Transition & Postsecondary Skills IEP goals for Down Syndrome
103 transition & postsecondary skills templates across 9 skills: independent living, vocational & work readiness, transition-related skills, self-determination, community access & travel, job seeking & applications, career exploration, personal finance & money management, postsecondary education readiness. Each opens in the builder with a matching data sheet.
103 templates · 9 skills · 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Independent Living Transition & Postsecondary Skills
Cook a stovetop meal from a picture recipe
Cooking from a recipe
By the annual IEP review date, given a picture recipe for a one-pan meal the student chose (such as scrambled eggs and toast, or pasta with sauce) in the school or training apartment kitchen, the student will cook the meal from start to finish, performing at least 10 of 11 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected twice weekly during cooking lessons.
Make a no-cook meal from a written recipe
Cooking from a recipe
By the annual IEP review date, given a written recipe with photos for a cold meal (such as a turkey wrap or a pasta salad) in the school kitchen, the student will prepare the cold meal and plate it, performing at least 8 of 9 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly during cooking class.
Vocational & Work Readiness Transition & Postsecondary Skills
Check the schedule and report to the station
Following a work schedule
By the annual IEP review date, at the start of a work period, with a posted weekly schedule listing each student's station, the student will check the schedule and report to the assigned station by the start time independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by direct observation collected daily at each work period, summarized weekly.
Clock in and out for each shift
Clocking in and out
By the annual IEP review date, at the start and end of each shift, using a paper time sheet and the wall clock, the student will complete the clock-in and clock-out routine for the shift, performing at least 5 of 6 steps independently, on 4 of 5 consecutive shifts, as measured by a task-analysis checklist collected at each shift.
Transition-Related Skills Transition & Postsecondary Skills
Complete the personal-information section of a practice application
Completing a practice job application
By the annual IEP review date, given a fictional one-page practice job application and a completed model, the student will complete the personal-information section of the practice application using a personal information card with at least 90% accuracy on required personal-information fields, on 3 consecutive practice applications, as measured by work-sample analysis collected every two weeks.
Meet workplace expectations during a school-based job
Workplace behaviors during a school job
By the annual IEP review date, during a 30-minute school-based job, such as shelving library books or collecting recycling, the student will complete the assigned job shift while following the posted work expectations with end-of-shift feedback only, earning a score of at least 10 out of 12 on a 4-row workplace behavior rubric (0–3 per row), on 3 of 4 consecutive scored shifts, as measured by a defined scoring rubric collected weekly.
Self-Determination Transition & Postsecondary Skills
Use supported decision-making with a trusted person
Supported decision-making
By the annual IEP review date, when a real personal decision comes up in the transition program, such as choosing a work site, a weekend activity or how to spend a paycheck, with a chosen supporter available, the student will work through the decision with a chosen supporter and tell the people affected what was decided, performing at least 6 of 7 steps independently, on 3 consecutive real decisions, as measured by a task-analysis checklist collected at each real decision, at least twice monthly.
Name trusted supporters for each life area
Circle of support
By the annual IEP review date, given a circle of support map with four life areas, such as money, health, work and home, the student will complete the circle of support map with a supporter, what they help with and how to reach them for each life area independently, earning a score of at least 7 out of 8 on a 4-row circle of support rubric (0 to 2 per row), on 2 consecutive updates of the map, as measured by a defined scoring rubric collected monthly.
Community Access & Travel Transition & Postsecondary Skills
Check out books at the public library
Public library
By the annual IEP review date, during a class or family visit to the public library, with the student's library card and 1 to 3 chosen items, the student will check out the chosen items and put the receipt with them, performing at least 5 of 6 steps independently, on 3 consecutive library visits, as measured by a task-analysis checklist collected at each library visit.
Buy a movie or event ticket
Recreation and events
By the annual IEP review date, at a movie theater, museum, or game ticket counter or kiosk on a community trip, with money or a card, the student will buy the ticket for the chosen show or entry and find the right door, performing at least 6 of 7 steps independently, on 3 consecutive community trips, as measured by a task-analysis checklist collected on each trip to a ticketed place.
Job Seeking & Applications Transition & Postsecondary Skills
Arrive and check in for an interview
Interview day routine
By the annual IEP review date, on the day of a practice interview at an unfamiliar school office or community site, the student will arrive early, check in with the front desk and greet the interviewer, performing at least 6 of 7 steps independently, on 3 consecutive interviews, including practice interviews, as measured by a task-analysis checklist collected at each real or practice interview.
Gather hiring documents with family
Hiring documents
By the annual IEP review date, after a job offer, given a hiring document checklist and a planning conversation with the family, the student will identify the documents needed, locate them with the family and plan how to bring them safely to the first day, performing at least 5 of 6 steps independently, on 2 consecutive practice or real hiring rounds, as measured by a task-analysis checklist collected at each job offer or practice unit.
Career Exploration Transition & Postsecondary Skills
Identify school staff jobs and their tasks
Career awareness at school
By the annual IEP review date, given photos of school staff at work, such as the custodian, cafeteria worker, librarian and office manager, and task photo cards, the student will name or select each staff member's job and match one task to it independently with at least 80% accuracy on job and task matches, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Name community workers seen on an outing
Career awareness in the community
By the annual IEP review date, during community-based instruction at a store, restaurant, library or other business, the student will name a worker's job and one task the worker is doing independently in at least 4 of 5 opportunities, across 3 consecutive outings, as measured by opportunity-by-opportunity data collected at each community outing, at least weekly.
Personal Finance & Money Management Transition & Postsecondary Skills
Divide cash into envelopes by budget category
Cash envelope budgeting
By the annual IEP review date, on payday, given the week's cash (practice bills at school or real cash at home with family), labeled envelopes, and the weekly budget, the student will split the cash into the envelopes so each one matches the budget, performing at least 6 of 7 steps independently, on 3 consecutive paydays, as measured by a task-analysis checklist collected weekly on payday.
Shield the PIN at a card reader
Debit card and PIN safety
By the annual IEP review date, at each card purchase on community trips, at a store card reader or ATM, the student will cover the keypad with the other hand while entering the PIN and keep the card in their own hands independently in 6 of 6 opportunities, across 4 consecutive weeks, as measured by direct observation collected at each observed card purchase.
All 9 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Self-determination, career exploration, employment, postsecondary education, independent living, and community access for students 14 to 21. Down syndrome is not an IDEA category on its own; students are usually served under Intellectual Disability, Speech or Language Impairment, or Developmental Delay. The goals below are the ones teams most often write: speech intelligibility, expressive language, fine and gross motor skills, and daily living routines.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 21 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 10 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 42 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 25 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 3 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 2 goals here
Frequently asked questions
Which eligibility category applies to a student with Down syndrome?
The evaluation team decides based on the student's needs. Common categories are Intellectual Disability, Speech or Language Impairment, and, for young children, Developmental Delay. The category does not limit which goals can be written.
How are intelligibility goals measured?
Usually by percent of words understood by an unfamiliar listener in a short sample, or by accuracy on target sounds in words and phrases. The SLP picks the measure that matches the student's speech profile.
What transition goals fit students with Down syndrome?
Career exploration, job seeking, postsecondary education, independent living, personal finance, community access, and self-determination goals, chosen from age-appropriate transition assessments and the student's own goals. Each annual goal should build toward a measurable postsecondary goal.
How are transition goals measured?
With task-analysis steps for routines like applications and bus routes, rubrics for products like resumes and career profiles, and opportunities for skills practiced in the community. The disability informs supports, not the measure.
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