Following Adult Directions IEP goals for high school (grades 9 to 12)
12 of the following adult directions 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.
12 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.
Following Adult Directions Behavior & Classroom Expectations
Follow a direction from an unfamiliar adult
Following a first-time direction
By the annual IEP review date, when given a one-step direction by a school adult who does not work with the student daily, the student will independently follow the direction within 15 seconds without it being repeated in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed opportunity, summarized every 2 weeks.
Accept a correction without arguing
Accepting corrections
By the annual IEP review date, when an adult delivers a brief, private correction about work or behavior, the student will independently acknowledge the correction ("okay," a nod, or restating it) and make the change or move on within 30 seconds without arguing in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed correction, summarized every 2 weeks.
Accept a consequence as stated in the class plan
Accepting corrections
By the annual IEP review date, when an adult delivers a consequence listed in the classroom plan that the student has reviewed, the student will independently follow the consequence (move seats, hand over the item, stay for the make-up time) within 1 minute without the defined problem behavior in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each occurrence, summarized every 2 weeks.
Put away a preferred item on the first direction
Stopping on request
By the annual IEP review date, when a teacher directs the student to put away a phone, headphones, or other personal item during class, the student will independently put the item away in the designated spot within 30 seconds without a second direction in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected each direction, logged by the teacher, summarized weekly.
Ask what to do when a direction is unclear instead of ignoring it
Asking for clarification
By the annual IEP review date, when given a direction that includes an unfamiliar word or more than two steps, the student will independently ask a clarifying question ("do you mean...?", "which page?", "can you say it again?") within 30 seconds rather than ignoring the direction in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected 3 times per week with at least 1 planned unclear direction, summarized weekly.
Change tasks mid-activity when the teacher asks
Transitioning on request
By the annual IEP review date, when the teacher directs the class to stop an unfinished task and start a different one, the student will independently stop the current task, mark the place or save the work, and begin the new task within 2 minutes without the defined problem behavior in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed switch plus 1 planned switch per week, summarized every 2 weeks.
High school following adult directions 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 10 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
Frequently asked questions
How do following adult directions 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
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.