Functional Academics IEP goals for high school (grades 9 to 12)
64 of the functional academics 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.
64 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.
Functional Academics Functional & Independence Skills
Read safety signs and state what each means
Safety and survival signs
By the annual IEP review date, given a set of 20 printed safety and information signs (stop, exit, danger, restroom, poison, no entry) shown one at a time, the student will read each sign aloud and state what to do when it is seen independently with at least 90% accuracy on signs, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Follow the direction given by a sign in the building or community
Following signs in the environment
By the annual IEP review date, during a walk through the school building past planned signs (exit, push, pull, restroom, keep out, office), the student will follow the direction given by each sign encountered independently in at least 5 of 6 opportunities, across 3 consecutive observed walks, as measured by direct observation collected weekly during a planned walk or community trip.
Read product labels to sort safe and unsafe items
Product and warning labels
By the annual IEP review date, given 10 empty, cleaned product containers with their labels, including cleaning, food, and personal-care items, the student will read the label and sort each item as safe to use, use with care, or do not use independently with at least 90% accuracy on labeled items, on 3 consecutive probes, as measured by opportunity-by-opportunity data collected weekly.
Check a food label for an allergen or ingredient
Food labels and ingredients
By the annual IEP review date, given 10 food packages and a card listing 3 target words to find (such as peanuts, milk, wheat), the student will find the ingredients list on each package and state whether a target word is present independently with at least 90% accuracy on food packages checked, on 3 consecutive probes, as measured by opportunity-by-opportunity data collected weekly.
Answer questions from a weekly schedule or calendar
Reading a schedule or calendar
By the annual IEP review date, given the student's weekly class schedule and 10 questions (what class is at 10:00 on Tuesday, when is PE), the student will answer the questions by finding the information on the schedule or calendar independently with at least 85% accuracy on schedule questions, on 3 consecutive probes, as measured by work-sample analysis collected weekly.
Find items and prices on a menu
Reading a menu
By the annual IEP review date, given a printed restaurant menu with 10 questions (find the price of a cheeseburger, find a drink under $2), the student will find the item or price asked for on the menu independently with at least 85% accuracy on menu questions, on 3 consecutive probes, as measured by work-sample analysis collected weekly.
High school functional academics 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:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 39 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 17 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 7 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
How do functional academics 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.