Describe what a transition plan includes
When to use this goal
For students about to get their first transition plan (at 14 in some states, by 16 under federal rules) who do not know what it is. Present levels in reading and language decide whether questions are read aloud and answered by choice.
- Baseline
- Give 8 questions before teaching. Note whether the student confuses postsecondary goals with annual IEP goals; that difference is worth teaching directly.
- Tips
- Federal rules require transition content in the IEP in effect when the student turns 16 (34 CFR 300.320(b)); many states start earlier. Use a sample plan before the student's own so the lesson is low-stakes.
- Limits
- Knowing the parts is a first step; taking part in the plan is in self-determination goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-044.
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Goal
By the annual IEP review date, during an advisory or resource lesson, given a sample transition plan in plain language and questions about it, the student will answer questions about the parts of a transition plan, including postsecondary goals, services and course of study independently with at least 80% accuracy on transition plan questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly during the unit.
Baseline: 30% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Transition-Related Skills.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Transition & Postsecondary Skills - Transition-Related Skills
- Baseline
- 30% accuracy.
- Annual goal452 characters
- By the annual IEP review date, during an advisory or resource lesson, given a sample transition plan in plain language and questions about it, the student will answer questions about the parts of a transition plan, including postsecondary goals, services and course of study independently with at least 80% accuracy on transition plan questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly during the unit.
- Timeframe
- By the annual IEP review date
- Condition
- During an advisory or resource lesson, given a sample transition plan in plain language and questions about it
- Behavior
- The student will answer questions about the parts of a transition plan, including postsecondary goals, services and course of study independently
- Criteria
- With at least 80% accuracy on transition plan questions, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly during the unit
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on transition plan questions
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly during the unit
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during an advisory or resource lesson, given a sample transition plan in plain language and questions about it, the student will answer questions about the parts of a transition plan, including postsecondary goals, services and course of study independently with at least 80% accuracy on transition plan questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly during the unit.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.