IEP goal examples for high school students

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

Strong high school IEP goals target the skills a student needs to pass credit classes and to reach life after graduation. Each goal names the condition, the behavior, a criterion with a denominator and how it will be measured. The 24 examples below cover content reading, writing, math, self-management, self-advocacy and transition, each with the baseline it grew from.

High school goals have less time to work. A freshman with an IEP has four years, often fewer, before the services end. That changes what a goal should aim at. The best ones target a skill the student will use in a credit class this semester or in a job, a training program or college next.

Every example below has the four parts covered in the pillar guide on how to write IEP goals: a condition, an observable behavior, a criterion with a denominator and a measurement method. Each one also lists the baseline it was built from. The students and numbers are illustrations. They are not norms or targets for your student.

For more templates by subject, open the high school IEP goals hub in the library.

How to choose the right high school goal

Start from the present levels, not from the class schedule. Then pick the sub-skill that blocks the most work, and the method that measures it fastest.

Student profile	Sub-skill to target	Measurement method	Data sheet
Reads the words but cannot pull out what matters in a textbook	Main idea and evidence in content text	Rubric points	Rubric scoring sheet
Reads slowly and runs out of time on class reading	Oral reading fluency	Words correct per minute	Reading fluency sheet
Writes a few sentences that do not answer the prompt	Argument or constructed response	Rubric points, word count	Rubric scoring sheet
Can compute but stalls on multi-step problems	Problem-solving routine	Steps completed	Task analysis sheet
Is failing classes because work is missing	Recording and turning in work	Percent of assignments on time	Accuracy sheet
Never asks for the accommodations on the IEP	Requesting accommodations	Opportunities	Opportunity sheet
Turns 16 this year with no work experience	Job routines, applications	Task analysis steps	Task analysis sheet

Reading goals for content-area text

By high school, most reading happens in science, history and English texts. These goals measure the reading the student must do to earn credit. The high school reading goals hub has more wording, and guidance on adolescent reading instruction supports explicit work on comprehension strategies and vocabulary in content classes.^[2]

Given a 600-word section of a grade 10 history textbook, Jalen will write the main idea and 3 supporting details, scoring at least 5 of 6 points on a summary rubric on 3 of 4 biweekly probes. Baseline: 2 of 6 points in September. Measure: rubric scoring.
Given an unpracticed grade 9 passage, Mei will read aloud at 125 words correct per minute with at least 97% of words read correctly on 3 consecutive weekly probes. Baseline: a median of 92 words correct per minute with 91% of words correct. Measure: 1-minute oral reading fluency probes.
Given a 2-page article and 5 text-dependent questions, Andre will answer each question and quote one line of the text that supports it for 4 of 5 questions on 3 of 4 monthly probes. Baseline: 1 of 5 answers had supporting evidence.
Given a primary source such as a letter or speech, Soledad will identify the author, the date and the purpose on a sourcing checklist for all 3 elements on 4 of 5 documents. Baseline: 1 of 3 elements per document.

Weak: "Jalen will improve his reading comprehension in content classes."

Measurable: The first goal above. It names the text, the task, the score and how often the probe happens. Weekly or biweekly probes give enough points to graph by the first report. See the comprehension skill page for more templates.

Writing goals for essays and constructed responses

High school writing is graded with rubrics, so rubric points make a natural criterion. Use the same rubric the English teacher uses, or a short version of it. The high school writing hub lists more examples.

Given an argument prompt and 45 minutes, Pranav will write an essay with a claim, 2 reasons, 2 pieces of evidence, a counterclaim and a conclusion, scoring 14 of 20 on the department rubric on 2 of 3 timed essays. Baseline: 7 of 20 points.
Using speech-to-text and a planning template, Keira will compose a response of at least 250 words that answers the prompt, on 4 of 5 weekly writing tasks. Baseline: a median of 80 words, with 2 of 5 responses on topic.
Given a 300-word draft of her own writing with 10 planted errors in capitals, end punctuation and subject-verb agreement, Mei will find and correct at least 8 of 10 errors on 3 consecutive probes. Baseline: 3 of 10 errors corrected.
After a science lab, Andre will write a conclusion that states the result, cites 2 data values and says whether the hypothesis was supported, including all 3 parts in 4 of 5 lab reports. Baseline: 1 of 3 parts.

Weak: "Pranav will write better essays."

Measurable: The first goal in this section. "Better" now means points on a known rubric, under a set time, on a set number of essays. For sentence-level work, the sentence construction templates are a better fit.

Math goals for algebra and applied problems

Most students on a diploma track take algebra. Goals here should target the step that breaks, not the whole course. The high school math hub has the rest. For money, budgeting and job math, the guide to functional math goals for high school covers those skills in depth.

Given 10 two-step linear equations with integer coefficients, Soledad will solve at least 8 of 10 correctly, showing each step, on 3 consecutive weekly probes. Baseline: 3 of 10 correct.
Given a table or graph of a linear relationship from a real context, Jalen will state the rate of change and explain it in words with units for 4 of 5 items on 2 consecutive probes. Baseline: 1 of 5 items.
Given an Algebra 1 word problem, Keira will complete a 4-step routine (underline the question, list known values, write an equation, check the answer) for 7 of 8 problems per probe across 3 probes. Baseline: 2 of 8 problems with every step done. Measure: task analysis.
Given a bar graph or scatter plot from a science or economics lesson, Pranav will answer 6 questions about trends and values, getting at least 5 of 6 correct on 3 of 4 probes. Baseline: 2 of 6 correct.

Weak: "Soledad will understand how to solve equations."

Measurable: The first goal in this section. The goal checker would flag "understand" because nobody can see it. Solving 8 of 10 equations with steps shown is something two adults would score the same way. See the algebra skill page.

Self-management goals for keeping up with classes

Many students with IEPs fail high school courses because of missing work, not because the content is out of reach. These goals target the habits that get work recorded, finished and turned in. The high school executive function hub has more.

Using an electronic planner, Andre will record every assignment and due date for all 6 classes, checked against the online gradebook, on 18 of 20 school days each month. Baseline: 7 of 20 days.
For any project lasting 2 weeks or more, Mei will break the project into at least 4 dated steps and meet at least 3 of the 4 step dates on 3 consecutive projects. Baseline: no written plan, and 0 of 4 step dates met.
Across all classes, Jalen will turn in completed work by the due date for 90% of assignments in each 3-week grade check, as shown in the gradebook. Baseline: 61% of assignments on time. Measure: work completion.
Before each unit test, Soledad will complete a 3-session study plan using practice questions, logged on a study sheet, before 4 of 5 tests. Baseline: 0 of 4 tests last semester had any logged study.

Weak: "Jalen will be more organized and responsible."

Measurable: The third goal in this section. The gradebook already collects the data, so the case manager can check it in 5 minutes every 3 weeks. The assignment completion templates offer other criteria.

Self-advocacy and communication goals

A student who will leave special education in a few years needs to speak up for the supports that work. These goals also build the skills the student will use to request accommodations in college or at work. See the high school social-emotional hub.

In a 2-minute conversation with a new teacher, Keira will explain her disability-related needs and 2 accommodations in her own words, covering 4 of 4 points on a checklist, in 3 of 3 role-plays and 2 real conversations. Baseline: 1 of 4 points.
When an accommodation is needed in class, Pranav will ask the teacher for it before or after class without a staff prompt on at least 4 of 5 opportunities per grading period. Baseline: 1 of 5 opportunities. Measure: opportunities.
At his annual IEP meeting, Andre will present at least 5 of 6 sections of a student-led IEP script, from strengths to postsecondary goals, as scored on a checklist. Baseline: attended last year's meeting and did not speak.
During a 20-minute group task, Mei will offer at least 3 on-topic ideas and respond to a peer's idea at least 2 times in 4 of 5 observed sessions. Baseline: 0 to 1 contribution per session. Measure: frequency recording.

Weak: "Keira will advocate for herself."

Measurable: The first goal in this section. Advocacy is now a defined script, scored the same way in practice and in real life. The self-advocacy templates for high school give more versions.

Transition goals for life after high school

Beginning with the first IEP in effect when the student turns 16, or younger if the state or team sets it, the IEP must include measurable postsecondary goals and the transition services to reach them.^[1] The annual goals below are the steps toward those postsecondary goals. For the full picture, see transition IEP goal examples and postsecondary goal examples. Transition practice guidance stresses work experience and self-determination during high school.^[3]

Given a paper or online job application and a personal information card, Soledad will complete every required field correctly on 3 of 3 applications. Baseline: 60% of required fields correct.
At a community job site, Jalen will complete a 10-step restocking routine with no prompts on at least 9 of 10 steps across 4 consecutive shifts, recorded on a task analysis. Baseline: 4 of 10 steps without prompts.
Using a comparison chart, Pranav will research 3 college or training programs and fill in cost, admission rules and disability services for all 12 cells by March 1. Baseline: has not looked up any program.
Using a phone calendar and alarms, Keira will arrive on time to first period and to her work shifts on at least 19 of 20 scheduled days each month, per attendance and time-clock records. Baseline: 12 of 20 days.

Weak: "Jalen will explore careers."

Measurable: The second goal in this section. It describes a real job task, a level of independence and a span of shifts. The high school transition hub and the vocational skills templates list more.

How to measure progress on these goals

Pick the method when you write the goal, then collect on the same schedule all year. Short, repeated measures are what make a trend line readable.^[4]

Goal type	Method	Sheet	How often
Summary, evidence, essays	Rubric points	Rubric scoring sheet	Every 2 weeks
Reading rate	Words correct per minute	Reading fluency sheet	Weekly
Equations, graph questions	Items correct out of a fixed set	Accuracy sheet	Weekly
Problem routine, job tasks	Steps done without prompts	Task analysis sheet	Weekly or each shift
Asking for accommodations	Opportunities	Opportunity sheet	Each time the chance comes up
Turning in work	Percent of assignments on time	Gradebook export	Every 3 weeks

In a co-taught class, ask the general education teacher to save the rubric scores. One shared folder per student saves a week of chasing in May.

Objectives and benchmarks for high school goals

Federal rules require benchmarks or short-term objectives for students who take alternate assessments aligned to alternate standards.^[1] Some states and districts require them for every student. For high school goals, split by the condition (scaffolded essay, then timed essay) or by the criterion (5 of 10 equations by November, 8 of 10 by May). The guide to goals and objectives examples shows both methods.

Adapting these goals by support level

The same skill can be written for a student in a self-contained program or one about to exit services. Change the condition, the amount of help and the criterion.

Skill	More support	Typical support	Near exit
Content reading	Adapted text read aloud, 3 picture-supported questions	Grade-level text with guided notes	Grade-level text, no notes, timed
Writing	Sentence frames for a 3-sentence response	Planning template for a 5-paragraph essay	Timed essay with no template
Math	Calculator and worked example for one-step problems	Two-step equations with steps shown	Multi-step problems in a mixed set
Self-management	Visual checklist for 1 class, checked with staff	Electronic planner for 6 classes	Self-check of the gradebook each week
Self-advocacy	Hands a card that lists the accommodation	Asks the teacher in person	Emails the teacher in advance
Transition	Job task with a picture task list	Job task with a written list	Job task from a verbal direction

For students with autism or dyslexia, the guides on goals for high school students with autism and goals for high school students with dyslexia cover those profiles. For the grades just before, see IEP goals for middle school.

Check your draft before the meeting

Read each goal next to its present levels. The baseline should use the same unit as the criterion. Then paste the goal into the goal checker to find missing parts, such as a mastery rule or a timeframe. The 24 goals above are a starting point. Change the text, the numbers and the conditions to match what you measured for your student.

Frequently asked questions

How many IEP goals should a high school student have?

There is no set number. Write a goal for each area of need the present levels show, and keep the list short enough to teach and measure every week. Many high school IEPs have 3 to 6 goals, with transition needs covered across them.

Do high school IEP goals have to be tied to graduation?

They should be tied to the student's needs and to the postsecondary goals in the transition plan. For a student on a diploma track, that usually means skills that help them pass required classes, along with job, college or independent living skills.

Can a high school goal use grades as the measure?

Course grades mix many things, such as attendance, effort and content, so they make a weak measure for one skill. Use a probe, a rubric score or a count of assignments turned in. Grades can still be reported in present levels as context.

Use it in IEP Atlas

Sources

34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
Improving Adolescent Literacy: Effective Classroom and Intervention Practices, What Works Clearinghouse, Institute of Education Sciences
National Technical Assistance Center on Transition: The Collaborative, NTACT:C
Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.