Functional Routines IEP goals for high school (grades 9 to 12)
10 of the functional routines 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.
10 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 Routines Functional & Independence Skills
Complete the cafeteria lunch routine
Cafeteria lunch routine
By the annual IEP review date, during the school lunch period in the cafeteria, the student will complete the cafeteria lunch routine using a pocket-sized picture card, performing at least 7 of 8 steps independently, on 4 of 5 consecutive observed lunch periods, as measured by a task-analysis checklist collected three lunch periods per week.
Check a personal schedule and move to the next activity
Using a personal schedule
By the annual IEP review date, when a scheduled activity ends, using a full-day picture or written schedule, the student will check the personal schedule and move to the next scheduled activity or location independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily.
Enter class and complete the start-of-period routine
Start-of-class routine
By the annual IEP review date, when entering a class period before the bell rings, the student will complete the start-of-class routine, performing at least 6 of 7 steps independently, on 4 of 5 consecutive observed class starts, as measured by a task-analysis checklist collected daily in one target class, with a weekly check in a second class.
Board, ride, and exit the school bus following the routine
School bus routine
By the annual IEP review date, when the school bus arrives at the afternoon loading zone, the student will complete the bus boarding, riding, and exiting routine, performing at least 7 of 8 steps independently, on 4 of 5 consecutive observed rides, as measured by a task-analysis checklist collected three rides per week, recorded by the bus monitor or loading-zone staff.
Follow a changed schedule using a change card
Handling a schedule change
By the annual IEP review date, when a schedule change is announced and a change card is placed on the student's schedule, the student will state the change and move to the revised activity or location at the scheduled time independently in at least 4 of 5 opportunities, across 5 consecutive schedule changes, as measured by direct observation collected at each schedule change, summarized monthly.
Check a phone calendar for the next class
Routines with a digital schedule
By the annual IEP review date, at each passing period, given a phone or school device with the class schedule entered in a calendar app, the student will open the calendar, read the next entry, and go to that class or location independently in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected two days per week, scoring each passing period.
High school functional routines 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 functional routines 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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