Planning IEP goals for high school (grades 9 to 12)
26 of the planning 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.
26 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.
Planning Executive Function
Break a long-term assignment into dated steps
Breaking down a long-term assignment
By the annual IEP review date, when given a long-term assignment due in 1 to 3 weeks, the student will create a written plan for the assignment using a project planning template, performing at least 6 of 7 steps independently, on 3 consecutive long-term assignments, as measured by a task-analysis checklist collected for each long-term assignment.
Write a weekly plan that schedules work sessions
Weekly planning
By the annual IEP review date, during a weekly planning session at the start of each week, the student will write a weekly plan that schedules work sessions for upcoming assignments and tests independently, earning a score of at least 9 out of 12 on a 4-row weekly plan rubric scored 0 to 3 per row, on 3 of 4 consecutive weekly plans, as measured by a defined scoring rubric collected weekly.
Complete planned subtasks by their interim dates
Following through on interim deadlines
By the annual IEP review date, when working on a long-term assignment with a written plan that lists interim due dates, the student will complete each planned task by its interim date independently in at least 4 of 5 opportunities, across 2 consecutive long-term assignments, as measured by opportunity-by-opportunity data collected at each checkpoint.
Create a written study plan for an upcoming test
Planning for a test
By the annual IEP review date, when a unit test or quiz is announced at least 3 school days in advance, the student will create a written study plan for the upcoming test using a study-plan template, performing at least 5 of 6 steps independently, for 3 consecutive announced tests, as measured by a task-analysis checklist collected for each announced test.
Complete a pre-writing plan before drafting
Planning a short writing piece
By the annual IEP review date, given a writing prompt and a planning organizer before a paragraph or essay, the student will complete a pre-writing plan using a graphic organizer, performing at least 4 of 5 steps independently, on 4 of 5 consecutive writing tasks, as measured by a task-analysis checklist collected weekly.
Rank tasks on a to-do list by due date and importance
Prioritizing tasks on a to-do list
By the annual IEP review date, given a list of four or more pending assignments with due dates during a support period, the student will number the tasks in the order they will be done, with the earliest due and highest weighted first independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
High school planning 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
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 7 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 8 goals here
Frequently asked questions
How do planning 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.