High School Behavior & Classroom Expectations IEP goals
78 behavior & classroom expectations templates list high school (grades 9 to 12) among their grade bands, across 5 skills: school attendance & punctuality, safety behaviors, replacement behaviors, following adult directions, classroom expectations & routines. Each opens in the builder with a matching data sheet.
78 templates · 5 skills · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
School Attendance & Punctuality Behavior & Classroom Expectations
Build up time at school step by step
Re-entry routine after an absence
By the annual IEP review date, on school days, following the planned schedule for that step of the plan, the student will remain at school for the planned part of the day using their coping plan when anxious for at least 300 minutes, on 4 of 5 school days for 2 consecutive weeks, as measured by duration recording collected daily, from sign-in and sign-out times.
Reach each class before the bell
Reaching each class before the bell
By the annual IEP review date, during passing periods between classes, the student will enter the classroom before the bell rings independently in at least 6 of 7 opportunities, on 4 of 5 consecutive school days, as measured by direct observation collected daily, from teachers' period records.
Safety Behaviors Behavior & Classroom Expectations
Stay with the group on outdoor and community outings
Staying with the group
By the annual IEP review date, during a community outing with an assigned adult and a group of up to 6 students, the student will stay within sight and within 10 feet of the assigned adult for the whole outing independently in 5 of 5 opportunities, across 5 consecutive outings, as measured by direct observation collected each outing, at least twice monthly.
Step back to a safe distance when upset with a peer
Keeping hands and feet to self
By the annual IEP review date, when a conflict with a peer begins (raised voices, an insult, a shove) during unstructured time, the student will step back to at least two arm's lengths from the peer within 5 seconds and keep hands down independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed conflict plus 1 weekly role-play, summarized every 2 weeks.
Replacement Behaviors Behavior & Classroom Expectations
Request to step out of class using a pass system
Requesting a break
By the annual IEP review date, during any class period when the student shows a defined early sign of escalation (raised voice, refusing to open materials, head down for more than 2 minutes), the student will show the pass to the teacher and go directly to the agreed location before leaving the room in any other way independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each occurrence, logged by the receiving teacher and summarized every 2 weeks.
Ask for a modified or alternative task instead of refusing
Requesting a modified task
By the annual IEP review date, when assigned a task the student has previously refused or left incomplete, the student will ask the teacher for a specific modification (shorter set, alternate format, extra time, or a different start point) before refusing or leaving the task independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each applicable assignment, logged by the teacher and summarized every 2 weeks.
Following Adult Directions Behavior & Classroom Expectations
Follow a direction from an unfamiliar adult
Following a first-time direction
By the annual IEP review date, when given a one-step direction by a school adult who does not work with the student daily, the student will independently follow the direction within 15 seconds without it being repeated in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed opportunity, summarized every 2 weeks.
Accept a correction without arguing
Accepting corrections
By the annual IEP review date, when an adult delivers a brief, private correction about work or behavior, the student will independently acknowledge the correction ("okay," a nod, or restating it) and make the change or move on within 30 seconds without arguing in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed correction, summarized every 2 weeks.
Classroom Expectations & Routines Behavior & Classroom Expectations
Speak only during their turn in a group discussion
Taking turns in discussion
By the annual IEP review date, during a structured class discussion with a turn-taking rule (talking piece, hand signal, or round-robin), the student will wait until the current speaker finishes before speaking independently in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by frequency recording collected twice weekly during a discussion, first 10 turns taken, summarized weekly.
Arrive with the required materials for each class
Being prepared for class
By the annual IEP review date, at the start of each class period with the required materials listed on the syllabus or class board, the student will arrive with all required materials (listed per class) and place them on the desk within 2 minutes of the bell independently in at least 8 of 10 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each class period, logged by the teacher, summarized every 2 weeks.
High school behavior & classroom expectations 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 47 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 5 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 9 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 12 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 2 goals here
Frequently asked questions
How do behavior & classroom expectations 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.
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