AAC & Augmentative Communication IEP goals for high school (grades 9 to 12)
34 of the AAC & augmentative communication 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.
34 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.
AAC & Augmentative Communication Speech & Language
Answer yes and no with a symbol, sign, or gesture
Yes and no
By the annual IEP review date, given 20 yes/no questions about preferences with the item shown (such as "Do you want the ball?" while holding the ball), the student will answer yes or no using their established response (symbol, sign, head movement, or eye gaze) so that the answer matches what they then accept or reject independently with at least 85% accuracy on yes/no responses matching the student's choice, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times weekly.
Comment on an activity or book using the device
Commenting
By the annual IEP review date, during a shared book or video with the device open to a page containing comment words (such as like, don't like, funny, wow, look), the student will independently produce a comment (an observation, feeling, or opinion) on the device without being asked a question at least 5 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
Greet and respond to greetings with the device or sign
Greetings and social routines
By the annual IEP review date, when a familiar adult or peer greets them during arrival, transitions, or dismissal, the student will greet or return the greeting using the device, a sign, or a prerecorded message within 5 seconds independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during arrival and dismissal.
Find a word on the device by navigating to its folder
Device navigation
By the annual IEP review date, given 20 spoken words from the device's vocabulary that are two hits away from the home page (such as "Find 'apple'"), the student will navigate to the folder and select the word independently with at least 85% accuracy on words located on the device, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
Repair a message when the word is missing or the listener did not understand
Repair strategies on the device
By the annual IEP review date, when a wanted word is not on the device during a structured activity set up with 5 missing words, the student will use To choose for the student: the taught repair strategy (such as describe it, give the category, spell the first letters, or select "it's not on my device") independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Signal yes when a partner names the wanted choice during scanning
Partner-assisted scanning
By the annual IEP review date, given a set of 4 choices read aloud by the partner one at a time during snack, play, or a routine, the student will signal yes with their established response when the partner reaches the wanted choice, and stay still for the others independently with at least 85% accuracy on scanned choices matching the student's acceptance of the item, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times weekly.
High school AAC & augmentative communication 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 5 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 6 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 20 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 AAC & augmentative communication 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.