Classroom Expectations & Routines IEP goals for high school (grades 9 to 12)
16 of the classroom expectations & routines 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.
16 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.
Classroom Expectations & Routines Behavior & Classroom Expectations
Speak only during their turn in a group discussion
Taking turns in discussion
By the annual IEP review date, during a structured class discussion with a turn-taking rule (talking piece, hand signal, or round-robin), the student will wait until the current speaker finishes before speaking independently in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by frequency recording collected twice weekly during a discussion, first 10 turns taken, summarized weekly.
Arrive with the required materials for each class
Being prepared for class
By the annual IEP review date, at the start of each class period with the required materials listed on the syllabus or class board, the student will arrive with all required materials (listed per class) and place them on the desk within 2 minutes of the bell independently in at least 8 of 10 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each class period, logged by the teacher, summarized every 2 weeks.
Complete the class entry routine and start the warm-up
Class entry routine
By the annual IEP review date, at the start of a class period with the entry routine posted (seat, materials, warm-up task), the student will complete the class entry routine within 3 minutes of the bell, performing at least 5 of 6 steps independently, on 8 of 10 consecutive scored class periods, as measured by a task-analysis checklist collected daily in 1 to 2 agreed class periods.
Use a fidget or sensory tool as agreed without disturbing peers
Using an agreed tool
By the annual IEP review date, during a 20-minute lesson with the agreed tool at the desk and the tool rules reviewed (quiet, in the lap or on the desk, own use only), the student will use the tool within the agreed rules at each check (quiet, in own space, not shown to peers) independently in at least 9 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 3 times per week, 10 checks per lesson, summarized weekly.
Stay on the assigned app or page during device work
Device use in class
By the annual IEP review date, during a 20-minute device work period with the assigned app or page named on the board, the student will have the assigned app or page open at each screen check independently in at least 9 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 3 times per week, 10 checks per period, summarized weekly.
Meet the class expectations on a daily behavior report card
Daily behavior report card
By the annual IEP review date, during each class period with the daily report card rated by the teacher at the end of the period, the student will meet the posted expectations (in the assigned area, materials ready, voice at the posted level, follows directions the first time) as rated per period independently, earning a score of at least 7 out of 8 on a 4-row daily report card scored 0 to 2 per row and averaged across periods, on 8 of 10 consecutive school days, as measured by a defined scoring rubric collected daily, averaged across rated periods.
High school classroom expectations & routines 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:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 8 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 3 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 2 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
Frequently asked questions
How do classroom expectations & routines 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.