Transition & Postsecondary Skills IEP goals for Other Health Impairment
13 transition & postsecondary skills templates across 4 skills: independent living, community access & travel, vocational & work readiness, personal finance & money management. Each opens in the builder with a matching data sheet.
13 templates · 4 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.
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.
Start laundry on the scheduled laundry day
Household schedule
By the annual IEP review date, on each laundry day set in the student's phone calendar, at home or in the training apartment, the student will start a load of laundry on the scheduled day independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by direct observation collected on each scheduled laundry day.
Community Access & Travel Transition & Postsecondary Skills
Pick up a prescription at the pharmacy counter
Pharmacy
By the annual IEP review date, on a community trip to the pharmacy when a prescription is ready, with the family's agreement and the student's ID, the student will pick up the prescription, check the name on the label, and pay, performing at least 7 of 8 steps independently, on 3 consecutive pickups, as measured by a task-analysis checklist collected at each pickup, with practice every two weeks.
Ask a pharmacist a question about a medicine
Pharmacy
By the annual IEP review date, at the pharmacy counter on a community trip, when the student has a question written beforehand, the student will ask the pharmacist the question and write or record the answer independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by opportunity-by-opportunity data collected at each pharmacy trip or role-play.
Vocational & Work Readiness Transition & Postsecondary Skills
Build up to a full-length shift
Work stamina across a shift
By the annual IEP review date, during a work-based learning placement with the shift length set by the supervisor and scheduled breaks, the student will work the scheduled shift with only the scheduled breaks independently for at least 180 minutes, on 4 of 5 consecutive shifts, as measured by duration recording collected at each shift.
Keep pace through the end of a shift
Work stamina across a shift
By the annual IEP review date, during the last 15 minutes of a work-based learning shift on a mastered production task, the student will complete correct items at a steady pace during the final timed sample of the shift independently at a rate of at least 3 correct items per minute, on 3 consecutive weekly timed samples, as measured by timed probes collected weekly.
Personal Finance & Money Management Transition & Postsecondary Skills
Find key boxes on a W-2 form
Tax forms
By the annual IEP review date, given a sample W-2 form and questions about wages, federal tax withheld, the employer, and the tax year, the student will find the box that answers each question and read the amount or name independently with at least 80% accuracy on W-2 questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks during tax season.
Self-determination, career exploration, employment, postsecondary education, independent living, and community access for students 14 to 21. Other Health Impairment covers conditions that limit strength, vitality, or alertness, including ADHD, epilepsy, diabetes, and many chronic illnesses. The goals below address the school effects teams see most: attention, work completion, organization, and self-advocacy about health needs.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
- 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
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 3 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 1 goal here
Frequently asked questions
What conditions fall under Other Health Impairment?
IDEA lists examples such as asthma, ADHD, diabetes, epilepsy, heart conditions, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome. The condition must adversely affect educational performance for the student to qualify.
What goals are common under OHI?
Executive function goals (task initiation, sustained attention, assignment completion), organization and self-monitoring, and self-advocacy goals such as requesting a break or communicating a health need. Academic goals are added when assessment shows a need.
What transition goals fit students with other health 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.