Transition & Postsecondary Skills IEP goals for Specific Learning Disability
171 transition & postsecondary skills templates across 9 skills: postsecondary education readiness, career exploration, vocational & work readiness, community access & travel, job seeking & applications, personal finance & money management, self-determination, transition-related skills, independent living. Each opens in the builder with a matching data sheet.
171 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.
Postsecondary Education Readiness Transition & Postsecondary Skills
Compare colleges or programs on a checklist
Researching colleges and training programs
By the annual IEP review date, given two or three colleges or training programs the student is considering and a program comparison checklist, the student will complete the comparison checklist for each program and state which one fits own plans and why independently, earning a score of at least 10 out of 12 on a 6-row program comparison rubric (0 to 2 per row), on 2 consecutive comparisons, as measured by a defined scoring rubric collected monthly.
Research a college's accessibility services office
Researching campus accessibility services
By the annual IEP review date, given the accessibility services web page of a college the student is considering and a fact sheet, the student will record where the office is, how to contact it, what documents it asks for and how to request accommodations independently with at least 85% accuracy on fact sheet items, on 3 consecutive probes, as measured by work-sample analysis collected every two weeks.
Career Exploration Transition & Postsecondary Skills
Explain own interest inventory results
Interest inventory results explained
By the annual IEP review date, after completing a career interest inventory, given the results page and a results summary sheet, the student will complete the results summary with own top interest areas, a job from each and whether the results fit independently, earning a score of at least 7 out of 8 on a 4-row interest results rubric (0 to 2 per row), on 2 consecutive inventories or summaries, as measured by a defined scoring rubric collected after each inventory, about each semester.
Sort jobs into career clusters
Career clusters
By the annual IEP review date, given job cards with a photo and a short description, and a sorting mat with six career clusters, the student will sort each job card into its career cluster independently with at least 85% accuracy on job cards sorted, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Vocational & Work Readiness Transition & Postsecondary Skills
Prep a menu item from a recipe card
Food service tasks
By the annual IEP review date, during a prep shift in the culinary program kitchen, given a recipe card for a menu item and the ingredients, the student will prep the menu item from the recipe card, from setup to cleanup, performing at least 7 of 8 steps independently, on 3 consecutive prep shifts, as measured by a task-analysis checklist collected at each prep shift.
Label and date food for storage
Food safety tasks
By the annual IEP review date, at the end of a prep shift, given prepared food, storage containers, labels and the site's use-by chart, the student will label each container with the item, date and use-by date and store it in the right place independently with at least 95% accuracy on containers labeled and stored correctly, on 3 consecutive shifts, as measured by work-sample analysis collected at each shift, checking all containers stored.
Community Access & Travel Transition & Postsecondary Skills
Read posted hours and rules at community places
Reading community signs
By the annual IEP review date, given photos of 8 to 10 posted signs from community places (a pool, library, park, clinic, store) and questions about each, the student will answer when the place is open and what each posted rule says independently with at least 85% accuracy on posted sign questions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Use a map at a zoo or park
Using maps in community places
By the annual IEP review date, on a class trip to a zoo, museum, fair, or large park, given the site map and a place to find, the student will use the map to find the place and lead the group to it independently in at least 4 of 5 opportunities, across 2 consecutive trips, as measured by direct observation collected on each trip to a large venue, with map practice before.
Job Seeking & Applications Transition & Postsecondary Skills
Find job postings that match own needs
Finding job postings
By the annual IEP review date, given a job search website on a classroom device and own job search criteria (job type, hours, travel distance), the student will search for jobs that meet own criteria and save the matching postings, performing at least 7 of 8 steps independently, on 3 consecutive search sessions, as measured by a task-analysis checklist collected weekly during the job search unit.
Screen job postings against own criteria
Screening postings for fit
By the annual IEP review date, given printed job postings and own job criteria card (age, hours, travel, interests, requirements), the student will mark each posting as a fit or not a fit and name the criterion that decided it independently with at least 90% accuracy on postings screened, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Personal Finance & Money Management Transition & Postsecondary Skills
Build a monthly budget from take-home pay
Budgeting from income
By the annual IEP review date, given a monthly take-home pay amount, a list of fixed and flexible expenses, a budget template, and a phone calculator, the student will fill in the budget so planned spending and saving equal the take-home pay independently with at least 90% accuracy on budget lines and totals, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Sort expenses into needs and wants
Budgeting from income
By the annual IEP review date, given 12 to 15 expense cards with prices (rent, groceries, phone bill, concert tickets, new shoes) and a needs and wants sorting mat, the student will sort each expense as a need or a want and give a reason for the hard ones independently with at least 85% accuracy on expenses sorted as needs or wants, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Self-Determination Transition & Postsecondary Skills
Set a personal goal with an action plan
Setting a personal goal and action plan
By the annual IEP review date, during a goal-planning conference with the case manager, using a blank goal plan sheet, the student will write a personal goal with an action plan that lists steps, dates and a way to check progress independently, earning a score of at least 8 out of 10 on a 5-row goal plan rubric (0 to 2 per row), on 3 consecutive goal plans, as measured by a defined scoring rubric collected monthly, at each new goal plan.
Map a long-term goal into dated milestones
Breaking a long-term goal into steps
By the annual IEP review date, given a long-term goal the student chose, such as a job, a training program or a living goal, and a blank goal map, the student will build a goal map that runs from the long-term goal back to a first action for this month, performing at least 7 of 8 steps independently, on 3 consecutive goal maps, as measured by a task-analysis checklist collected monthly.
Transition-Related Skills Transition & Postsecondary Skills
Review own transition assessment results
Reviewing own transition assessment results
By the annual IEP review date, before the annual IEP meeting, given a plain-language summary of own transition assessment results and a review sheet, the student will summarize what the assessments say about own interests, strengths and needs and mark where the student agrees or disagrees independently, earning a score of at least 7 out of 8 on a 4-row assessment review rubric (0 to 2 per row), on 2 consecutive reviews, as measured by a defined scoring rubric collected after each assessment, at least twice a year.
Connect own courses to postsecondary goals
Connecting coursework to postsecondary goals
By the annual IEP review date, during course selection, given own postsecondary goals, the course guide and a course-to-goal planning sheet, the student will list courses for next year and explain how each one supports an education, training or employment goal independently, earning a score of at least 7 out of 8 on a 4-row course-to-goal rubric (0 to 2 per row), on 2 consecutive planning sheets, as measured by a defined scoring rubric collected during course selection, with a practice sheet each semester.
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. Specific learning disability is the IDEA category for students whose disability affects reading, writing, math, listening, or speaking, and the goals that follow are the academic goals teams write most: decoding, fluency, comprehension, written expression, spelling, and math. Each one is measured with a short probe that matches the skill, so progress shows up between report cards.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 48 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 55 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 22 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 45 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
Frequently asked questions
What IEP goals are common for students with a specific learning disability?
Goals usually target the academic skill the evaluation shows is limiting progress, such as decoding, reading fluency, written expression, or math computation. Many students also have a study skills or self-advocacy goal so they can use their accommodations. The team chooses from present levels, not from the label.
How are learning disability goals measured?
With curriculum-based measures and short probes: words correct per minute for fluency, accuracy on word lists or problem sets, and rubrics for writing. Weekly or biweekly probes give a clear trend before each progress report.
What transition goals fit students with specific learning disability?
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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