Transition & Postsecondary Skills IEP goals for Multiple Disabilities
49 transition & postsecondary skills templates across 6 skills: independent living, self-determination, vocational & work readiness, transition-related skills, career exploration, postsecondary education readiness. Each opens in the builder with a matching data sheet.
49 templates · 6 skills · 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
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 one-pot meal in a slow cooker
Cooking from a recipe
By the annual IEP review date, given a picture recipe for a slow-cooker meal (such as chili or soup) in the transition program kitchen, the student will set up and start the slow-cooker meal, then serve it when it is done, performing at least 8 of 9 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist 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.
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 a school job from check-in to check-out
Completing a school job routine
By the annual IEP review date, during a scheduled school job sorting and delivering staff mail, the student will complete the school job routine from check-in to check-out using a written job checklist, performing at least 7 of 9 steps independently, on 3 consecutive job shifts, as measured by a task-analysis checklist collected at each scheduled shift (at least weekly).
Choose between two options and give a reason
Making and explaining choices
By the annual IEP review date, when offered two real choices in planning, such as two elective courses, two school job rotations, or two club options, the student will choose one option and state one reason for the choice independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each planned choice, at least twice monthly.
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.
Postsecondary Education Readiness Transition & Postsecondary Skills
Write own input for the summary of performance
Reviewing own summary of performance
By the annual IEP review date, during the last year of school, given the student input section of the summary of performance and own transition portfolio, the student will write the student input section, describing own strengths, the supports that helped and own goals after school independently, earning a score of at least 7 out of 8 on a 4-row student input rubric (0 to 2 per row), on 2 consecutive drafts, as measured by a defined scoring rubric collected monthly during the exit year.
Compare inclusive postsecondary programs
Inclusive postsecondary programs
By the annual IEP review date, given plain-language fact sheets for two inclusive college programs and a comparison chart, the student will complete the comparison chart for the programs and state which one the student prefers and why independently, earning a score of at least 8 out of 10 on a 5-row inclusive program comparison rubric (0 to 2 per row), on 2 consecutive comparisons, as measured by a defined scoring rubric collected monthly.
Self-determination, career exploration, employment, postsecondary education, independent living, and community access for students 14 to 21. Students with multiple disabilities have combined needs that one program cannot serve alone, and their goals focus on communication, participation in routines, and daily living, with careful attention to the response mode and prompting level. Small, well-defined steps make progress measurable.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 16 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 11 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 7 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 10 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 1 goal here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
Frequently asked questions
What goals fit students with significant support needs?
Functional communication (requesting, choosing, refusing in any mode), participation in classroom routines, daily living steps, and functional academics such as recognizing a name or a schedule symbol. Goals are built from task analyses and opportunity data.
How do I write a goal when the student needs prompting?
Put the prompting level in the support part of the goal and set the criterion for a lower level than the current one. 'With a gestural prompt' can be the target when the baseline is a physical prompt.
What transition goals fit students with multiple disabilities?
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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