Relationships, Boundaries & Personal Safety IEP goals for high school (grades 9 to 12)
23 of the relationships, boundaries & personal safety 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.
23 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.
Relationships, Boundaries & Personal Safety Social-Emotional & Communication
Practice no, go, tell in role-play
No, go, tell
By the annual IEP review date, during a role-play with the counselor using a scripted scenario of an unwanted touch or request, with the student's named trusted adults listed, the student will carry out each step of the no, go, tell routine in the role-play, performing all 5 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected weekly.
Match greetings to the relationship
Greetings that fit the relationship
By the annual IEP review date, during arrival, hallways, and community outings, when the student greets someone, the student will greet the person in a way that fits their relationship circle, chosen from the student's greeting options independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.
Stop when a peer says no or stop
Respecting another person's no
By the annual IEP review date, during recess, lunch, group work, or games, when a peer says no or stop, signals stop, or moves away, the student will stop the action within about 3 seconds of the peer's no or stop and give the peer space or ask what they want instead independently in at least 9 of 10 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.
Decide what personal information is safe online
Sharing personal information online
By the annual IEP review date, given 12 sample messages, profiles, or game chats asking for different kinds of information, from known friends and from people met only online, the student will say whether the information is safe to share with that person and give a reason independently with 100% accuracy on online information requests, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Block and report an unwanted online contact
Blocking and reporting online contacts
By the annual IEP review date, during a practice session on a demo account or screenshots of the student's platform, using a scripted unwanted message, the student will carry out each step of the block and report routine on the platform, performing all 6 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected weekly.
Ask before taking or posting a photo
Consent for photos
By the annual IEP review date, during class activities, clubs, field trips, or lunch where phones or school tablets are allowed, when the student wants to photograph a peer, the student will ask the person before taking a photo and ask again before posting or sending it, and follow the answer independently in at least 5 of 6 opportunities, on 3 of 4 observed weeks, as measured by direct observation collected weekly.
See all 30 relationships, boundaries & personal safety goals
High school relationships, boundaries & personal safety 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:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 7 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 7 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 9 goals here
Frequently asked questions
How do relationships, boundaries & personal safety 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.