Reading Comprehension IEP goals for high school (grades 9 to 12)
49 of the reading comprehension 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.
49 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.
Reading Comprehension Reading
Identify the main idea of informational text
Main idea and details
By the annual IEP review date, given 5 unpracticed informational paragraphs at the student's instructional level in which the main idea is not directly stated, the student will state or write the main idea of each paragraph in a sentence and name one supporting detail independently with at least 80% accuracy on main idea and supporting detail responses, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Make inferences supported by text evidence
Inference with text evidence
By the annual IEP review date, after reading an unpracticed instructional-level passage and given 3 inferential questions, the student will answer each question with an inference and a quoted or paraphrased piece of text evidence that supports it independently, earning a score of at least 9 out of 12 on an inference-and-evidence rubric (3 questions, each scored 0–2 for the inference and 0–2 for the evidence), on 3 of 4 consecutive scored probes, as measured by a defined scoring rubric collected every two weeks.
Paraphrase sections at planned stopping points
Comprehension monitoring and paraphrasing
By the annual IEP review date, while reading an instructional-level informational text with 5 marked stopping points, the student will stop at each marked point and paraphrase the section's main idea and one detail in their own words independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Answer questions about grade-level text heard aloud
Comprehension of grade-level text with access supports
By the annual IEP review date, given a grade-level text presented through text-to-speech or read aloud by an adult, followed by 10 literal and inferential questions, the student will answer each question orally or in writing independently with at least 80% accuracy on comprehension questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Explain what a simile or metaphor means in the text
Figurative language
By the annual IEP review date, given 10 sentences from instructional-level texts that each contain a simile or metaphor, the student will say what the expression means in the sentence and what two things are being compared independently with at least 80% accuracy on figurative language items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Identify the author's purpose and point to the clue
Author's purpose
By the annual IEP review date, given 5 short unpracticed texts at the student's instructional level of mixed types (an advertisement, an informational paragraph, a story excerpt, an editorial, a set of directions), the student will state the author's purpose and point to one feature of the text that shows it independently with at least 85% accuracy on purpose responses, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
High school reading comprehension 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:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 19 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 17 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 6 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 5 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 2 goals here
Frequently asked questions
How do reading comprehension 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
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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.