Geometry & Spatial Reasoning IEP goals for high school (grades 9 to 12)
16 of the geometry & spatial reasoning 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.
16 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.
Plot and name points on a coordinate grid
Coordinate plane
By the annual IEP review date, given 10 ordered pairs and a first-quadrant grid, the student will plot each point on the grid and label it with its ordered pair independently with at least 90% accuracy on points, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Find the area of triangles, parallelograms and composite figures
Area of triangles, parallelograms and composite figures
By the annual IEP review date, given 10 triangles and parallelograms with the base and height labeled, the student will write the formula, substitute, and write the area in square units independently with at least 80% accuracy on area problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Find the volume and surface area of prisms
Volume and surface area
By the annual IEP review date, given 10 rectangular prisms with length, width and height labeled, and the direction to find the volume, the student will write the formula, substitute, and write the volume in cubic units independently with at least 80% accuracy on volume and surface area problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Find the circumference and area of a circle
Circles
By the annual IEP review date, given 10 circles with the radius or diameter labeled and a calculator, with the direction to find the circumference, the student will identify the radius, write the formula, substitute, and write the answer rounded to the nearest tenth with its unit independently with at least 80% accuracy on circle problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Use the Pythagorean theorem to find a missing side
Pythagorean theorem
By the annual IEP review date, given 10 right triangles with two sides labeled and a calculator, with the direction to find the third side to the nearest tenth, the student will write the theorem, substitute, solve for the missing side, and write the answer with its unit independently with at least 80% accuracy on right triangle problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Find missing angles using angle relationships
Angle relationships
By the annual IEP review date, given 10 figures with one missing angle in a complementary or supplementary pair, in a triangle, or at a point, the student will name the relationship used and write the missing angle measure independently with at least 80% accuracy on missing angle problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
High school geometry & spatial reasoning 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 geometry & spatial reasoning 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
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.