Organization IEP goals for high school (grades 9 to 12)
27 of the organization 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.
27 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.
Organization Executive Function
Organize the binder and take-home folder using a checklist
Binder and take-home folder organization
By the annual IEP review date, during a weekly 10-minute binder check, the student will organize the binder and take-home folder using a binder checklist, performing at least 7 of 8 steps independently, on 3 of 4 consecutive weekly checks, as measured by a task-analysis checklist collected weekly.
Check a materials list before leaving for the next class
Materials self-check before class
By the annual IEP review date, before leaving the locker, cubby, or previous classroom for the next class, the student will check each item on the next class's materials list (for example, notebook, folder, text, charged device, and writing tool) and gather any missing item independently in at least 9 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily and summarized every 10 class periods.
Maintain a subject notebook with dated, ordered entries
Maintaining an organized notebook
By the annual IEP review date, during a scheduled notebook check every two weeks, the student will maintain a subject notebook with dated, titled, and sequenced entries independently, earning a score of at least 6 out of 8 on a 4-row notebook organization rubric scored 0 to 2 per row, on 3 consecutive notebook checks, as measured by a defined scoring rubric collected every two weeks.
Save digital work in the correct folder with the class naming format
Digital file organization
By the annual IEP review date, when finishing or saving digital assignments on a school device, the student will save the assignment in the correct course folder using the class file-naming format independently in at least 4 of 5 opportunities, across 3 consecutive weekly reviews, as measured by opportunity-by-opportunity data collected weekly by reviewing the student's folders.
Organize the locker with a weekly checklist
Locker organization
By the annual IEP review date, during a weekly 10-minute locker organization time with a case manager, the student will organize the locker following the locker checklist using the locker checklist, performing at least 6 of 7 steps independently, on 3 of 4 consecutive weekly checks, as measured by a task-analysis checklist collected weekly.
Keep a backpack that holds only current materials
Backpack contents and condition
By the annual IEP review date, during an unannounced backpack check once a week, the student will present a backpack whose contents meet the backpack rubric independently, earning a score of at least 7 out of 8 on a 4-row backpack organization rubric scored 0 to 2 per row, on 3 of 4 consecutive weekly checks, as measured by a defined scoring rubric collected weekly.
High school organization 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:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 11 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 9 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 5 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 1 goal here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
Frequently asked questions
How do organization 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.