Receptive Language IEP goals for high school (grades 9 to 12)
11 of the receptive language 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.
11 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.
Receptive Language Speech & Language
Identify and define taught curriculum vocabulary
Curriculum vocabulary
By the annual IEP review date, given 10 taught vocabulary words from the current science or social studies unit, the student will define each taught vocabulary word by stating its category and at least one defining feature independently with at least 80% accuracy on taught curriculum vocabulary words, on 3 of 4 consecutive unit probes, as measured by opportunity-by-opportunity data collected every two weeks.
Explain the meaning of figurative language in context
Figurative language
By the annual IEP review date, given 10 figurative expressions (idioms, similes, and metaphors) presented in a short spoken or written context, the student will explain the intended meaning of each figurative expression using clues from the context independently with at least 80% accuracy on figurative expressions presented in context, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Answer questions about sentences with passives and relative clauses
Complex sentence comprehension
By the annual IEP review date, given 10 spoken sentences with a passive, a relative clause, or a clause out of time order, and a question about each (such as "Who did the pushing?", "Which happened first?"), the student will answer the question correctly by saying, writing, or pointing to the answer independently with at least 85% accuracy on complex sentence questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Follow spoken instructions with technical vocabulary in a lab or work task
Instructions in lab and work settings
By the annual IEP review date, given 10 spoken two- or three-step instructions using vocabulary from a current science lab, shop, or culinary class, the student will carry out each instruction with the correct materials and steps in order independently with at least 85% accuracy on technical instructions, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Act on indirect instructions in class
Inferences from spoken information
By the annual IEP review date, during class when the teacher gives an indirect instruction or hint to the group, the student will act on what the speaker means or ask a clarifying question about what to do independently in at least 8 of 10 opportunities, across 3 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
Answer questions about however and therefore sentences
Academic language of instruction
By the annual IEP review date, given 10 spoken sentence pairs from content topics that use a connective (such as "The colony grew; however, food was scarce"), each followed by a question, the student will answer the question in a way that shows the relationship the connective signals (contrast, result, or exception) independently with at least 80% accuracy on connective comprehension items, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
High school receptive language 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:
Frequently asked questions
How do receptive language 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
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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.