Task Initiation IEP goals for high school (grades 9 to 12)
26 of the task initiation 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.
Task Initiation Executive Function
Begin independent work within a set time after the direction
Starting independent work after a direction
By the annual IEP review date, after the teacher gives the direction to begin an independent written task, the student will begin the assigned task by writing or marking a first response independently within 60 seconds, on 4 of 5 consecutive observed work periods, as measured by latency recording collected two to three times per week.
Start an open-ended task using a first-step plan
Starting open-ended or effortful tasks
By the annual IEP review date, when assigned an open-ended writing task during independent work time, the student will start the task by completing its first step using a self-written first-step plan within 2 minutes, in 4 of 5 consecutive data collection sessions, as measured by latency recording collected weekly.
Begin work after a whole-class direction without an extra prompt
Starting work without repeated prompts
By the annual IEP review date, when a direction to begin work is given to the whole class, the student will begin the assigned task within 1 minute of the whole-class direction without an additional adult prompt in at least 8 of 10 opportunities, across 3 consecutive weeks of data, as measured by direct observation collected daily during two selected class periods.
Use a start-up strategy when unsure how to begin
Using a start-up strategy when unsure
By the annual IEP review date, during independent work when a task is new or its directions are unclear to the student, the student will use one start-up strategy from a posted menu (reread the directions, check the example, or ask a specific question) and then begin the task independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by opportunity-by-opportunity data collected during independent work periods and summarized weekly.
Start homework at the planned time at home
Starting homework at a planned time
By the annual IEP review date, on school days with assigned homework, at the start time written in the planner, the student will begin the first homework task within 10 minutes of the planned start time independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily on a home log and summarized weekly.
Begin the bell-ringer before the teacher starts the lesson
Starting the warm-up at the start of class
By the annual IEP review date, when a warm-up or bell-ringer is posted at the start of class, the student will start the posted warm-up before the teacher begins the lesson independently in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily in two selected classes and summarized weekly.
High school task initiation 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:
Frequently asked questions
How do task initiation 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
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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.