Science Skills IEP goals for high school (grades 9 to 12)
18 of the science skills 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.
18 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.
Science Skills Science, Social Studies & Digital Literacy
Name the independent and dependent variables
Identifying variables
By the annual IEP review date, given 8 short descriptions of investigations, each 3 to 4 sentences long, the student will write the independent variable and the dependent variable for each investigation independently with at least 75% accuracy on variable identifications, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Carry out a written lab procedure
Following a lab procedure
By the annual IEP review date, during a science lab with a numbered written procedure and a check-off column, the student will carry out the lab by reading each numbered step, doing it and checking it off before moving on, performing at least 7 of 8 steps independently, across 3 consecutive labs, as measured by a task-analysis checklist collected at each lab.
Write an argument from lab data without frames
Claim, evidence and reasoning
By the annual IEP review date, after a lab, given the investigation question and a data table or graph from the class results, the student will write a claim, at least two pieces of evidence with numbers from the data, and reasoning that connects the evidence to a science idea from the unit independently, earning a score of at least 9 out of 12 on a 4-row argument rubric scored 0 to 3 per row, on 3 of 4 consecutive scored lab responses, as measured by a defined scoring rubric collected every two weeks.
Answer the lab question from a graph
Reading data from an investigation
By the annual IEP review date, given a line graph from a class lab, the investigation question and 6 questions about the data, the student will answer each question, including the investigation question, with a value or pattern from the graph independently with at least 83% accuracy on data interpretation questions, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Complete a word map for a science term
Science vocabulary
By the annual IEP review date, given a new unit term, its textbook definition and a four-box word map (definition in own words, example, non-example, picture), the student will complete each box of the word map for the term with accurate science content independently, earning a score of at least 7 out of 8 on a 4-box word map rubric scored 0 to 2 per box, on 3 of 4 consecutive scored word maps, as measured by a defined scoring rubric collected every two weeks.
Take two-column notes from a science textbook section
Note-taking from science text
By the annual IEP review date, given a science textbook section of 2 to 3 pages with headings and a two-column notes page, the student will write each heading as a question in the left column and short answers with key terms and details in the right column independently, earning a score of at least 7 out of 9 on a 3-row science notes rubric scored 0 to 3 per row, on 3 of 4 consecutive scored note sets, as measured by a defined scoring rubric collected every two weeks.
High school science skills 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:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 8 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 4 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 6 goals here
Frequently asked questions
How do science skills 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.