Self-Monitoring IEP goals for high school (grades 9 to 12)
31 of the self-monitoring 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.
31 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.
Self-Monitoring Executive Function
Check work with a self-check checklist and fix errors
Checking work for errors
By the annual IEP review date, after finishing an independent written assignment and before turning it in, the student will mark each item on a self-check checklist and correct the errors it identifies independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Record and graph personal progress data
Self-graphing progress data
By the annual IEP review date, after each progress-monitoring probe, the student will record and graph personal progress data using a student-friendly graph, performing at least 6 of 7 steps independently, across 4 consecutive data entries, as measured by a task-analysis checklist collected weekly.
Complete a daily self-evaluation on personal goals
Daily self-evaluation
By the annual IEP review date, at the end of each school day during a check-out meeting, the student will complete a written self-evaluation that rates performance on each personal goal and gives an example independently, earning a score of at least 6 out of 8 on a 4-row self-evaluation rubric scored 0 to 2 per row, on 4 of 5 consecutive school days, as measured by a defined scoring rubric collected daily and summarized weekly.
Complete self-monitoring checks without an adult cue
Self-cued monitoring checks
By the annual IEP review date, during independent work periods with scheduled self-monitoring checkpoints, the student will mark the self-monitoring card at each scheduled checkpoint without an adult cue, using the classroom clock and checkpoint times written on the card in at least 5 of 6 opportunities, in 4 of 5 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Score own work with an answer key accurately
Self-scoring with an answer key
By the annual IEP review date, after completing a practice assignment, with the answer key provided, the student will mark each item correct or incorrect so that the marks match the key independently with at least 95% accuracy on items self-scored correctly, across 3 consecutive weekly checks, as measured by work-sample analysis collected weekly.
Mark confusing parts while reading and act on them
Monitoring comprehension while reading
By the annual IEP review date, while reading a passage at the instructional level with a marking system (check for clear, question mark for confusing), the student will mark at least one spot per page as clear or confusing and use a fix-up strategy (reread, look back, ask) at each confusing mark independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
High school self-monitoring 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 19 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 3 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 4 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 3 goals here
Frequently asked questions
How do self-monitoring 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.