Vocabulary & Semantics IEP goals for high school (grades 9 to 12)
16 of the vocabulary & semantics 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.
16 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.
Vocabulary & Semantics Speech & Language
Explain two meanings of a multiple-meaning word
Multiple-meaning words
By the annual IEP review date, given 10 multiple-meaning words presented in two sentences, one for each meaning, the student will explain the meaning of the word in each sentence independently with at least 80% accuracy on multiple-meaning words, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Figure out an unfamiliar word from context
Context clues
By the annual IEP review date, given 10 short passages read aloud, each containing one unfamiliar word with a context clue (definition, example, contrast, or restatement), the student will state a likely meaning of the unfamiliar word and name the clue in the passage that supports it independently with at least 80% accuracy on unfamiliar words in context, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Use word parts to explain a word's meaning
Word parts (prefixes, suffixes, roots)
By the annual IEP review date, given 10 spoken or written words that contain a taught prefix, suffix, or root (such as un-, re-, pre-, -less, -able, bio-, graph), the student will identify the word part and explain the word's meaning using it (such as "un- means not, so unbreakable means it can't be broken") independently with at least 80% accuracy on words with taught word parts, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Use a taught word in a sentence that shows its meaning
Using taught vocabulary in sentences
By the annual IEP review date, given 10 taught vocabulary words from a current read-aloud or unit, the student will say a sentence using each word that shows its meaning independently with at least 80% accuracy on taught vocabulary words, on 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
Compare and contrast two curriculum concepts
Comparing curriculum concepts
By the annual IEP review date, given two related concepts from a current science, social studies, or math unit, the student will state at least two ways the concepts are alike and two ways they are different, using the unit's vocabulary independently, earning a score of at least 6 out of 8 on a 4-row concept comparison rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Explain academic verbs used in directions and tests
Academic direction words
By the annual IEP review date, given 10 academic direction words common in assignments and tests (such as describe, explain, compare, summarize, justify, analyze, predict), the student will explain what each direction word asks them to do and what a complete answer would include independently with at least 85% accuracy on academic direction words or prompts, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
High school vocabulary & semantics 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 11 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 3 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 1 goal here
Frequently asked questions
How do vocabulary & semantics 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.
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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.