School Attendance & Punctuality IEP goals for high school (grades 9 to 12)
16 of the school attendance & punctuality 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.
School Attendance & Punctuality Behavior & Classroom Expectations
Build up time at school step by step
Re-entry routine after an absence
By the annual IEP review date, on school days, following the planned schedule for that step of the plan, the student will remain at school for the planned part of the day using their coping plan when anxious for at least 300 minutes, on 4 of 5 school days for 2 consecutive weeks, as measured by duration recording collected daily, from sign-in and sign-out times.
Reach each class before the bell
Reaching each class before the bell
By the annual IEP review date, during passing periods between classes, the student will enter the classroom before the bell rings independently in at least 6 of 7 opportunities, on 4 of 5 consecutive school days, as measured by direct observation collected daily, from teachers' period records.
Complete daily check-in and check-out with a mentor
Daily attendance with check-in
By the annual IEP review date, on each school day, with morning check-in and afternoon check-out times with their mentor, the student will check in with their mentor in the morning and check out before leaving at the end of the day independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected daily, reviewed weekly with the student.
Follow a re-entry routine after an absence
Re-entry routine after an absence
By the annual IEP review date, on the first day back after an absence of one or more days, the student will complete the re-entry steps on the first day back, performing at least 5 of 6 steps independently, across 3 consecutive returns, as measured by a task-analysis checklist collected on each return day.
Complete make-up work within the catch-up window
Re-entry routine after an absence
By the annual IEP review date, after an absence, with a trimmed make-up list and catch-up dates set with each teacher, the student will complete and turn in the trimmed list of make-up assignments by the catch-up dates independently, completing at least 85% of assigned make-up assignments on the trimmed list, across 3 consecutive returns, as measured by work-sample analysis collected weekly, from the gradebook and tracker.
Return to class after a break-pass visit
Daily attendance with check-in
By the annual IEP review date, when they use their break pass during class, the student will use the break space for the planned time, use a coping strategy, and return to class independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected at each break-pass use, reviewed weekly.
High school school attendance & punctuality 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:
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
- 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
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 2 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 2 goals here
Frequently asked questions
How do school attendance & punctuality 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.