School psychologist Transition & Postsecondary Skills IEP goals
42 transition & postsecondary skills templates tagged for the school psychologist or counselor, across 6 skills: postsecondary education readiness, self-determination, career exploration, transition-related skills, job seeking & applications, vocational & work readiness. Each opens in the builder with a matching data sheet.
42 templates · 6 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.
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.
Self-Determination Transition & Postsecondary Skills
Predict the result of each option before choosing
Thinking through consequences
By the annual IEP review date, given short scenarios about school, home or community choices, read aloud or in print, the student will state one likely result of each option before choosing independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly.
Review a past decision and name a change
Learning from own decisions
By the annual IEP review date, a week after making a real decision, such as choosing a class, a work task or how to spend money, during a check-in with the case manager, the student will state how the decision turned out, one thing to keep doing and one thing to change next time independently in at least 4 of 5 opportunities, across 3 consecutive monthly check-ins, as measured by opportunity-by-opportunity data collected at each decision review, about weekly.
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.
Match own interests to a career cluster
Matching interests to career clusters
By the annual IEP review date, given own interest inventory results or hobby list and a career cluster guide, the student will choose a career cluster that fits own interests, list jobs in it and explain the match independently, earning a score of at least 7 out of 8 on a 4-row interest matching rubric (0 to 2 per row), on 3 consecutive matching sheets, as measured by a defined scoring rubric collected every two weeks.
Transition-Related Skills Transition & Postsecondary Skills
Name accommodations for a job or training setting
Connecting own accommodations to future settings
By the annual IEP review date, during a transition planning activity that describes a job, training, or volunteer setting, the student will name one current accommodation and explain how it could help with a specific task in that setting independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly during planned practice opportunities.
Lead part of own IEP meeting
Student-led IEP meeting
By the annual IEP review date, during the annual IEP meeting, using a prepared one-page profile or slide deck, the student will present the student-led portion of the IEP meeting independently, earning a score of at least 8 out of 10 on a 5-row student-led IEP rubric (0 to 2 per row), on 2 consecutive meetings or practice meetings, as measured by a defined scoring rubric collected at each practice meeting (monthly) and at the annual meeting.
Job Seeking & Applications Transition & Postsecondary Skills
Decide whether to disclose a disability at work
Disclosure decisions
By the annual IEP review date, given a disclosure planning sheet and a job the student is applying for or has been offered, the student will complete the disclosure plan with own decision, the reasons, the timing and what the student would say independently, earning a score of at least 8 out of 10 on a 5-row disclosure plan rubric (0 to 2 per row), on 2 consecutive disclosure plans, as measured by a defined scoring rubric collected monthly.
Vocational & Work Readiness Transition & Postsecondary Skills
Accept corrective feedback and fix the work
Responding to feedback
By the annual IEP review date, when the supervisor points out an error and states how to fix it during a school-based job, the student will acknowledge the feedback and redo the work as directed independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each correction, summarized every five.
Self-determination, career exploration, employment, postsecondary education, independent living, and community access for students 14 to 21. This goal bank for school psychologists and counselors covers emotional regulation, coping strategies, social problem solving, conflict resolution, and self-advocacy. Goals describe an observable use of a strategy and are measured with opportunities, frequency, or rubrics that classroom staff can also use.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 16 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 17 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 4 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 4 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
How do you make a counseling goal measurable?
Name the strategy the student will use (take a break, use a calm-down plan, state the problem and one solution), the trigger or context, and a criterion in opportunities or frequency. 'Will improve coping' is not measurable; 'will use a taught calming strategy in 4 of 5 observed opportunities' is.
Who collects data on social-emotional goals?
The counselor or psychologist records session data, and classroom staff record use of the skill in the setting where it matters. The goal should say which setting counts.
Should a counseling goal reference a specific program?
No. Programs and curricula belong in the services section. The goal describes the student's behavior so any provider could measure it.
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