Health Education IEP goals for high school (grades 9 to 12)
8 of the health education 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.
8 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.
Health Education Science, Social Studies & Digital Literacy
Build a balanced tray in the lunch line
Food groups and balanced plates
By the annual IEP review date, when going through the school lunch line with their plate planning card, the student will choose items from at least three food groups for their tray independently in at least 4 of 5 opportunities, in 3 of 4 consecutive school weeks, as measured by direct observation collected daily at lunch, summarized weekly.
Compare two snacks by their labels
Reading a nutrition label
By the annual IEP review date, given pairs of snack or drink labels and a comparison question for each pair, the student will compare the two labels and state which has less added sugar or sodium per serving, giving the numbers independently with at least 80% accuracy on label comparison questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Check the label before buying a snack
Reading a nutrition label
By the annual IEP review date, when buying a snack or drink at the school store, vending machine, or a community store, the student will read the sugar or sodium line on the label and state it before choosing what to buy independently in at least 4 of 5 opportunities, on 3 of 4 consecutive weeks, as measured by direct observation collected at each purchase opportunity, summarized weekly.
Explain how two body systems work together
Body parts and body systems
By the annual IEP review date, given a health topic such as exercise, digestion, or smoking and a graphic organizer, the student will write or record an explanation of how two body systems work together, naming an organ from each and one health habit that affects them independently, earning a score of at least 6 out of 8 on a 4-row body systems explanation rubric scored 0 to 2 per row, on 3 of 4 consecutive written responses, as measured by a defined scoring rubric collected every two weeks.
Plan a refusal and exit for a party
Substance, alcohol, tobacco and vaping risks
By the annual IEP review date, given a written party or ride scenario in which alcohol or drugs are offered, the student will write or role-play a plan that includes a refusal statement, a reason, a safe exit, and a trusted person to contact independently, earning a score of at least 7 out of 8 on a 4-row refusal and exit plan rubric scored 0 to 2 per row, on 3 of 4 consecutive scenarios, as measured by a defined scoring rubric collected every two weeks during the unit.
Write a weekly sleep and activity plan
Sleep and exercise habits
By the annual IEP review date, given their weekly schedule and a planning template, the student will write a weekly plan with a bedtime and wake time for school nights, three activity times, and one barrier with a fix independently, earning a score of at least 7 out of 8 on a 4-row weekly health plan rubric scored 0 to 2 per row, on 3 of 4 consecutive weekly plans, as measured by work-sample analysis collected weekly during the unit.
High school health education 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 3 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 1 goal here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 4 goals here
Frequently asked questions
How do health education 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 postsecondary goals and transition services are discussed (34 CFR 300.321(b)(1)). Helping write goals builds the self-determination skills transition planning relies on.
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.