IEP goals for Transition-Age Students (14 to 21)
410 templates across 31 skills in 9 areas, led by transition & postsecondary skills, vision, hearing & assistive technology, and functional & independence skills. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
410 templates · 31 skills · 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.
Vocational & Work Readiness Transition & Postsecondary Skills
Clear and sanitize tables between customers
Food service tasks
By the annual IEP review date, during a lunch shift at the school cafe, after each group of customers leaves a table, the student will clear, wipe and sanitize each table and reset it for the next customers, performing at least 7 of 8 steps independently, on 3 consecutive shifts, as measured by a task-analysis checklist collected at each shift, scoring three table turnovers.
Wash dishes at a three-compartment sink
Food service tasks
By the annual IEP review date, during a dish shift in the school or culinary program kitchen, with a three-compartment sink set up, the student will wash, rinse and sanitize each load of dishes in order and set them to air-dry, performing all 7 steps independently, on 3 consecutive dish shifts, as measured by a task-analysis checklist collected at each dish shift.
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.
Bake a sheet-pan dinner in the oven
Cooking from a recipe
By the annual IEP review date, given a written recipe with photos for a sheet-pan dinner (such as chicken and vegetables) in the training apartment kitchen, the student will prepare, bake, and serve the sheet-pan dinner, performing at least 9 of 10 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly during cooking lessons.
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.
Community Access & Travel Transition & Postsecondary Skills
Ride a bus route with one transfer
Riding a bus route with a travel plan
By the annual IEP review date, on a two-bus trip from school or home to a job site or program, with a written or phone travel plan and staff following at a planned distance, the student will travel the route with one transfer and arrive at the destination, performing all 11 steps independently, on 5 consecutive trips, as measured by a task-analysis checklist collected at each travel-training trip.
Recover from a missed bus or detour
Travel problems
By the annual IEP review date, when a bus is missed, late, full, or detoured during a travel-training trip, with the travel plan's what-if card, the student will check the app for the next bus, text the planned contact, and wait in a safe spot independently in 5 of 5 opportunities, across 2 consecutive months, as measured by opportunity-by-opportunity data collected at each real or planned travel problem.
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.
Rework a budget when costs change
Budgeting from income
By the annual IEP review date, given a balanced monthly budget and a change card (fewer work hours, a higher phone bill, a car repair), with a phone calculator, the student will change the flexible budget lines so the budget balances again independently with at least 85% accuracy on adjusted budget lines and totals, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Career Exploration Transition & Postsecondary Skills
Name the training and requirements for a job
Researching job requirements
By the annual IEP review date, given one-page job profiles from a government career website, the student will identify the training level and other hiring requirements listed for each job independently with at least 85% accuracy on job requirement items, on 3 consecutive probes, as measured by work-sample analysis collected every two weeks.
Compare two training paths for one career
Comparing training paths
By the annual IEP review date, given a career of interest and information on two training paths, such as an apprenticeship and a community college certificate, the student will complete a comparison chart for the two training paths and state which fits own plans independently, earning a score of at least 10 out of 12 on a 6-row training path rubric (0 to 2 per row), on 2 consecutive comparisons, as measured by a defined scoring rubric collected monthly.
All 31 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Transition & Postsecondary Skills
Vision, Hearing & Assistive Technology
Functional & Independence Skills
Social-Emotional & Communication
Science, Social Studies & Digital Literacy
Motor & Sensory Skills (OT, PT & Adapted PE)
Behavior & Classroom Expectations
Executive Function
Goals for students 14 to 21: self-determination, work, further education, independent living, and community access. Transition-age students are building toward adult life, and their IEPs include measurable postsecondary goals and the transition services to reach them. The goals that follow cover employment, education and training, independent living, and self-determination, written in age-respectful language.
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 62 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 149 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 103 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 78 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 11 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 5 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 2 goals here
Frequently asked questions
At what age do transition goals start?
Under 34 CFR 300.320(b), beginning with the first IEP in effect when the student turns 16, or younger if the team decides, the IEP includes measurable postsecondary goals and transition services. Many states start earlier.
What is the difference between a postsecondary goal and an annual goal?
A postsecondary goal describes what the student will do after high school, such as working part time or attending a training program. Annual goals are the skills the student works on this year to get there.
Should the student lead transition planning?
As much as possible. Students can share their interests and preferences, help write their goals, and lead parts of the meeting. Student-led planning builds the self-determination skills adult life needs.
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