Community & Safety Skills IEP goals for high school (grades 9 to 12)
35 of the community & safety 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.
35 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.
Community & Safety Skills Functional & Independence Skills
Cross the street at a signalized crosswalk
Crossing at a signal
By the annual IEP review date, at a signalized crosswalk during a community-based instruction walk, the student will cross the street following the crosswalk routine with an adult walking behind, performing all 7 steps independently, on 4 of 5 consecutive crossings, as measured by a task-analysis checklist collected at each community walk (at least weekly).
Cross a street without a signal after checking for traffic
Crossing without a signal
By the annual IEP review date, at a residential street crossing without a signal during a community walk, the student will cross the street after stopping and checking for traffic in both directions with an adult walking behind, performing all 6 steps independently, on 4 of 5 consecutive crossings, as measured by a task-analysis checklist collected at each community walk (at least weekly).
Stay with the group during a community outing
Staying with the group
By the annual IEP review date, during a community-based instruction outing in a store or public building, the student will stay within the agreed distance of the group and stop when the group stops independently in 6 of 6 opportunities, across 3 consecutive outings, as measured by direct observation collected at each outing, recorded in 10-minute intervals.
Carry an ID card and show it when asked
Carrying and showing identification
By the annual IEP review date, during a community-based instruction outing, when asked by a staff member to show identification, the student will take the ID card from the wallet or lanyard and show it independently in 5 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each outing or role-play, summarized every five opportunities.
Call emergency services in a practice scenario
Calling for help in an emergency
By the annual IEP review date, given an emergency scenario card (a person is not breathing, a fire in the kitchen) and a practice phone, the student will complete the practice emergency call, performing all 7 steps independently, on 3 consecutive practice calls, as measured by a task-analysis checklist collected every two weeks.
Follow the fire drill evacuation routine
Fire and evacuation drills
By the annual IEP review date, when the fire alarm sounds during a scheduled drill, the student will complete the evacuation routine to the assigned outdoor spot, performing all 7 steps independently, on 3 consecutive drills, as measured by a task-analysis checklist collected at each drill (about monthly), plus one practice walk per month.
High school community & safety 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:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 18 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 14 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 3 goals here
Frequently asked questions
How do community & safety 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
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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.