Transition & Postsecondary Skills IEP goals for Orthopedic Impairment
10 transition & postsecondary skills templates across 5 skills: community access & travel, independent living, career exploration, job seeking & applications, vocational & work readiness. Each opens in the builder with a matching data sheet.
10 templates · 5 skills · 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Community Access & Travel Transition & Postsecondary Skills
Book a paratransit trip by phone or online
Booking paratransit or a ride
By the annual IEP review date, when the student needs a ride to a job, class, or appointment, using the paratransit booking line or website with a family member nearby, the student will book the trip with the right addresses, times, and needs and record the confirmation, performing at least 7 of 8 steps independently, on 3 consecutive bookings, as measured by a task-analysis checklist collected at each booking, at least every two weeks.
Wait at the curb for the pickup window
Booking paratransit or a ride
By the annual IEP review date, at the start of each booked pickup window, at home, school, or a job site, the student will be at the pickup spot with belongings when the pickup window opens independently in at least 7 of 8 opportunities, across 3 consecutive weeks, as measured by direct observation collected at each scheduled pickup.
Independent Living Transition & Postsecondary Skills
Order groceries for pickup in a store app
Grocery shopping with a list and budget
By the annual IEP review date, given a grocery list and a store's pickup app on a program tablet, with a practice account set up by staff, the student will build the order in the app and schedule a pickup time, performing at least 8 of 9 steps independently, on 3 consecutive weekly orders, as measured by a task-analysis checklist collected weekly.
Change bed sheets and make the bed
Cleaning a living space
By the annual IEP review date, on sheet-changing day at home, with clean sheets and pillowcases, as recorded by the family, the student will strip the bed, put on clean sheets, and make the bed, performing at least 7 of 8 steps independently, on 3 consecutive sheet-changing days, as measured by a task-analysis checklist collected weekly.
Career Exploration Transition & Postsecondary Skills
Rate how a job's demands fit own skills
Job fit analysis
By the annual IEP review date, given a job profile and a job fit chart with demand categories, such as standing, lifting, reading, math, people contact and pace, the student will rate each demand of the job against own skills and needs and state an overall fit with a reason independently, earning a score of at least 7 out of 8 on a 4-row job fit rubric (0 to 2 per row), on 3 consecutive job fit charts, as measured by a defined scoring rubric collected every two weeks.
Job Seeking & Applications Transition & Postsecondary Skills
Interview by video call
Video interviews
By the annual IEP review date, for a scheduled practice interview by video call with an unfamiliar staff member, the student will set up, join and complete the video interview from start to closing, performing at least 7 of 8 steps independently, on 3 consecutive video interviews, including practice interviews, as measured by a task-analysis checklist collected at each video interview or practice call.
Vocational & Work Readiness Transition & Postsecondary Skills
Enter spreadsheet data at a steady rate
Production rate to the workplace standard
By the annual IEP review date, given paper forms with data to enter, a spreadsheet template and a 10-minute timed work sample (total divided by 10 for the per-minute rate), the student will enter each record correctly into the right cells during the timed sample independently at a rate of at least 5 correct entries per minute, on 3 consecutive weekly timed samples, as measured by timed probes collected weekly.
Scan and email documents for an office
Office tasks
By the annual IEP review date, given a scan request with the documents and the recipient's email address, the student will scan the documents, name the file as requested and email or save it to the right place, performing at least 6 of 7 steps independently, on 3 consecutive scan requests, as measured by a task-analysis checklist collected at each scan request, at least weekly.
Self-determination, career exploration, employment, postsecondary education, independent living, and community access for students 14 to 21. Orthopedic Impairment covers conditions that affect movement, such as cerebral palsy or limb differences. Goals describe school tasks the student will access or complete, often with adapted equipment named in the condition, and they are typically written with the occupational or physical therapist.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 7 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 1 goal here
Frequently asked questions
What goals are written for students with an orthopedic impairment?
Mobility between classroom areas, fine motor access (using a keyboard, switch, or adapted pencil), positioning for work, self-care in the school day, and participation in PE. Academic goals use the student's access method in the condition.
Should equipment be named in the goal?
Yes, when the skill depends on it. 'Using a slant board and pencil grip' or 'with a walker' makes the measurement repeatable and shows what support is expected.
What transition goals fit students with orthopedic impairment?
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.
IEP Atlas Pro
Turn these goals into progress reports
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.