Transition & Postsecondary Skills IEP goals for Visual Impairment
18 transition & postsecondary skills templates across 5 skills: community access & travel, postsecondary education readiness, career exploration, personal finance & money management, transition-related skills. Each opens in the builder with a matching data sheet.
18 templates · 5 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.
Community Access & Travel Transition & Postsecondary Skills
Board a city bus and find a seat
Riding a bus route with a travel plan
By the annual IEP review date, when the bus arrives at the stop on a class trip or family ride, with an adult beside the student holding the fare, the student will board the bus, pay or show the fare, and sit or hold a pole before it moves, performing at least 4 of 5 steps independently, on 3 consecutive bus rides, as measured by a task-analysis checklist collected at each bus ride.
Tap a transit card to board
Transit fares
By the annual IEP review date, when boarding a city bus or entering a rail station on a travel-training trip, with the student's transit card, the student will tap or scan the fare and check that it was accepted before moving on, performing at least 5 of 6 steps independently, on 4 consecutive rides, as measured by a task-analysis checklist collected at each ride.
Postsecondary Education Readiness Transition & Postsecondary Skills
Explain own accommodation needs at an intake meeting
Intake meeting with accessibility services
By the annual IEP review date, during a mock intake meeting with a staff member acting as a college accessibility coordinator, the student will explain how own needs affect learning, which accommodations helped in high school and which are needed in college independently, earning a score of at least 8 out of 10 on a 5-row intake meeting rubric (0 to 2 per row), on 2 consecutive meetings, including mock meetings, as measured by a defined scoring rubric collected at each mock meeting (monthly) and at the real intake.
Navigate a college campus with a map
Campus navigation
By the annual IEP review date, during a campus visit, given a campus map and a list of buildings to find, such as the classroom, library and accessibility office, the student will find each listed building and room using the map and arrive by the planned time, performing at least 6 of 7 steps independently, on 3 consecutive campus routes, as measured by a task-analysis checklist collected at each campus visit or the first two weeks of the term.
Career Exploration Transition & Postsecondary Skills
Match work tools to jobs
Career awareness (significant support needs)
By the annual IEP review date, given real work tools, such as a mop, a price gun, a stethoscope and a spatula, and photos of workers, the student will match each work tool to the worker who uses it independently with at least 80% accuracy on tool and job matches, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Personal Finance & Money Management Transition & Postsecondary Skills
Withdraw cash at an ATM
Debit card and PIN safety
By the annual IEP review date, at a bank or credit union ATM on a community trip, with the student's card and a family-approved amount, the student will take out the planned amount of cash and leave with the card, cash, and receipt, performing all 10 steps independently, on 3 consecutive ATM trips, as measured by a task-analysis checklist collected every two weeks on community trips.
Transition-Related Skills Transition & Postsecondary Skills
Find key rooms on a high school tour
Middle to high school transition
By the annual IEP review date, during a spring or summer visit to the high school, given a building map and own schedule, the student will find each class on own schedule and the key offices using the map, performing at least 6 of 7 steps independently, on 2 consecutive visits, as measured by a task-analysis checklist collected at each visit and daily in the first week of school.
Self-determination, career exploration, employment, postsecondary education, independent living, and community access for students 14 to 21. Goals for students with a visual impairment, including blindness, cover access to print and digital materials, orientation and mobility, functional vision tasks, and the expanded core curriculum skills that sighted peers learn incidentally. Each goal names the medium and tools the student uses.
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 14 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 2 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 is the expanded core curriculum?
A set of skill areas specific to students with visual impairments, including compensatory access skills (braille, assistive technology), orientation and mobility, independent living, social interaction, and self-determination. IEP goals often come from these areas.
Should the goal name braille or large print?
Yes, in the condition, so the measure is consistent. IDEA requires the team to provide braille instruction unless the evaluation shows it is not appropriate (34 CFR 300.324(a)(2)(iii)).
What transition goals fit students with visual 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.