Transition-Related Skills IEP goals for high school (grades 9 to 12)
42 of the transition-related skills templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
42 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
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.
Name accommodations for a job or training setting
Connecting own accommodations to future settings
By the annual IEP review date, during a transition planning activity that describes a job, training, or volunteer setting, the student will name one current accommodation and explain how it could help with a specific task in that setting independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly during planned practice opportunities.
Complete the personal-information section of a practice application
Completing a practice job application
By the annual IEP review date, given a fictional one-page practice job application and a completed model, the student will complete the personal-information section of the practice application using a personal information card with at least 90% accuracy on required personal-information fields, on 3 consecutive practice applications, as measured by work-sample analysis 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.
Arrive on time for a scheduled job
Time-keeping for scheduled activities
By the annual IEP review date, when scheduled for a school job, club, or appointment at a set time during the school day, the student will arrive at the scheduled job or activity by its start time independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly.
Complete a school job from check-in to check-out
Completing a school job routine
By the annual IEP review date, during a scheduled school job sorting and delivering staff mail, the student will complete the school job routine from check-in to check-out using a written job checklist, performing at least 7 of 9 steps independently, on 3 consecutive job shifts, as measured by a task-analysis checklist collected at each scheduled shift (at least weekly).
High school transition-related skills goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
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 15 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 7 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 11 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 9 goals here
Frequently asked questions
How do transition-related skills goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
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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.