Sport & Game Skills IEP goals for high school (grades 9 to 12)
10 of the sport & game skills 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.
Sport & Game Skills Motor & Sensory Skills (OT, PT & Adapted PE)
Hit a forehand with a short racket
Striking with a bat, racket or paddle
By the annual IEP review date, given 6 foam balls fed underhand from across a short court during a racket unit, the student will hit a forehand with the racket using a side turn, a back swing, contact beside the front foot and a follow-through toward the target independently, earning a score of at least 4 out of 5 on a 5-point forehand form rubric scored 0 or 1 per component, in 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks during racket units.
Shield and dribble away from a defender
Dribbling with hands and with feet
By the annual IEP review date, during a small-sided soccer game when a defender closes in, the student will turn their body between the defender and the ball and dribble away into open space independently in at least 4 of 6 opportunities, on 3 of 4 observed game days, as measured by frequency recording collected weekly during soccer units.
Bump a volleyball with a forearm pass
Volleying
By the annual IEP review date, given 6 underhand tosses from a partner about 10 feet away during a volleyball unit, the student will bump the ball with a forearm pass, arms straight and together, knees bent, lifting from the legs toward the partner independently, earning a score of at least 6 out of 8 on a 4-component forearm pass rubric scored 0 to 2 per component, in 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks during volleyball units.
Use a four-stride bowling approach
Bowling approach and release
By the annual IEP review date, during a community bowling outing on a lane with bumpers, the student will bowl the ball using the four-stride approach and release on the checklist, performing at least 7 of 8 steps independently, on 3 of 4 consecutive bowling sessions, as measured by a task-analysis checklist collected on the first three frames of each bowling session.
Swim a width of elementary backstroke
Swimming strokes
By the annual IEP review date, in the shallow end of the pool, swimming a 15-yard width, the student will swim on their back using the up, out and together arm and leg pattern of the elementary backstroke, gliding between strokes independently, earning a score of at least 6 out of 8 on a 4-component elementary backstroke rubric scored 0 to 2 per component, in 3 of 4 consecutive weekly probes, as measured by a defined scoring rubric collected weekly during swim units.
Take side breaths during freestyle laps
Swimming strokes
By the annual IEP review date, during a 25-yard freestyle length in a lap lane, the student will independently breathe by rolling the head to the side with one ear in the water and return the face down without stopping the stroke in at least 5 of 6 opportunities, on 3 of 4 consecutive swim days, as measured by direct observation collected weekly during swim sessions.
High school sport & game skills 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:
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 3 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 4 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 3 goals here
Frequently asked questions
How do sport & game skills 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 postsecondary goals and transition services are discussed (34 CFR 300.321(b)(1)). Helping write goals builds the self-determination skills transition planning relies on.
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.