Replacement Behaviors IEP goals for high school (grades 9 to 12)
19 of the replacement behaviors 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.
19 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.
Replacement Behaviors Behavior & Classroom Expectations
Request to step out of class using a pass system
Requesting a break
By the annual IEP review date, during any class period when the student shows a defined early sign of escalation (raised voice, refusing to open materials, head down for more than 2 minutes), the student will show the pass to the teacher and go directly to the agreed location before leaving the room in any other way independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each occurrence, logged by the receiving teacher and summarized every 2 weeks.
Ask for a modified or alternative task instead of refusing
Requesting a modified task
By the annual IEP review date, when assigned a task the student has previously refused or left incomplete, the student will ask the teacher for a specific modification (shorter set, alternate format, extra time, or a different start point) before refusing or leaving the task independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each applicable assignment, logged by the teacher and summarized every 2 weeks.
Return to the task after a break within the agreed time
Returning from a break
By the annual IEP review date, after the student has taken a requested break and the timer or break card signals the end, the student will transition back to the assigned task and resume it (materials out, first item started) independently within 2 minutes, on 4 of 5 consecutive recorded breaks, as measured by duration recording collected each break, at least 3 per week.
Use a calming strategy on their own when a trigger occurs
Using a calm-down routine
By the annual IEP review date, when a listed trigger occurs (a peer comment, a lost turn, a change in the schedule) and no adult has given a cue, the student will use a taught calming strategy (slow breaths, counting, a fidget, stepping to the calm spot) within 1 minute of the trigger and before any defined problem behavior independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed trigger, summarized every 2 weeks.
Reduce physical aggression while using the replacement request
Reduction: physical aggression
By the annual IEP review date, across the school day with the replacement request available (break card, help card, or attention signal) and the behavior plan in place, the student will reduce physical aggression as defined in the behavior plan (hitting, kicking, pushing, or biting another person) to no more than 1 time per school day, with the replacement request taught and honored, across 4 consecutive weekly data summaries, as measured by frequency recording collected daily, every occurrence, summarized weekly.
Reduce leaving the room without permission while using the pass
Reduction: leaving without permission
By the annual IEP review date, across the school day with the break or pass request taught and honored, the student will reduce leaving the classroom or assigned area without permission (as defined in the behavior plan) to no more than 1 time per school week, with the pass request honored every time it is used, across 4 consecutive weekly data summaries, as measured by frequency recording collected every occurrence logged by staff, summarized weekly.
High school replacement behaviors 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 14 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 4 goals here
Frequently asked questions
How do replacement behaviors 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
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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.