Grades 3-5 Transition & Postsecondary Skills IEP goals
10 transition & postsecondary skills templates list grades 3 to 5 among their grade bands, across 2 skills: self-determination, community access & travel. Each opens in the builder with a matching data sheet.
10 templates · 2 skills · 3–5 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Self-Determination Transition & Postsecondary Skills
Solve classroom problems with a picture card
Problem solving with a step framework
By the annual IEP review date, when a classroom problem comes up, such as a missing material, a dull pencil or a computer login that fails, the student will follow the problem-solving card to fix the problem or choose a second fix, performing at least 5 of 6 steps independently, on 3 consecutive observed problems, as measured by a task-analysis checklist collected at each problem that comes up, summarized weekly.
Choose between two items to show a preference
Making choices (significant support needs)
By the annual IEP review date, when offered two real options, such as two drinks, two songs or two work materials, held apart or shown on a choice board, the student will select one option by touch, reach, gesture, vocalization or device and accept the item chosen independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily at planned choice points.
Choose the order of work session tasks
Making choices across the day
By the annual IEP review date, at the start of an independent work session with three assigned tasks shown on a task board, the student will choose the order of the tasks, place them on the board and start the first task chosen independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by direct observation collected daily during the work session, summarized weekly.
Tell two things they do well
Naming own strengths
By the annual IEP review date, when asked by a teacher or counselor what they are good at, during a class or small-group lesson on strengths, the student will name two things they do well at school or outside school independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly.
Set a learning goal and check it weekly
Setting a learning goal
By the annual IEP review date, during a weekly goal conference with the teacher, using a learning goal card, the student will write a learning goal with a number, record the week's result and say whether it was met independently, earning a score of at least 5 out of 6 on a 3-row learning goal rubric (0 to 2 per row), on 3 of 4 consecutive weekly goal cards, as measured by a defined scoring rubric collected weekly.
Pick a work strategy and rate it
Choosing and judging own strategies
By the annual IEP review date, before an independent reading or math task, given a menu of three work strategies, such as a timer, a quiet spot or a checklist, the student will choose a strategy, use it and say afterward whether it helped independently in at least 4 of 5 opportunities, across 3 consecutive data collection weeks, as measured by direct observation collected daily during one work block, summarized weekly.
Community Access & Travel Transition & Postsecondary Skills
Check out books at the public library
Public library
By the annual IEP review date, during a class or family visit to the public library, with the student's library card and 1 to 3 chosen items, the student will check out the chosen items and put the receipt with them, performing at least 5 of 6 steps independently, on 3 consecutive library visits, as measured by a task-analysis checklist collected at each library visit.
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.
Find the restroom using signs in public buildings
Finding places using signs
By the annual IEP review date, on community outings to a store, library, museum, or mall, when the student needs the restroom and the adult waits at a set point, the student will follow the signs to the restroom and return to the meeting point independently in at least 4 of 5 opportunities, across 4 consecutive outings, as measured by direct observation collected on each community outing.
Tell a server a meal order
Ordering at restaurants
By the annual IEP review date, when a server asks for the order at a restaurant on a class or family outing, with the menu or a picture menu, the student will give the server the food and drink order independently in at least 4 of 5 opportunities, across 3 consecutive outings, as measured by opportunity-by-opportunity data collected on each restaurant outing.
Grades 3 to 5 transition & postsecondary skills goals build on foundational skills and begin to use longer tasks, multi-step work, and independence as the target. Measurement shifts toward curriculum-based probes, work samples, and rubrics the student can see.
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 3 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 6 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
What changes in transition & postsecondary skills goals between the early and upper elementary grades?
Tasks get longer and more independent, and the support level in the goal moves from prompts toward checklists and self-monitoring. The measure often changes too, from direct observation to work samples and probes.
Can an upper elementary goal include self-monitoring?
Yes. Students at this age can check their own work or rate their own behavior, and the goal can measure both the skill and the accuracy of the self-rating.
How do I set a criterion for a grade 3 to 5 student working below grade level?
Use the student's baseline on the measure and expected growth for that measure, not the grade-level benchmark. The goal should be ambitious for the student, as Endrew F. requires, and reachable within the year.
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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.