Example ITP Goals for an Individual Transition Plan

When you participate in the Individual Transition Plan (ITP) process for your child during high school, you'll help create goals that prepare your child for future education, employment, and independent living. Like a good IEP goal, an ITP goal should set out clear expectations for the time frame, skill, supports, accuracy, and measurement of the student's progress.

Here are some example ITP goals written by Undivided's education advocates to guide you and your IEP team.

Transition:

By DATE, as part of increasing independence in managing their school schedule, STUDENT will use a preferred time-telling tool (analog clock, digital clock, or phone/tablet with visual supports) to check the current time and determine when they need to transition to a new activity, arriving to class or scheduled activities on time in 4 out of 5 opportunities, as measured by teacher observation and transition logs.

Workplace communication:

By DATE, when participating in a work-based learning or volunteer activity, STUDENT will use appropriate communication (e.g., greeting, clarification, or notifying supervisor of a concern or absence) in 3 out of 4 observed opportunities, as measured by job coach feedback and communication log entries.

Daily routine and time management:

By DATE, STUDENT will use a visual or digital planning tool (e.g., Google Calendar, Todoist) to independently plan and follow a weekly schedule that includes academic, work, and daily living responsibilities, in 4 out of 5 opportunities across 4 consecutive weeks, as measured by teacher/parent report and student reflection logs.

Community navigation and transportation:

By DATE, when provided with instruction and modeling, STUDENT will demonstrate the ability to navigate a public or community transportation route (e.g., to work, school, or local resource) by independently identifying departure time, bus/train route, and payment method in 3 out of 4 trials, as measured by adult observation and a completed transportation checklist.

Transportation and driver’s education readiness:

By DATE, given structured instruction and support, STUDENT will demonstrate knowledge of the steps required to obtain a driver’s license by identifying at least three key components (e.g., DMV application process, driver’s education course, written test requirements), and will independently complete at least two related action steps (e.g., obtaining a driver’s handbook, enrolling in a driver’s ed course, studying sample test questions), in 4 out of 5 opportunities, as measured by a transition specialist or teacher checklist and student self-report.

Functional money management:

By DATE, STUDENT will demonstrate the ability to create and manage a weekly personal budget (e.g., allocate funds for meals, savings, and leisure spending) with no more than one prompt per session in 4 out of 5 opportunities, as measured by review of budgeting templates and teacher/parent documentation.

College/career readiness:

By DATE, STUDENT will use organizational tools (e.g., assignment planner, project checklist) to independently break down and complete a long-term academic or training-related task over multiple days with no more than one prompt per day, in 3 out of 4 assignments, as measured by work samples and teacher feedback.

Career exploration and planning:

By DATE, given access to online tools (e.g., ONET, California CareerZone, or career interest inventories), STUDENT will identify and document at least three careers aligned with their interests and strengths, along with corresponding required education/training, in 3 out of 4 opportunities, as measured by completed career planning worksheets and teacher feedback.

College research:

By DATE, given access to structured college search tools (e.g., CaliforniaColleges.edu, BigFuture, or guided worksheets), STUDENT will independently identify and document at least three post-secondary programs that align with their career interests (e.g., digital arts, computer science, or engineering), including details about program offerings, admission requirements, and available support services, in 3 out of 4 trials, as measured by completed planning templates and teacher or case manager review.

Post-secondary education:

By DATE, STUDENT will explore various college opportunities for individuals with developmental disabilities by identifying their interests through Think College and other websites as measured by creating a paragraph, a collage, and providing multi-modal responses that include three campus programs, measured through work samples and teacher observations.

Transition to employment:

By DATE, STUDENT will explore various careers and interests in class by identifying their job preferences and dislikes through lessons, books, and hands-on activities as measured by creating a paragraph, a collage, and providing multi-modal responses (including verbal, ASL, or AAC) that include three job preferences and three job dislikes, measured through work samples and teacher observations.