Health & Self-Management IEP goals for high school (grades 9 to 12)
35 of the health & self-management 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.
Health & Self-Management Functional & Independence Skills
Drink water at planned hydration times
Hydration and repositioning reminders
By the annual IEP review date, during the school day, with a marked water bottle showing the planned drinking times, the student will drink from their water bottle to the next marked line at each planned time independently at least 5 times per school day, on 4 of 5 consecutive school days, as measured by frequency recording collected daily, from the bottle marks or hydration card.
Complete the glucose check steps with the nurse
Glucose check routine with the nurse
By the annual IEP review date, at scheduled glucose checks in the nurse's office, with the nurse supervising, the student will complete their part of the glucose check routine and report the number to the nurse, performing all 8 steps independently, on 5 consecutive scheduled checks, as measured by a task-analysis checklist collected at each scheduled check.
Use an inhaler with a spacer
Asthma self-care
By the annual IEP review date, when their asthma action plan calls for the inhaler, with the nurse or trained staff supervising, the student will use their inhaler with the spacer following the steps the nurse taught, performing all 7 steps independently, on 4 consecutive observed uses, as measured by a task-analysis checklist collected at each dose and a monthly technique check.
Match symptoms to asthma action plan zones
Asthma self-care
By the annual IEP review date, given scenario cards describing breathing symptoms from their asthma action plan, the student will name the action plan zone for each scenario and say the first step the plan gives independently with at least 90% accuracy on asthma scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly with the nurse.
Carry an epinephrine kit to every outing
Allergy awareness and declining unsafe food
By the annual IEP review date, each school day and before every field trip, sports practice, or off-campus activity, the student will carry their epinephrine kit in the agreed bag or pouch and show it when a staff member checks independently in 10 of 10 opportunities, across 4 consecutive weeks, as measured by direct observation collected daily, with a check at every departure.
Tell a new adult about a food allergy
Allergy awareness and declining unsafe food
By the annual IEP review date, when meeting a new coach, club advisor, substitute teacher, or work-based learning supervisor, the student will tell the adult their allergy, the main signs of a reaction, and where their emergency kit is independently in 4 of 4 opportunities, across 2 consecutive grading periods, as measured by direct observation collected at each new adult or role-play, reviewed monthly.
High school health & self-management 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:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 2 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 10 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 7 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 14 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 goals here
Frequently asked questions
How do health & self-management 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.