Transition coordinator Social-Emotional & Communication IEP goals
9 social-emotional & communication templates tagged for the transition coordinator or job coach, across 2 skills: relationships, boundaries & personal safety, social awareness & perspective taking. Each opens in the builder with a matching data sheet.
9 templates · 2 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.
Relationships, Boundaries & Personal Safety Social-Emotional & Communication
Report harassment at school or work
Reporting harassment
By the annual IEP review date, during a role-play of a harassment situation at school, with the student's named trusted adults and the school's reporting steps listed, the student will carry out each step of the reporting routine in the role-play, performing all 6 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected weekly.
Choose what to share with coworkers
Sharing with coworkers
By the annual IEP review date, given 10 short workplace conversation scenarios with topics such as weekend plans, health, money, relationships, and family, the student will say whether each topic fits a coworker relationship and suggest another topic or a private setting when it does not independently with at least 85% accuracy on workplace conversation scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Plan a safe meeting with an online friend
Meeting online friends safely
By the annual IEP review date, during a planning session in the transition program, using a scenario of meeting someone met online, the student will plan the meeting by completing each step of the safety plan, performing all 7 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected weekly.
Find a safe helper in the community
Safe people in the community
By the annual IEP review date, given 10 photos or videos of people in community places (stores, transit stations, libraries, parks), the student will choose the safest person to ask for help in each scene and say why independently with at least 90% accuracy on community scenes, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
See all 30 relationships, boundaries & personal safety goals
Social Awareness & Perspective Taking Social-Emotional & Communication
Identify unwritten rules at a job site
Unwritten rules at work
By the annual IEP review date, given 10 short workplace scenarios at sites like the student's job placement, the student will say whether the worker followed an unwritten rule, what the rule is, and how coworkers might react independently with at least 80% accuracy on workplace scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Explain a customer's or coworker's view
Coworker and customer perspectives
By the annual IEP review date, given a written or video workplace scenario with a customer or coworker reacting to a problem, the student will explain the other person's view by naming what they wanted, their likely emotion, and a response that fits the job independently, earning a score of at least 7 out of 9 on a 3-row workplace perspective rubric scored 0 to 3 per row, in 3 of 4 biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Respond to a waiting customer's cues
Reading cues at work
By the annual IEP review date, during a shift at a school store, cafe, or community job site, when a customer waits, looks around for help, or asks a question, the student will notice the customer's cue and respond by greeting them, saying "I'll be right with you", or getting a coworker independently in at least 5 of 6 opportunities, on 4 of 5 observed shifts, as measured by direct observation collected weekly at the job site.
Interpret hints and indirect requests
Indirect requests and hints
By the annual IEP review date, given 10 short scenarios with an indirect request or hint at school, home, or work (such as "It's getting cold in here"), the student will say what the speaker is really asking for and a response that fits independently with at least 80% accuracy on indirect request scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Describe the norms of a new club
Norms of a new group
By the annual IEP review date, after the first 2 sessions of a new class, club, or team, during a check-in with the counselor, the student will describe 3 norms of the group, the evidence for each, and their own plan for each (follow, ask about, or choose not to) independently, earning a score of at least 7 out of 9 on a 3-row group norms rubric scored 0 to 3 per row, in 3 of 4 monthly probes, as measured by a defined scoring rubric collected monthly.
Self-advocacy, requesting help, peer interaction, conflict resolution, and regulation. 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:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 4 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 1 goal here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals 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
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.