Functional domain
Postsecondary Transition & Independent Living IEP goals
Beginning not later than the first IEP in effect when a student turns 16, or younger if the team decides it is appropriate, IDEA requires measurable postsecondary goals based on age-appropriate transition assessments and the transition services needed to reach them (34 CFR § 300.320(b)). The annual goals below are the yearly steps that move a student toward those postsecondary goals in education, employment and independent living.
Common measurability defects
- Confusing postsecondary goals with annual goals: "will attend college" is an outcome after high school, not a measurable annual IEP goal.
- Writing transition goals that are not based on any age-appropriate transition assessment, so the target reflects adult assumptions rather than the student's interests and needs.
- Measuring only in the classroom when the skill (riding the bus, shopping, working) must be shown in the community or on a job site.
- 01Grades 6-8ID
Baseline
In 8th grade (age 14), completes 4 of 12 steps of a task analysis for preparing a simple cold meal (sandwich, cut fruit, drink) independently, needing verbal or gestural prompts for food safety and sequencing steps.
Annual goal
By [annual review date], using a picture-based recipe on a tablet, the student will independently complete at least 11 of 12 steps of the task analysis to prepare a simple cold meal, including hand washing and food storage, on 3 consecutive weekly probes in the school life skills kitchen.
Measured by: Weekly task-analysis data recorded by the special education teacher with prompt level for each step, plus a monthly home generalization report from the family. Graphed and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will complete 6 of 12 steps independently with the picture recipe.
- By the end of the second grading period, the student will complete 8 of 12 steps independently, including hand washing.
- By the end of the third grading period, the student will complete 10 of 12 steps independently.
- 02Grades 9-12SLD
Baseline
In 10th grade, can name 1 of 5 IEP accommodations and cannot describe how the learning disability affects reading. Has not attended an IEP meeting. Transition assessment shows interest in a 2-year technical program.
Annual goal
By [annual review date], the student will describe his or her learning disability in plain terms, explain at least 4 accommodations and why each is needed, request an accommodation from a teacher in a scripted or real situation, and lead at least 3 sections of the annual IEP meeting, scoring at least 18 of 20 on a self-advocacy rubric.
Measured by: Self-advocacy rubric (20 points: disability description, accommodation knowledge, requests, meeting leadership) scored by the case manager each grading period, with teacher reports of accommodation requests logged monthly.
Short-term objectives
- By the end of the first grading period, the student will name and explain 3 accommodations and score 8 of 20 on the rubric.
- By the end of the second grading period, the student will request an accommodation in 2 real class situations and score 12 of 20.
- By the end of the third grading period, the student will rehearse leading 3 IEP meeting sections and score 15 of 20.
- 03Grades 9-12Autism
Baseline
In 11th grade, at a hospital supply room work-based learning site, completes 65% of restocking tasks accurately and arrives on time for 5 of 10 shifts. Site supervisor rates work behavior 2 of 5 on the employability evaluation.
Annual goal
By [annual review date], at a community work-based learning site, the student will arrive on time for at least 9 of 10 scheduled shifts, complete assigned tasks with at least 95% accuracy using a visual task list, and earn a rating of 4 of 5 or higher on the site employability evaluation for 3 consecutive months.
Measured by: Job coach records arrival time and task accuracy at each shift. Site supervisor completes a monthly employability evaluation. Data reviewed by the transition coordinator and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will arrive on time for 7 of 10 shifts and complete tasks with 80% accuracy.
- By the end of the second grading period, the student will arrive on time for 8 of 10 shifts, complete tasks with 88% accuracy and earn a 3 of 5 rating.
- By the end of the third grading period, the student will complete tasks with 92% accuracy with the job coach faded to 50% of the shift.
- 04Grades 9-12ID
Baseline
In 12th grade, rides the city bus from school to the community job site with a job coach seated beside him or her, completing 9 of 20 steps of the travel task analysis (check schedule, pay fare, signal stop, transfer) independently.
Annual goal
By [annual review date], the student will travel by public bus between home, school and the community job site, completing at least 19 of 20 steps of the travel task analysis independently with the job coach following at a distance, on 5 consecutive trips.
Measured by: Travel training task-analysis data recorded by the job coach on every trip, with prompt levels and safety errors noted. Reviewed monthly by the transition coordinator and family. Reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will complete 13 of 20 steps independently with the job coach seated nearby.
- By the end of the second grading period, the student will complete 16 of 20 steps independently, including paying the fare and signaling the stop.
- By the end of the third grading period, the student will complete 18 of 20 steps independently with the job coach seated at a distance.
- 05Grades 9-12OHI
Baseline
In 11th grade, has a postsecondary goal of enrolling in a community college nursing assistant program. Has completed 2 of 12 items on the college preparation checklist and does not know that IEPs do not follow students to college.
Annual goal
By [annual review date], the student will complete at least 11 of 12 items on the college preparation checklist, including researching 2 programs, submitting an application, completing the FAFSA with a family member, and contacting the college disability services office to learn what documentation it requires for accommodations.
Measured by: College preparation checklist with dated evidence for each item (screenshots, confirmation emails, meeting notes), reviewed monthly by the case manager and school counselor. Reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will research 2 programs and compare cost, schedule and admission requirements (5 of 12 items).
- By the end of the second grading period, the student will submit 1 application and request transcripts (8 of 12 items).
- By the end of the third grading period, the student will complete the FAFSA with a family member and schedule a meeting with the disability services office (10 of 12 items).
- 06Grades 9-12Multiple
Baseline
In 12th grade, uses a speech-generating device and a power wheelchair. During the 10-step morning self-care routine at the school life skills suite, directs a caregiver through 3 of 10 steps and needs adult prompts to sequence the rest.
Annual goal
By [annual review date], using a visual schedule app and the speech-generating device, the student will independently sequence all 10 steps of the morning self-care routine, completing the steps within physical ability and directing a caregiver for the steps that need physical assistance, on 4 of 5 consecutive weekly probes.
Measured by: Weekly task-analysis data recorded by the special education teacher or OT, coding each step as self-directed or adult-prompted. Monthly family report on use of the routine at home. Graphed and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will direct 5 of 10 steps with the visual schedule app.
- By the end of the second grading period, the student will direct 7 of 10 steps without adult prompts.
- By the end of the third grading period, the student will direct 9 of 10 steps without adult prompts on 3 of 5 probes.
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