Community & Transition IEP goals
667 templates across 88 skills in 12 areas, led by transition & postsecondary skills, functional & independence skills, and math. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
667 templates · 88 skills · Pre-K, K–2, 3–5, 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.
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.
Community & Safety Skills Functional & Independence Skills
Cross the street at a signalized crosswalk
Crossing at a signal
By the annual IEP review date, at a signalized crosswalk during a community-based instruction walk, the student will cross the street following the crosswalk routine with an adult walking behind, performing all 7 steps independently, on 4 of 5 consecutive crossings, as measured by a task-analysis checklist collected at each community walk (at least weekly).
Cross a street without a signal after checking for traffic
Crossing without a signal
By the annual IEP review date, at a residential street crossing without a signal during a community walk, the student will cross the street after stopping and checking for traffic in both directions with an adult walking behind, performing all 6 steps independently, on 4 of 5 consecutive crossings, as measured by a task-analysis checklist collected at each community walk (at least weekly).
Vocational & Work Readiness Transition & Postsecondary Skills
Check the schedule and report to the station
Following a work schedule
By the annual IEP review date, at the start of a work period, with a posted weekly schedule listing each student's station, the student will check the schedule and report to the assigned station by the start time independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by direct observation collected daily at each work period, summarized weekly.
Clock in and out for each shift
Clocking in and out
By the annual IEP review date, at the start and end of each shift, using a paper time sheet and the wall clock, the student will complete the clock-in and clock-out routine for the shift, performing at least 5 of 6 steps independently, on 4 of 5 consecutive shifts, as measured by a task-analysis checklist collected at each shift.
Transition-Related Skills Transition & Postsecondary Skills
Complete a job-match reflection after an interest inventory
Connecting interests to jobs
By the annual IEP review date, after completing a career interest inventory and exploring a matched job profile, the student will complete a job-match reflection sheet independently, earning a score of at least 6 out of 8 on a 4-row job-match reflection rubric (0–2 per row), on 3 consecutive job-match reflections, as measured by a defined scoring rubric collected every two weeks.
Meet workplace expectations during a school-based job
Workplace behaviors during a school job
By the annual IEP review date, during a 30-minute school-based job, such as shelving library books or collecting recycling, the student will complete the assigned job shift while following the posted work expectations with end-of-shift feedback only, earning a score of at least 10 out of 12 on a 4-row workplace behavior rubric (0–3 per row), on 3 of 4 consecutive scored shifts, as measured by a defined scoring rubric collected weekly.
Functional Academics Functional & Independence Skills
Read safety signs and state what each means
Safety and survival signs
By the annual IEP review date, given a set of 20 printed safety and information signs (stop, exit, danger, restroom, poison, no entry) shown one at a time, the student will read each sign aloud and state what to do when it is seen independently with at least 90% accuracy on signs, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Follow the direction given by a sign in the building or community
Following signs in the environment
By the annual IEP review date, during a walk through the school building past planned signs (exit, push, pull, restroom, keep out, office), the student will follow the direction given by each sign encountered independently in at least 5 of 6 opportunities, across 3 consecutive observed walks, as measured by direct observation collected weekly during a planned walk or community trip.
Orientation & Mobility Vision, Hearing & Assistive Technology
Pass through doorways with a guide
Sighted guide: narrow spaces and doors
By the annual IEP review date, when walking with a guide through a doorway, a crowded aisle, or between desks, the student will move behind the guide in single file when the guide signals a narrow space and open or close the door on their side, performing all 5 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected during each O&M lesson.
Use stairs with the cane and handrail
Stairs
By the annual IEP review date, when reaching a staircase on a school route, the student will find the first step with the cane, find the handrail, and climb or descend the stairs, finding the landing with the cane, performing all 7 steps independently, on 4 consecutive O&M lessons, as measured by a task-analysis checklist collected during each O&M lesson.
Job Seeking & Applications Transition & Postsecondary Skills
Give a short personal pitch to an employer
Interview answers
By the annual IEP review date, when a mock interviewer opens with tell me about yourself, the student will give a short personal pitch that names own interest in the job, a strength with an example and a recent experience independently, earning a score of at least 7 out of 8 on a 4-row personal pitch rubric (0 to 2 per row), on 3 consecutive practice or real conversations, as measured by a defined scoring rubric collected weekly during interview practice.
Answer interview questions with a real example
Interview answers
By the annual IEP review date, during a mock interview with an unfamiliar adult who asks example-based questions about teamwork, problem solving and reliability, the student will answer each example-based question by describing the situation, what the student did and what happened independently, earning a score of at least 7 out of 9 on a 3-row example answer rubric (0 to 3 per row), on 3 consecutive interview practice sessions, as measured by a defined scoring rubric collected every two weeks.
Postsecondary Education Readiness Transition & Postsecondary Skills
Register with campus accessibility services
Registering with a disability services office
By the annual IEP review date, after admission to a college or dual enrollment course, given the accessibility services intake form and own documentation, the student will complete the registration steps from the intake form to receiving an accommodation letter, performing at least 6 of 7 steps independently, on 2 consecutive registrations, including a practice registration, as measured by a task-analysis checklist collected at each registration step, weekly during the registration window.
Deliver accommodation letters to each instructor
Sharing accommodation letters
By the annual IEP review date, at the start of each dual enrollment or college course, with own accommodation letter, the student will send or hand the accommodation letter to the instructor and agree on how each accommodation will work in the course independently in at least 3 of 4 opportunities, across 2 consecutive terms, as measured by opportunity-by-opportunity data collected in the first two weeks of each term.
All 88 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Transition & Postsecondary Skills
Functional & Independence Skills
Math
Vision, Hearing & Assistive Technology
Executive Function
Social-Emotional & Communication
Motor & Sensory Skills (OT, PT & Adapted PE)
Speech & Language
Behavior & Classroom Expectations
Reading
Writing
Science, Social Studies & Digital Literacy
Goals practiced in community, vocational, and transition settings. Community, vocational, and transition goals are practiced where they will be used: stores, buses, worksites, and the school's own job sites. Task analyses and frequency data make it possible to measure a skill that happens off campus.
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 153 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 252 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 12 goals here
- Reading fluency trackerWords attempted, errors, words correct per minute, and accuracy for each probe.Used by 2 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 47 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 175 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 8 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 18 goals here
Frequently asked questions
When do transition goals start?
IDEA requires postsecondary goals and transition services in the IEP in effect when the student turns 16, and earlier if the IEP team decides it is appropriate (34 CFR 300.320(b)). Many states start at 14.
How do I measure a goal that happens in the community?
Use a task-analysis checklist for the routine (buying an item, crossing at a signal) and record steps completed independently. Job coaches and community instructors can mark the sheet on site.
Are vocational goals different from postsecondary goals?
Annual vocational goals describe skills the student will learn this year. Postsecondary goals describe what the student will do after leaving school. The annual goals should support the postsecondary ones.
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.