Planning process considers integrated developmental and service settings with appropriate supports

Responsibility of participants or agencies specified

Evaluation of participant fulfillment of responsibilities

Planning team includes student and family members

Students are prepared to actively participate in the IEP development process and meeting

Students evaluate their progress on previous IEP goals and objectives

Self-determination is facilitated within the planning process

Students express their interests, preferences, and limits

Planning decisions are driven by students and their families

Accommodations are made for communication needs (e.g., interpreters)

Students evaluate their participation in the planning process and meeting

Transition-focused planning begins no later than age 14

Cultural and linguistic considerations embedded throughout the planning process

Planning team leader identified

IEP meeting time and preparation are adequate to conduct planning that engages relevant stakeholders

Planning and meeting time and place support student and family engagement

Planning process is student-centered planning (e.g., applies person-center planning; MAPS, PATH, PFP)

Comprehensive age-appropriate transition assessments are used for transition planning (e.g., achievement, intelligence, behavior, career, aptitude, skills, interests, preferences, readiness)

Referral to adult service provider(s) occurs prior to student’s exit from school