18 to 21 Transition Program IEP goals
297 templates across 31 skills in 9 areas, led by transition & postsecondary skills, vision, hearing & assistive technology, and functional & independence skills. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
297 templates · 31 skills · 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.
Vocational & Work Readiness Transition & Postsecondary Skills
Clear and sanitize tables between customers
Food service tasks
By the annual IEP review date, during a lunch shift at the school cafe, after each group of customers leaves a table, the student will clear, wipe and sanitize each table and reset it for the next customers, performing at least 7 of 8 steps independently, on 3 consecutive shifts, as measured by a task-analysis checklist collected at each shift, scoring three table turnovers.
Wash dishes at a three-compartment sink
Food service tasks
By the annual IEP review date, during a dish shift in the school or culinary program kitchen, with a three-compartment sink set up, the student will wash, rinse and sanitize each load of dishes in order and set them to air-dry, performing all 7 steps independently, on 3 consecutive dish shifts, as measured by a task-analysis checklist collected at each dish shift.
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.
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.
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.
Community Access & Travel Transition & Postsecondary Skills
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.
Follow a walking route with a map app
Walking routes
By the annual IEP review date, on a new walking route of a few blocks to a community destination, with staff walking a short distance behind, the student will follow the map app's directions to the destination, performing all 8 steps independently, on 3 consecutive new routes, as measured by a task-analysis checklist collected weekly.
Transition-Related Skills Transition & Postsecondary Skills
Apply for vocational rehabilitation with family
Applying for adult services
By the annual IEP review date, during the junior or senior year, given the state vocational rehabilitation referral form and a referral checklist, the student will complete the student's steps of the vocational rehabilitation referral and record the intake date, performing at least 5 of 7 steps independently, on 2 consecutive sessions, including a practice referral, as measured by a task-analysis checklist collected at each referral session.
Register to vote when eligible
Civic steps at age 18
By the annual IEP review date, during a civics or transition class lesson, given the state's voter registration form or website and own ID information, the student will complete the voter registration steps and confirm the registration status, performing at least 5 of 6 steps independently, on 2 consecutive sessions, including a practice session, as measured by a task-analysis checklist collected at each session.
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.
Navigate a college campus with a map
Campus navigation
By the annual IEP review date, during a campus visit, given a campus map and a list of buildings to find, such as the classroom, library and accessibility office, the student will find each listed building and room using the map and arrive by the planned time, performing at least 6 of 7 steps independently, on 3 consecutive campus routes, as measured by a task-analysis checklist collected at each campus visit or the first two weeks of the term.
Self-Determination Transition & Postsecondary Skills
Use supported decision-making with a trusted person
Supported decision-making
By the annual IEP review date, when a real personal decision comes up in the transition program, such as choosing a work site, a weekend activity or how to spend a paycheck, with a chosen supporter available, the student will work through the decision with a chosen supporter and tell the people affected what was decided, performing at least 6 of 7 steps independently, on 3 consecutive real decisions, as measured by a task-analysis checklist collected at each real decision, at least twice monthly.
Name trusted supporters for each life area
Circle of support
By the annual IEP review date, given a circle of support map with four life areas, such as money, health, work and home, the student will complete the circle of support map with a supporter, what they help with and how to reach them for each life area independently, earning a score of at least 7 out of 8 on a 4-row circle of support rubric (0 to 2 per row), on 2 consecutive updates of the map, as measured by a defined scoring rubric collected monthly.
All 31 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Transition & Postsecondary Skills
Vision, Hearing & Assistive Technology
Functional & Independence Skills
Science, Social Studies & Digital Literacy
Behavior & Classroom Expectations
Motor & Sensory Skills (OT, PT & Adapted PE)
Social-Emotional & Communication
Executive Function
Goals for adult students in a post-high school transition program, taught in the community, at work, and at home. Transition programs for students 18 to 21 teach adult skills in adult places: job sites, community colleges, apartments, stores, and transit. Goals here are written in adult language for adult routines and measured with task-analysis steps and opportunities on real outings, with staff support faded in planned stages.
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 29 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 117 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 76 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 59 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 10 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 4 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 2 goals here
Frequently asked questions
What goals fit a transition program for students 18 to 21?
Employment, community access and travel, independent living, personal finance, and self-determination goals fit well, tied to the student's measurable postsecondary goals. Each goal should be practiced where the adult skill really happens.
How should goals be written for adult students?
Use adult language and age-matched materials, refer to coworkers and community members rather than helpers, and build from the student's own choices. Students 18 to 21 are adults, and the goals should read that way.
How is data collected in the community?
Staff carry a short checklist on a phone or clipboard and mark each step during the outing. Keep data discreet so the student is not singled out in public.
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