Transition coordinator Transition & Postsecondary Skills IEP goals
287 transition & postsecondary skills templates tagged for the transition coordinator or job coach, across 9 skills: job seeking & applications, postsecondary education readiness, career exploration, personal finance & money management, community access & travel, independent living, transition-related skills, self-determination, vocational & work readiness. Each opens in the builder with a matching data sheet.
287 templates · 9 skills · 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Job Seeking & Applications Transition & Postsecondary Skills
Find job postings that match own needs
Finding job postings
By the annual IEP review date, given a job search website on a classroom device and own job search criteria (job type, hours, travel distance), the student will search for jobs that meet own criteria and save the matching postings, performing at least 7 of 8 steps independently, on 3 consecutive search sessions, as measured by a task-analysis checklist collected weekly during the job search unit.
Screen job postings against own criteria
Screening postings for fit
By the annual IEP review date, given printed job postings and own job criteria card (age, hours, travel, interests, requirements), the student will mark each posting as a fit or not a fit and name the criterion that decided it independently with at least 90% accuracy on postings screened, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
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.
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.
Sort jobs into career clusters
Career clusters
By the annual IEP review date, given job cards with a photo and a short description, and a sorting mat with six career clusters, the student will sort each job card into its career cluster independently with at least 85% accuracy on job cards sorted, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Personal Finance & Money Management Transition & Postsecondary Skills
Build a monthly budget from take-home pay
Budgeting from income
By the annual IEP review date, given a monthly take-home pay amount, a list of fixed and flexible expenses, a budget template, and a phone calculator, the student will fill in the budget so planned spending and saving equal the take-home pay independently with at least 90% accuracy on budget lines and totals, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Rework a budget when costs change
Budgeting from income
By the annual IEP review date, given a balanced monthly budget and a change card (fewer work hours, a higher phone bill, a car repair), with a phone calculator, the student will change the flexible budget lines so the budget balances again independently with at least 85% accuracy on adjusted budget lines and totals, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Community Access & Travel Transition & Postsecondary Skills
Buy a movie or event ticket
Recreation and events
By the annual IEP review date, at a movie theater, museum, or game ticket counter or kiosk on a community trip, with money or a card, the student will buy the ticket for the chosen show or entry and find the right door, performing at least 6 of 7 steps independently, on 3 consecutive community trips, as measured by a task-analysis checklist collected on each trip to a ticketed place.
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.
Independent Living Transition & Postsecondary Skills
Cook a stovetop meal from a picture recipe
Cooking from a recipe
By the annual IEP review date, given a picture recipe for a one-pan meal the student chose (such as scrambled eggs and toast, or pasta with sauce) in the school or training apartment kitchen, the student will cook the meal from start to finish, performing at least 10 of 11 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected twice weekly during cooking lessons.
Bake a sheet-pan dinner in the oven
Cooking from a recipe
By the annual IEP review date, given a written recipe with photos for a sheet-pan dinner (such as chicken and vegetables) in the training apartment kitchen, the student will prepare, bake, and serve the sheet-pan dinner, performing at least 9 of 10 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly during cooking lessons.
Transition-Related Skills Transition & Postsecondary Skills
Review own transition assessment results
Reviewing own transition assessment results
By the annual IEP review date, before the annual IEP meeting, given a plain-language summary of own transition assessment results and a review sheet, the student will summarize what the assessments say about own interests, strengths and needs and mark where the student agrees or disagrees independently, earning a score of at least 7 out of 8 on a 4-row assessment review rubric (0 to 2 per row), on 2 consecutive reviews, as measured by a defined scoring rubric collected after each assessment, at least twice a year.
Connect own courses to postsecondary goals
Connecting coursework to postsecondary goals
By the annual IEP review date, during course selection, given own postsecondary goals, the course guide and a course-to-goal planning sheet, the student will list courses for next year and explain how each one supports an education, training or employment goal independently, earning a score of at least 7 out of 8 on a 4-row course-to-goal rubric (0 to 2 per row), on 2 consecutive planning sheets, as measured by a defined scoring rubric collected during course selection, with a practice sheet each semester.
Self-Determination Transition & Postsecondary Skills
Set a personal goal with an action plan
Setting a personal goal and action plan
By the annual IEP review date, during a goal-planning conference with the case manager, using a blank goal plan sheet, the student will write a personal goal with an action plan that lists steps, dates and a way to check progress independently, earning a score of at least 8 out of 10 on a 5-row goal plan rubric (0 to 2 per row), on 3 consecutive goal plans, as measured by a defined scoring rubric collected monthly, at each new goal plan.
Map a long-term goal into dated milestones
Breaking a long-term goal into steps
By the annual IEP review date, given a long-term goal the student chose, such as a job, a training program or a living goal, and a blank goal map, the student will build a goal map that runs from the long-term goal back to a first action for this month, performing at least 7 of 8 steps independently, on 3 consecutive goal maps, as measured by a task-analysis checklist collected monthly.
All 9 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Self-determination, career exploration, employment, postsecondary education, independent living, and community access for students 14 to 21. 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:
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 54 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 59 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 59 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 104 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 5 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 3 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 3 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.
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