Safety Behaviors IEP goals for high school (grades 9 to 12)
15 of the safety 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.
15 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.
Safety Behaviors Behavior & Classroom Expectations
Stay with the group on outdoor and community outings
Staying with the group
By the annual IEP review date, during a community outing with an assigned adult and a group of up to 6 students, the student will stay within sight and within 10 feet of the assigned adult for the whole outing independently in 5 of 5 opportunities, across 5 consecutive outings, as measured by direct observation collected each outing, at least twice monthly.
Step back to a safe distance when upset with a peer
Keeping hands and feet to self
By the annual IEP review date, when a conflict with a peer begins (raised voices, an insult, a shove) during unstructured time, the student will step back to at least two arm's lengths from the peer within 5 seconds and keep hands down independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed conflict plus 1 weekly role-play, summarized every 2 weeks.
Follow the safety steps for lab, shop, or kitchen tools
Safe use of materials
By the annual IEP review date, during a lab, shop, or kitchen activity with the posted safety steps reviewed at the start, the student will complete the posted safety steps for the tool or activity, performing all 6 steps independently, on 5 of 5 consecutive scored activities, as measured by a task-analysis checklist collected each activity, scored by the class teacher.
Reduce leaving the supervised area without an adult
Reduction: leaving the supervised area
By the annual IEP review date, across the school day with the break request and location board available and the behavior plan in place, the student will reduce leaving the supervised area without an adult as defined in the behavior plan (crosses the classroom doorway, playground boundary, or building exit without an adult present) to 0 times per school week, with the break request honored and the location board in use, across 6 consecutive weekly data summaries, as measured by frequency recording collected every occurrence logged by staff, summarized weekly.
Reduce self-injury while using the replacement request
Reduction: self-injury
By the annual IEP review date, across the school day with the replacement request taught and honored and the behavior plan in place, the student will reduce self-injurious behavior as defined in the behavior plan (hitting own head, biting own hand, or scratching own skin) to no more than 3 times per school day, with the replacement request honored every time it is used, across 4 consecutive weekly data summaries, as measured by frequency recording collected daily, every occurrence, summarized weekly.
Follow the fire drill routine with the class
Emergency drills
By the annual IEP review date, during a scheduled fire drill with the class and the routine reviewed that week, the student will complete the fire drill routine steps with the class, performing at least 5 of 6 steps independently, with all 4 critical steps completed every time, on 3 consecutive drills, as measured by a task-analysis checklist collected each drill, plus 1 monthly walk-through practice.
High school safety 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 7 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 5 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 2 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
Frequently asked questions
How do safety 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.
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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.