School-Related Independence IEP goals for high school (grades 9 to 12)
23 of the school-related independence 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.
23 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.
School-Related Independence Functional & Independence Skills
Enter assignments as digital calendar reminders
Recording assignments as digital reminders
By the annual IEP review date, when an assignment or due date is posted or announced during a class period, the student will enter the assignment as a digital calendar event or reminder with the due date and an alert time independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly by comparing the device reminders with posted assignments.
Open a combination locker and complete a locker stop
Using a combination locker
By the annual IEP review date, at the assigned hallway locker between classes, the student will open the combination lock and complete a locker stop from memory, performing at least 7 of 8 steps independently, on 4 of 5 consecutive observed school days, as measured by a task-analysis checklist collected twice weekly.
Find the correct classroom using a schedule
Navigating the school building
By the annual IEP review date, during passing periods between classes, using a printed class schedule with room numbers, the student will travel to the correct room for the next scheduled class by a direct route independently in at least 5 of 6 opportunities, on 3 consecutive observation days, as measured by direct observation collected two days per week.
Follow the hall pass sign-out and sign-in procedure
Hall pass and sign-out procedure
By the annual IEP review date, when the student needs to leave the classroom to use the restroom, get water, or visit the nurse, the student will complete the classroom sign-out and sign-in procedure using the posted classroom procedure, performing at least 7 of 8 steps independently, on 4 of 5 consecutive observed exits, as measured by a task-analysis checklist collected each time the student leaves the room, summarized weekly.
Arrive at class with the required materials
Bringing materials to class
By the annual IEP review date, at the start of each class period, the student will arrive with all items on the class materials list independently in at least 4 of 5 opportunities, in 3 of 4 consecutive weekly checks, as measured by direct observation collected weekly across five sampled class periods.
Sign in to a school device and open the assigned task
Signing in to a school device
By the annual IEP review date, at the start of a lesson that uses a school-issued device, the student will sign in to the school device and open the assigned task on the learning platform using a login card kept in a private place, performing at least 7 of 9 steps independently, on 4 of 5 consecutive device sessions, as measured by a task-analysis checklist collected twice weekly.
High school school-related independence 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:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 8 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 14 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
How do school-related independence 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.