120 Transition IEP Goals to Prepare Students for Life After School

This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students.

This resource aims to inspire the development of IEP goals that address the needs of students, not a substitute for the detailed, student-centered IEP goal setting process. Educators and IEP teams are urged to use this as a tool for ideation, basing final goals on student assessments and collaborative IEP team insights.

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If you’re a special education teacher, you probably already know that the statistics highlight significant challenges.

Namely, the fact that historically, students with disabilities have faced significant challenges transitioning who are graduating from high school and heading out into the real world.

Today, fewer than 40% of people with disabilities who are between the ages of 16 and 64 are employed.

That’s a challenging statistic. And while it might seem like our hands are tied (do we have any influence on a student after they’ve already left our classrooms?) The reality is that writing transition IEP goals can make a world of difference for these kids.

When they’re designed and written with the student’s unique needs and strengths in mind, these goals address the skills and experiences your students need to support their success in whatever comes next, whether that’s college, a job, or even just independent living.

There’s nothing cookie-cutter about the process. Transition goals, just like the students they’re designed for, need to be unique. Less about short-term academic targets and more about building an interconnected web of skills, transition IEP goals should be at the top of your to-do list if you work with middle or high schoolers.

Click here to jump down the the IEP goals.

What Do We Mean By “Transition”?

When we talk about IEP transition goals, and before we dive into our IEP transition goals bank, the truth is that it’s a pretty broad term. Our minds may go first to academics, but transition goals can be any goals that help students take the next big step, whether that’s higher education, entering the workforce, or figuring out independent living.

Regardless of where your students are headed, every transition IEP goal will serve as just one piece of a larger puzzle designed to help them get there.

Just about any IEP goal can be classified as a transition goal if it’s applied to the bigger picture. Teaching communication? It connects directly to workplace readiness. Working on time management? That carries over into college class schedules or keeping a job.

It’s your job, as the teacher, to think about those links and help students not just meet current goals but see how they tie into their larger aspirations. What starts as learning basic budgeting might evolve into skills to live independently in their twenties.

Transition goals are flexible and adaptable, and every student benefits from them. The process requires thinking far beyond the classroom. That means considering what skills will not only make students successful in their goals today but also set them up for success years down the line.

The key is always customization. Your role here includes listening to your students’ interests, looking at their needs, and collaborating on a plan that supports them long-term.

What Are Examples of Transition IEP Goals?

As we mentioned earlier, transition IEP goals can really vary, running the gamut from general work habits to more specific personal hygiene needs. Here’s an overview of how they can be categorized to help you start thinking about what goals might make the most sense for your students:

Work Habits

Teaching strong work habits provides essential support for future success. Transition goals in this area might focus on meeting deadlines, staying organized, or managing time effectively.

For instance, you might help students learn how to create to-do lists or prioritize tasks to handle their workload. These habits prepare students for jobs, college, vocational training, and daily responsibilities like chores and errands.

Soft Skills

If work habits are the foundation, soft skills help connect and support other essential abilities. These might include things like communication, teamwork, or adaptability.

In this regard, transition IEP goals might include helping a student practice active listening, learning how to express their ideas during group projects, or role-playing conflict resolution scenarios.

Independent Living Skills

Think about all the small tasks you do each day to keep life running smoothly—cooking meals, doing laundry, or managing a daily routine. Transition goals for independent living help students gain confidence in taking care of themselves. You might create goals for learning to grocery shop, follow a recipe, or set a simple cleaning schedule.

Personal Hygiene

Personal hygiene goes beyond just staying clean. It’s part of presenting oneself in a way that’s socially appropriate and respectful, to maintaining your own self-esteem and leaving positive impressions on others.

Hygiene-related IEP goals can guide students in establishing daily grooming habits, like brushing teeth or showering regularly, or even understanding the importance of wearing clean clothes.

Financial Literacy

Though it’s seldom part of a classroom curriculum, financial literacy and money management is one of the most important things you can teach a student.

If you’re writing transition goals in this area, you might want to focus on understanding the basics of budgeting, saving, and spending wisely. Whether it’s setting up a simple budget, tracking monthly expenses, or opening a bank account, these lessons prepare students for financial independence.

Self-Advocacy

Encouraging students to speak up for themselves is equally valuable. Self-advocacy empowers them to express their needs, goals, and preferences. Transition IEP goals in this area might include helping students learn how to ask for help in a job setting, communicate necessary accommodations, or even advocate for their own healthcare needs.

Safety and Transportation

Being able to move around safely is another important key for independence. For some students, this might involve learning to take public transit, like understanding routes, reading schedules, or knowing where to get help if it’s needed.

For others, it may mean practicing safety skills like recognizing an emergency situation or knowing how to cross the street.

Postsecondary Skills

Postsecondary goals focus on getting ready specifically for what comes next, whether that’s college, a vocational program, or a job. This could include learning how to fill out applications, studying how to take notes in a classroom setting, or practicing interview skills. It could also simply mean helping your students identify their interests and strengths to find the right path forward.

Why Are Transition Skills Important?

It’s very easy to get hung up on the “academic” side of things when you’re writing transition goals for IEP plans. You might assume you need to concentrate your efforts on college or job applications, for example.

Yet transition goals are where the rubber meets the road, so to speak, the goals where education meets real-world readiness.

Consider all the skills a student needs after high school. Transition goals provide students with skills to confidently pursue jobs, higher education, or independent living.

What makes them so valuable, and so important, is their practicality. Of course, what’s practical and necessary for one student might not be as such for another, which is why customization is so important.

But when you write strong transition IEP goals for your students, you’ll help them bridge the gap between their school life and the rest of their lives. It’s your chance to make an impact on a student’s future by creating actionable goals they can carry into adulthood.

120 Transition IEP Goals

Work Habits IEP Goals

1. By the end of the IEP period, when given a work-related task, [Student Name] will complete the task with 90% accuracy in 4 out of 5 trials in vocational settings as measured by teacher data collection.
2. By the end of the IEP period, when provided with a checklist, [Student Name] will follow multi-step directions to finish a task with 80% accuracy in 3 out of 4 trials in classroom settings as measured by teacher data collection.
3. By the end of the IEP period, when instructed, [Student Name] will arrive at a predetermined location on time with 100% accuracy in 5 out of 5 trials in school settings as measured by teacher data collection.
4. By the end of the IEP period, when given a timeline for an assigned task, [Student Name] will prioritize steps to meet deadlines with 85% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
5. By the end of the IEP period, when working in a group, [Student Name] will collaborate by contributing ideas and completing an assigned role with 80% success in 4 out of 5 trials in group-work settings as measured by teacher data collection.
6. By the end of the IEP period, when given written instructions, [Student Name] will follow the steps in the correct order with 90% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
7. By the end of the IEP period, when prompted, [Student Name] will demonstrate active listening by maintaining eye contact and responding appropriately with 85% accuracy in 4 out of 5 activities in classroom settings as measured by teacher data collection.
8. By the end of the IEP period, when working independently, [Student Name] will complete assigned tasks within the allotted timeframe with 85% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
9. By the end of the IEP period, when presented with a problem, [Student Name] will identify at least two possible solutions with 80% success in 3 out of 4 scenarios in classroom settings as measured by teacher data collection.
10. By the end of the IEP period, when asked to organize materials, [Student Name] will arrange items in logical order with 90% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
11. By the end of the IEP period, when encountering a conflict, [Student Name] will use appropriate communication strategies to resolve the issue with 75% effectiveness in 3 out of 4 group activities as measured by teacher data collection.
12. By the end of the IEP period, when assigned reading material, [Student Name] will summarize key points with 80% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
13. By the end of the IEP period, when writing an essay, [Student Name] will include a clear introduction, body, and conclusion with 85% accuracy in 3 out of 4 assignments in classroom settings as measured by teacher data collection.
14. By the end of the IEP period, when setting personal goals, [Student Name] will create a step-by-step action plan with 80% accuracy in 3 out of 4 exercises in counseling sessions as measured by teacher data collection.
15. By the end of the IEP period, when given feedback, [Student Name] will implement suggested improvements with 85% effectiveness in 4 out of 5 trials in classroom settings as measured by teacher data collection.

If work completion is a struggle, check out these IEP goals.

Soft Skills IEP Goals

1. By the end of the IEP period, when interacting with peers or coworkers, [Student Name] will demonstrate appropriate eye contact in 3 out of 5 interactions, 80% of the time, in school settings as measured by teacher data collection.
2. By the end of the IEP period, when prompted, [Student Name] will use a respectful tone during communication with 80% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
3. By the end of the IEP period, when given role-playing scenarios, [Student Name] will demonstrate conflict-resolution skills with 90% accuracy across 3 out of 4 scenarios in counseling sessions as measured by teacher data collection.
4. By the end of the IEP period, when joining a meeting or group activity, [Student Name] will introduce themself and greet peers appropriately in 4 out of 5 trials in school settings as measured by teacher data collection.
5. By the end of the IEP period, when provided specific feedback, [Student Name] will adjust behaviour as suggested with 75% accuracy in 3 out of 4 trials in classroom settings as measured by teacher data collection.
6. By the end of the IEP period, when provided a task involving multi-step directions, [Student Name] will complete it with 80% accuracy in at least 4 out of 5 trials in vocational settings as measured by teacher data collection.
7. By the end of the IEP period, during group discussions, [Student Name] will contribute relevant comments or questions in 3 out of 4 opportunities in classroom settings as measured by teacher data collection.
8. By the end of the IEP period, when faced with unexpected changes in routine, [Student Name] will use coping strategies to manage stress in 4 out of 5 instances in school settings as measured by teacher data collection.
9. By the end of the IEP period, when working independently, [Student Name] will maintain focus and avoid distractions for at least 15 minutes in 4 out of 5 sessions in classroom settings as measured by teacher data collection.
10. By the end of the IEP period, when participating in cooperative group projects, [Student Name] will share materials and take turns appropriately in 4 out of 5 trials in classroom settings as measured by teacher data collection.
11. By the end of the IEP period, when presented with a problem, [Student Name] will independently identify at least one solution in 3 out of 4 trials in classroom settings as measured by teacher data collection.
12. By the end of the IEP period, when transitioning between activities, [Student Name] will do so within one minute without prompting in 4 out of 5 instances in classroom settings as measured by teacher data collection.
13. By the end of the IEP period, when given critical feedback, [Student Name] will respond respectfully and without argument in 4 out of 5 opportunities in classroom settings as measured by teacher data collection.
14. By the end of the IEP period, when asked a direct question, [Student Name] will respond verbally and appropriately in 4 out of 5 trials in classroom settings as measured by teacher data collection.
15. By the end of the IEP period, during unstructured times, [Student Name] will independently seek an appropriate activity to engage in 3 out of 4 trials in school settings as measured by teacher data collection.

Social skills matter! Explore these peer-interaction goals and social skills IEP goals.

Independent Living IEP Goals

1. By the end of the IEP period, when given a house-cleaning checklist, [Student Name] will complete tasks independently with 80% accuracy in 4 out of 5 trials in home-living instruction as measured by teacher data collection.
2. By the end of the IEP period, when meal planning for the week, [Student Name] will create a grocery list within budget with 85% accuracy in 3 out of 4 trials in life-skills class as measured by teacher data collection.
3. By the end of the IEP period, when instructed to use kitchen appliances, [Student Name] will safely prepare simple meals with 100% compliance in 5 out of 5 trials in culinary instruction as measured by teacher data collection.
4. By the end of the IEP period, when reminded, [Student Name] will complete a daily personal task schedule using templates with 80% efficiency on 4 out of 5 days in classroom settings as measured by teacher data collection.
5. By the end of the IEP period, when practicing laundry routines, [Student Name] will sort, wash, and fold clothes with 90% accuracy in 4 out of 5 opportunities in home-living instruction as measured by teacher data collection.
6. By the end of the IEP period, when prompted, [Student Name] will identify and use appropriate cleaning supplies to clean a surface with 90% accuracy in 4 out of 5 trials in life-skills lab as measured by teacher data collection.
7. By the end of the IEP period, when asked, [Student Name] will demonstrate proper handwashing with 100% accuracy in 5 out of 5 trials in health instruction as measured by teacher data collection.
8. By the end of the IEP period, during group activities, [Student Name] will contribute at least one idea or comment with 80% frequency in 3 out of 5 sessions in classroom settings as measured by teacher data collection.
9. By the end of the IEP period, when instructed, [Student Name] will follow a basic recipe to prepare a snack with 90% accuracy in 4 out of 5 opportunities in culinary instruction as measured by teacher data collection.
10. By the end of the IEP period, without reminders, [Student Name] will gather and organize class materials with 80% consistency in 4 out of 5 school days in classroom settings as measured by teacher data collection.
11. By the end of the IEP period, when given a schedule, [Student Name] will transition to new activities on time with 90% independence in 4 out of 5 opportunities in school settings as measured by teacher data collection.
12. By the end of the IEP period, when participating in shopping tasks, [Student Name] will locate and purchase items from a prepared list with 90% accuracy in 4 out of 5 outings in community settings as measured by teacher data collection.
13. By the end of the IEP period, when prompted, [Student Name] will greet peers and teachers appropriately with 80% accuracy in 3 out of 5 interactions in school settings as measured by teacher data collection.
14. By the end of the IEP period, when the opportunity is provided, [Student Name] will identify proper attire for weather conditions with 90% accuracy in 4 out of 5 scenarios in life-skills instruction as measured by teacher data collection.
15. By the end of the IEP period, during role-play exercises, [Student Name] will simulate making a doctor’s appointment over the phone with 100% accuracy in 3 out of 4 trials in counseling sessions as measured by teacher data collection.
16. By the end of the IEP period, when using public transportation, [Student Name] will identify the correct route with 90% accuracy in 4 out of 5 trials in community settings as measured by teacher data collection.
17. By the end of the IEP period, when completing a chore, [Student Name] will use a checklist to verify all steps with 90% independence in 4 out of 5 tasks in home-living instruction as measured by teacher data collection.
18. By the end of the IEP period, when participating in meal preparation, [Student Name] will set the table correctly with 100% accuracy in 5 out of 5 opportunities in culinary instruction as measured by teacher data collection.
19. By the end of the IEP period, when presented with conflict scenarios, [Student Name] will use one positive coping strategy with 80% success in 3 out of 5 simulations in counseling sessions as measured by teacher data collection.
20. By the end of the IEP period, when practicing safety skills, [Student Name] will demonstrate correct use of crossings and sidewalks with 100% accuracy in 3 out of 3 opportunities in community settings as measured by teacher data collection.
21. By the end of the IEP period, when tasked with preparing a list, [Student Name] will organize items neatly and categorize them with 95% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.

Need more ideas? Browse these effective goals for low-functioning students and independent-functioning goals.

Personal Hygiene IEP Goals

1. By the end of the IEP period, when provided visual supports, [Student Name] will complete daily hygiene routines independently with 100% success in 5 out of 5 trials in home settings as measured by teacher data collection.
2. By the end of the IEP period, when given a checklist, [Student Name] will groom themself appropriately for school or work with 90% compliance in 4 out of 5 trials in home settings as measured by teacher data collection.
3. By the end of the IEP period, when prompted, [Student Name] will sanitize hands properly with 100% accuracy in 5 out of 5 trials in health instruction as measured by teacher data collection.
4. By the end of the IEP period, when introduced to a skincare routine, [Student Name] will identify and complete the steps with 85% accuracy in 4 out of 5 days in life-skills instruction as measured by teacher data collection.
5. By the end of the IEP period, when instructed, [Student Name] will dress appropriately for weather and setting with 100% accuracy in 5 out of 5 trials in home-living instruction as measured by teacher data collection.
6. By the end of the IEP period, when presented with food items, [Student Name] will plan a balanced meal using at least three food groups with 90% accuracy in 4 out of 5 trials in culinary instruction as measured by teacher data collection.
7. By the end of the IEP period, when following a simple recipe, [Student Name] will complete each step with 85% accuracy in 4 out of 5 attempts in culinary instruction as measured by teacher data collection.
8. By the end of the IEP period, when given a weekly schedule, [Student Name] will identify and prioritize tasks with 90% accuracy in 4 out of 5 opportunities in classroom settings as measured by teacher data collection.
9. By the end of the IEP period, when managing personal belongings, [Student Name] will organize and store items properly with 80% accuracy in 3 out of 5 trials in classroom settings as measured by teacher data collection.
10. By the end of the IEP period, when attending a social event, [Student Name] will initiate and maintain a conversation with at least two peers for 3 minutes in 3 out of 5 opportunities in community settings as measured by teacher data collection.
11. By the end of the IEP period, when identifying and making a purchase within a budget, [Student Name] will do so with 100% accuracy in 4 out of 5 trials in community settings as measured by teacher data collection.
12. By the end of the IEP period, when taught traffic safety rules, [Student Name] will correctly demonstrate street-crossing with 100% accuracy in 5 out of 5 trials in community settings as measured by teacher data collection.
13. By the end of the IEP period, when preparing a workspace, [Student Name] will set up and complete an assigned task with 85% accuracy in 4 out of 5 opportunities in vocational settings as measured by teacher data collection.
14. By the end of the IEP period, when faced with a conflict, [Student Name] will identify an appropriate resolution strategy with 90% accuracy in 4 out of 5 trials in counseling sessions as measured by teacher data collection.
15. By the end of the IEP period, when needing assistance, [Student Name] will appropriately request help from an adult or peer with 90% accuracy in 3 out of 5 trials in classroom settings as measured by teacher data collection.
16. By the end of the IEP period, when working in a group, [Student Name] will contribute equally by completing assigned tasks with 85% participation in 3 out of 5 activities in classroom settings as measured by teacher data collection.
17. By the end of the IEP period, when identifying daily hygiene tasks, [Student Name] will execute them independently with 90% accuracy in 4 out of 5 days in home settings as measured by teacher data collection.
18. By the end of the IEP period, when encountering a new environment, [Student Name] will identify one reliable support resource with 80% accuracy in 3 out of 5 trials in community settings as measured by teacher data collection.
19. By the end of the IEP period, when participating in structured physical activity, [Student Name] will follow all directions with 100% accuracy in 3 out of 5 sessions in physical-education settings as measured by teacher data collection.

Does your student struggle with asking for help? These IEP goals should help.

Financial Literacy IEP Goals

1. By the end of the IEP period, when shopping in a community store, [Student Name] will independently pay for items using cash or a debit card with 90% accuracy in 4 out of 5 opportunities in community settings as measured by teacher data collection.
2. By the end of the IEP period, when practicing budgeting with a worksheet, [Student Name] will allocate funds for necessary expenses with 85% accuracy in 3 out of 4 monthly plans in classroom settings as measured by teacher data collection.
3. By the end of the IEP period, when given a paycheck, [Student Name] will deposit it into a bank account with 100% accuracy in 5 out of 5 simulated-bank trials as measured by teacher data collection.
4. By the end of the IEP period, when shown an online money-management platform, [Student Name] will track spending habits and savings goals with 80% accuracy in 3 out of 4 opportunities in classroom settings as measured by teacher data collection.
5. By the end of the IEP period, when tasked with writing checks, [Student Name] will complete each check with all required information with 95% accuracy in 4 out of 5 opportunities in classroom settings as measured by teacher data collection.
6. By the end of the IEP period, when using a calculator, [Student Name] will calculate sales tax and final purchase prices with 90% accuracy in 4 out of 5 opportunities in classroom settings as measured by teacher data collection.
7. By the end of the IEP period, when provided a sample budget, [Student Name] will create a personalized monthly budget based on income and expenses with 85% accuracy in 3 out of 4 trials in transition-planning sessions as measured by teacher data collection.
8. By the end of the IEP period, when presented with a utility bill, [Student Name] will identify the due date, total amount owed, and payment options with 100% accuracy in 5 out of 5 opportunities in classroom settings as measured by teacher data collection.
9. By the end of the IEP period, when given access to an online banking app, [Student Name] will check account balance independently with 100% accuracy in 4 out of 4 attempts in community-based instruction as measured by teacher data collection.
10. By the end of the IEP period, when shown a mock grocery list, [Student Name] will calculate the total cost within a set budget with 90% accuracy in 4 out of 5 trials as measured by teacher data collection.
11. By the end of the IEP period, when researching financial institutions, [Student Name] will compare and contrast at least two banks’ services and fees with 85% accuracy in 3 out of 4 opportunities as measured by teacher data collection.
12. By the end of the IEP period, when presented with a savings goal, [Student Name] will create a monthly savings plan with 80% accuracy in 4 out of 5 trials as measured by teacher data collection.
13. By the end of the IEP period, when learning about credit cards, [Student Name] will identify interest rate, credit limit, and due date with 90% accuracy in 4 out of 5 opportunities as measured by teacher data collection.
14. By the end of the IEP period, when reviewing a bank statement, [Student Name] will detect discrepancies and describe corrective steps with 95% accuracy in 4 out of 5 trials as measured by teacher data collection.
15. By the end of the IEP period, when introduced to automatic payments, [Student Name] will set up recurring utility payments with 100% accuracy in 3 out of 3 attempts as measured by teacher data collection.
16. By the end of the IEP period, when discussing debt management, [Student Name] will outline a plan to prioritize and pay off debts with 80% accuracy in 4 out of 5 trials as measured by teacher data collection.
17. By the end of the IEP period, when making online purchases, [Student Name] will correctly enter billing, shipping, and payment information with 100% accuracy in 5 out of 5 opportunities as measured by teacher data collection.
18. By the end of the IEP period, when provided savings strategies, [Student Name] will explain at least three effective methods to save money with 90% accuracy in 4 out of 5 opportunities as measured by teacher data collection.
19. By the end of the IEP period, when asked about retirement savings, [Student Name] will outline basic features of a 401(k) and an IRA with 85% accuracy in 3 out of 4 opportunities as measured by teacher data collection.
20. By the end of the IEP period, when reading loan documents, [Student Name] will identify loan terms, repayment schedule, and interest rate with 90% accuracy in 4 out of 5 trials as measured by teacher data collection.

Need to work on pacing money-related tasks? Here are some helpful time-management goals.

Self-Advocacy IEP Goals

1. By the end of the IEP period, when attending meetings with pre-prepared notes, [Student Name] will articulate personal needs or goals with 80% accuracy in 3 out of 4 meetings as measured by teacher data collection.
2. By the end of the IEP period, in social settings, [Student Name] will request clarification or assistance when needed with 85% success in 4 out of 5 interactions as measured by teacher data collection.
3. By the end of the IEP period, when rehearsing interviews or accommodation requests, [Student Name] will clearly state personal strengths and challenges with 100% success in 5 out of 5 rehearsals as measured by teacher data collection.
4. By the end of the IEP period, during self-reflection activities, [Student Name] will identify at least two long-term personal or professional goals in 3 out of 4 opportunities as measured by teacher data collection.
5. By the end of the IEP period, in real-life advocacy scenarios, [Student Name] will communicate their rights respectfully with 85% accuracy as measured by teacher data collection.
6. By the end of the IEP period, when participating in group discussions, [Student Name] will contribute one relevant idea in 4 out of 5 sessions as measured by teacher data collection.
7. By the end of the IEP period, when managing a personal schedule, [Student Name] will prioritize and complete at least three weekly tasks with 90% accuracy during 8 weeks as measured by teacher data collection.
8. By the end of the IEP period, when engaging in conflict resolution, [Student Name] will apply at least two management strategies with 80% success in 3 out of 5 instances as measured by teacher data collection.
9. By the end of the IEP period, when practicing communication skills, [Student Name] will maintain appropriate eye contact and tone in 4 out of 5 role-play scenarios with 90% accuracy as measured by teacher data collection.
10. By the end of the IEP period, when handling constructive criticism, [Student Name] will demonstrate active listening and provide an appropriate response with 90% accuracy in 3 out of 4 opportunities as measured by teacher data collection.

Working with autistic students? Explore these IEP goals for autism.

Safety and Transportation IEP Goals

1. By the end of the IEP period, when shown local transportation schedules, [Student Name] will plan a route to a destination with 90% accuracy in 4 out of 5 trials as measured by teacher data collection.
2. By the end of the IEP period, when crossing intersections, [Student Name] will use pedestrian signals correctly with 100% compliance in 5 out of 5 trials as measured by teacher data collection.
3. By the end of the IEP period, when traveling alone, [Student Name] will carry emergency contact information and demonstrate its use with 100% success in 5 out of 5 trials as measured by teacher data collection.
4. By the end of the IEP period, when instructed, [Student Name] will identify and explain emergency protocols (e.g., fire exits, calling 911) with 95% accuracy in 4 out of 5 opportunities as measured by teacher data collection.
5. By the end of the IEP period, in car-riding scenarios, [Student Name] will fasten a seat belt correctly with 100% success in 5 out of 5 trials as measured by teacher data collection.
6. By the end of the IEP period, when taking public transportation, [Student Name] will read schedules or maps to identify the correct bus or train with 90% accuracy in 4 out of 5 opportunities as measured by teacher data collection.
7. By the end of the IEP period, when given a shopping list, [Student Name] will purchase the correct items independently with 95% accuracy in 4 out of 5 opportunities as measured by teacher data collection.
8. By the end of the IEP period, when presented with social situations, [Student Name] will initiate appropriate greetings or responses with 90% accuracy in 4 out of 5 scenarios as measured by teacher data collection.
9. By the end of the IEP period, when handling money, [Student Name] will calculate exact change with 95% success in 4 out of 5 trials as measured by teacher data collection.
10. By the end of the IEP period, when using a smartphone, [Student Name] will send a text or call a designated contact with 100% success in 5 out of 5 opportunities as measured by teacher data collection.

Need help getting started on tasks? These goals can help.

Postsecondary Skills IEP Goals

1. By the end of the IEP period, when preparing for college or a job, [Student Name] will draft a professional résumé with 90% accuracy in 4 out of 5 trials as measured by teacher data collection.
2. By the end of the IEP period, when given a job application, [Student Name] will complete all required fields with 85% accuracy in 3 out of 4 applications as measured by teacher data collection.
3. By the end of the IEP period, when designing career plans, [Student Name] will identify milestones and steps with 80% accuracy in 4 out of 5 goal-setting sessions as measured by teacher data collection.
4. By the end of the IEP period, during mock job interviews, [Student Name] will respond to common questions appropriately with 90% success in 4 out of 5 trials as measured by teacher data collection.
5. By the end of the IEP period, when adapting to postsecondary environments, [Student Name] will manage daily schedules independently with 85% consistency in 3 out of 4 weekly reviews as measured by teacher data collection.
6. By the end of the IEP period, when networking professionally, [Student Name] will initiate conversations and exchange contact information with at least three professionals in 4 out of 5 events as measured by teacher data collection.
7. By the end of the IEP period, when preparing for standardized tests, [Student Name] will complete practice exams with a minimum score of 80% in 3 out of 4 attempts as measured by teacher data collection.
8. By the end of the IEP period, when assigned group projects, [Student Name] will contribute at least three substantial ideas and complete designated tasks in 4 out of 5 projects as measured by teacher data collection.
9. By the end of the IEP period, when managing personal finances, [Student Name] will create and adhere to a personal budget with 90% accuracy in tracking expenses during 3 out of 4 weeks as measured by teacher data collection.
10. By the end of the IEP period, when exploring career options, [Student Name] will research and present summaries for at least three occupational paths in 4 out of 5 research sessions with 90% completeness as measured by teacher data collection.

Did you stumble upon this article looking for insight on IEP goals for transitioning between activities rather than on the postsecondary transition? Here are some strategies to try.

How Do You Write an IEP Goal for Transitioning from School to Adulthood?

SMART goals—Specific, Measurable, Achievable, Relevant, and Time-bound—transform vague intentions into clear objectives that are easy to track and achieve, offering both structure and clarity. For transition goals, this is particularly effective, as the needs of each student vary greatly, and so their goals must be precise and tailored to their aspirations.

To write goals like this, start by identifying the student’s postsecondary goals in three areas: education or training, employment, and independent living or community participation (if applicable). Then, use the SMART template to outline what the student will do after graduation and what they need to practice now. For example:

• Specific: “When given access to career counseling, [Student] will write a professional resume tailored to entry-level healthcare jobs.”
• Measurable: “The resume will meet at least 85% of the criteria on the assessment rubric.”
• Achievable: “This goal aligns with [Student]’s desire to pursue a healthcare career and their current progress in the CNA program.”
• Time-bound: “By the end of the school year.”

Then, we recommend using this formula to adjust the goal specifically for an IEP:

“When given [instruction or task, etc.], the student will [demonstrate skill or behavior, etc.] with __% accuracy in __ out of __ trials [within a given time period].”

When all is said and done, your finalized transition IEP goal might look something like this:

7 Evidence-Based Tips for Teaching Transition Skills

As you’re teaching transition skills to your students, the IEP itself often takes center stage. However, equally important is the attention you pay to what is going on inside the classroom. In other words, the small steps you’re taking that build up to accomplishing those larger goals.

Here are some tips to consider as you work on preparing your students for the future:

1. Consider What Supplemental Services Might Be Needed

While there’s a lot you can do within the four walls of your classroom, some students will benefit from additional services that go beyond the basics of transition planning. For one, programs aimed at college or career readiness can make a huge difference.

You may want to consider connecting students to initiatives like Bottom Line, which offers intensive advising for high school students, particularly those from low-income families, as they apply for college, financial aid, and select institutions.

Or look to FLIGHT, which focuses on college prep, mentoring, and wraparound services for at-risk students with academic potential. Even summer counseling programs can help students stay on track with their goals during school breaks. Understanding and accessing these resources can help bridge gaps and prepare students for life beyond high school.

2. Use Technology

Technology can do more than simplify lessons; it can transform how students learn.

Whether it’s virtual reality simulations, apps, or AI-equipped programs, tech can help students practice all kinds of everyday skills, from job training to life skills. For example, a student might use a cooking app to follow step-by-step instructions for preparing a simple meal, or practice social skills through computer-assisted programs.

Therefore, you should make an effort to integrate tech into the curriculum so that your students can build practical, future-ready skills in more engaging ways.

3. Take Advantage of Community-Based Instruction

Whenever and wherever it’s possible, create real-world opportunities for students to practice what they’ve learned. Community-based instruction helps students build independence by applying skills outside the classroom.

Whether it’s navigating public transportation, creating a grocery budget, or practicing work safety at an internship, this method helps students generalize their abilities in practical, real-world settings. Talk about your confidence builder!

4. Leverage Video Modeling

Video modeling gives students a concrete example of what success looks like. Showing a short video of someone demonstrating a task—from preparing for a job interview to doing laundry—can help students visualize the steps they need to replicate.

Watching these tasks repeatedly can boost their confidence when they attempt them on their own. Plus, it’s an accessible tool that can be tailored for individual goals and learning styles.

5. Encourage Students To Look into College and Workforce Accommodation

Life beyond high school brings its own set of challenges, and knowing how to advocate for accommodations can be key to students’ success.

Guide your students in discovering services that colleges and workplaces offer, like counseling services, assistive technology, and accommodations for disabilities. Support them in building self-advocacy skills so they’re comfortable communicating their needs to professors, supervisors, or human resources teams.

6. Break the Curriculum Down Into Distinct Phases with Specific Timelines

Because “the transition” comprises such a large bucket of skills, it may be helpful to break the process into multiple clear, manageable stages.

Start with immediate goals, like setting a schedule or developing organizational habits, before moving to long-term objectives, such as preparing for college admissions or job applications.

Assign specific timelines for each phase so that students and teachers alike can track progress and adjust as needed. When you phase the instruction like this, you can reduce overwhelm and build a steady foundation for mastery over time.

7. Directly Teach Self-Regulation and Self-Advocacy Skills

Like it or not, independence often hinges on a student’s ability to regulate their emotions, organize their tasks, and advocate for themselves.

Aim to teach your students strategies that help them monitor and adjust their behavior, like self-monitoring checklists or goal-setting exercises. Frequently role-play scenarios where they practice asking for help or explaining their needs.

Data Tracking Methods for Transition IEP Goals

When you’re evaluating your student’s progress on their transition IEP goals, make sure you’re collecting and evaluating data from everyone in the student’s network, including parents, other family members, school staff, and even employers (if they have one).

Why? Understanding a student’s abilities, challenges, and progress requires real-world data from the environments that they interact with most.

You’ll need to take a comprehensive approach that includes both formal and informal assessments. Formal tools, like aptitude and achievement tests, interest inventories, and career development measures can provide quite a solid foundation.

Aptitude tests might show a student’s strengths in specific areas of study or work, while informal methods, like direct observation and interview, round out the rest of hte picture. And talking with an employer about how the student completes tasks or asking family members about independent living skills adds layers of insight.

Remember, tracking data isn’t a one-time thing. It’s an ongoing process that reflects changes and growth. Tools like transition-planning inventories or self-determination checklists can make this process more structured and actionable. They allow teachers and students to collaborate, pinpoint skills to focus on, and align assessments with the student’s post-secondary aspirations.

Measuring Progress for Transition IEP Goals

Keeping tabs on progress is how you’ll know exactly what’s working and what isn’t. Each IEP year should include measurable annual goals tied directly to the broader transition objectives. Post-school transition goals look ahead to life after high school, while annual goals detail the steps that need to happen now to make those dreams realistic.

Take the example of a student aiming to work in a retail setting. An annual goal might focus on improving communication skills with customers by practicing conversations during specific classroom activities or at a vocational site. You can then monitor progress through metrics like frequency of initiating communication or accuracy in completing simulated tasks.

Regular checkpoints—whether through meetings, assessments, or data reviews—can help you refine these goals and make sure your student is continually moving toward larger objectives. A consistent measure of progress can also showcase how individual skills, such as self-advocacy or decision-making, evolve over time.

Final Thoughts

Helen Keller once said, “Alone, we can do so little; together, we can do so much.”

When you’re writing transition IEP goals, this is something you should keep at the front of your mind. By pulling together insights from the student’s entire network and continuously updating their goals, you can set them on a path to achieve their dreams. Transition planning isn’t just about compliance—it’s about preparing students for the lives they deserve.

Regardless of whether your students want to attend college, start a career, or simply live independently, having reliable data and a clear plan of action are key.

If additional guidance is needed beyond school, our career coaching can help young adults pursue fulfilling jobs with confidence.

FAQ

What does “transition” mean in an IEP?

Transition in an IEP refers to the process of planning and preparing for a student’s life after high school. This includes post-secondary education, employment, and independent living.

What are the four components of a transition plan?

The four components include post-secondary goals, age-appropriate transition assessments, services and supports needed to achieve those goals, and annual IEP goals connected to transition objectives.

What are transition goals in an IEP?

Transition goals focus on what the student aims to achieve after high school, such as attending college, finding employment, or living independently. These goals are informed by assessments and are specific to the student’s abilities and aspirations.

What are SMART goals for transition?

SMART goals for transition are Specific, Measurable, Achievable, Relevant, and Time-bound. For example, “By the end of the school year, the student will practice filling out job applications and submit three completed ones to local businesses.”

Further Reading

• Bureau of Labor Statistics: Persons with a Disability: Labor Force Characteristics – 2024
• Pierce, Rebekah: Why Two Skills Are Better Than One In The Context Of Transition Planning
• Life Skills Advocate: Executive Function Coaching For College Students
• Rehrig, April: Is Your Child Going To College With A Disability? Here Are Your First Steps
• Pierce, Rebekah: Using SMART Goals To Improve Financial Literacy in Unique Learners
• IRIS Center: What is secondary transition, and why is it important for students with disabilities?
• What Works Clearinghouse: Bottom Line
• What Works Clearinghouse: Facilitating Long-term Improvements in Graduation and
• Higher Education for Tomorrow (FLIGHT)
• What Works Clearinghouse: Summer Counseling
• IRIS Center: How can educators help support students in the transition planning process?
• American Speech-Language-Hearing Association: Postsecondary Transition Planning
• IRIS Center: Developing Goals