Emotional Regulation IEP goals for high school (grades 9 to 12)
29 of the emotional regulation 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.
29 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.
Emotional Regulation Social-Emotional & Communication
Begin a chosen regulation strategy soon after a known trigger
Starting a chosen regulation strategy after a trigger
By the annual IEP review date, after a known trigger occurs (such as an unexpected loud noise, a difficult task, a correction), as identified in the student's regulation plan, the student will begin using To choose for the student: the strategy from their personal regulation menu (such as deep breathing, a squeeze ball, headphones, a movement break, the break area) independently within 60 seconds, on 4 of 5 consecutive observed opportunities, as measured by latency recording collected daily during the settings where triggers most often occur.
Use coping strategies without an adult prompt
Self-initiated use of coping strategies
By the annual IEP review date, during the school day, when early signs of stress or frustration listed in their regulation plan occur, the student will use To choose for the student: the coping strategy from their personal menu (such as deep breathing, stretching, a fidget, headphones, a pass to the break area) without an adult prompt at least 3 times per school day, on 4 of 5 consecutive school days, as measured by frequency recording collected daily.
Use a coping response after a mistake or a loss
Coping with mistakes and losing
By the annual IEP review date, when they make a mistake during class work or lose a game, the student will use To choose for the student: the coping response from their plan (such as say "oh well" or "next time," take a breath, ask to try again) and continue the activity independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly.
Use a pre-task routine before a test or presentation
Managing anxiety before a stressful task
By the annual IEP review date, before a test, quiz, presentation, or performance identified in their plan, the student will complete the steps of their pre-task routine with no adult reminder, performing at least 4 of 5 steps independently, across 3 consecutive stressful tasks, as measured by a task-analysis checklist collected before each identified task, with practice runs weekly.
Use their break procedure at a work site or in the community
Using a break procedure in community and work settings
By the annual IEP review date, when a stressor occurs at a work-based learning site (such as a task change, a correction, noise), the student will use the site's break procedure (tell the supervisor or job coach, go to the agreed spot, return within the agreed time) independently in at least 3 of 4 opportunities, across 3 consecutive weeks of sessions, as measured by direct observation collected each work or community session, recorded by the job coach.
Respond to adult correction or a consequence without escalating
Responding to correction or a consequence
By the annual IEP review date, when an adult corrects their work or behavior, or gives a consequence, the student will respond with an acknowledgment (such as "okay," a nod) or one question, and continue the activity or follow the consequence independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected weekly, combining observed corrections and staff reports.
High school emotional regulation 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:
- Latency trackerTimes the gap between a cue and the start of the response.Used by 6 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 2 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 12 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 6 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
Frequently asked questions
How do emotional regulation 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.