Transition coordinator Functional & Independence Skills IEP goals
22 functional & independence skills templates tagged for the transition coordinator or job coach, across 3 skills: health & self-management, leisure & recreation, toileting. Each opens in the builder with a matching data sheet.
22 templates · 3 skills · 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Health & Self-Management Functional & Independence Skills
Check in for a clinic appointment with ID
Making a medical appointment
By the annual IEP review date, at the front desk of a clinic or doctor's office, with a family member present, the student will check in at the front desk by giving their name, birth date, ID, and insurance card, performing at least 5 of 6 steps independently, across 3 consecutive real or mock check-ins, as measured by a task-analysis checklist collected at each mock or real check-in.
Request a prescription refill by phone or app
Medication routine with the school nurse
By the annual IEP review date, when their medication bottle shows about one week left, at home with the family, the student will request a refill by phone or app and write down the pickup date, performing at least 5 of 6 steps independently, across 3 consecutive refills or practice calls, as measured by a task-analysis checklist collected at each refill, with monthly practice.
Leisure & Recreation Functional & Independence Skills
Check out materials at the public library
Using a recreation center or library
By the annual IEP review date, during community outings to the public library, the student will find leisure materials they want, check them out with their library card, and note the due date, performing at least 6 of 7 steps independently, across 4 consecutive library visits, as measured by a task-analysis checklist collected at each library visit.
Plan a weekend activity from start to finish
Planning a weekend activity
By the annual IEP review date, during a weekly planning time on Thursday or Friday at school, the student will choose a weekend activity, check the time, cost, and ride, invite someone if they want, and put it on their calendar, performing at least 6 of 7 steps independently, across 4 consecutive weeks, as measured by a task-analysis checklist collected weekly.
Toileting Functional & Independence Skills
Find and use a community restroom
Public restrooms
By the annual IEP review date, during community outings to a store, restaurant, library, or work site, the student will find a public restroom by reading signs or asking an employee, use it, and return to the group, performing at least 6 of 7 steps independently, across 4 consecutive community outings, as measured by a task-analysis checklist collected at each community outing.
Routines, daily living, functional academics, community safety, toileting, health, and leisure skills. This goal bank for transition coordinators covers career exploration, job seeking, postsecondary education, independent living, personal finance, community access, and self-determination. Annual goals are written to build toward the student's measurable postsecondary goals.
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 8 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 2 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 6 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 3 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
Frequently asked questions
When does transition planning have to start?
Under 34 CFR 300.320(b), transition content begins with the first IEP in effect when the student turns 16, or younger if the team decides. Many states start earlier, so check your state's rule.
How do annual goals connect to postsecondary goals?
Each annual goal should be a step toward a postsecondary goal for education or training, employment, or independent living. For example, a goal for completing job applications supports an employment postsecondary goal.
What transition assessments should I use?
Age-appropriate transition assessments can include interest inventories, interviews with the student and family, work-site observations, and independent living checklists. Use more than one source and update them each year.
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.