Community Access & Travel IEP goals for high school (grades 9 to 12)
41 of the community access & travel 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.
41 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.
Community Access & Travel Transition & Postsecondary Skills
Pick up a cafe order when called
Ordering at restaurants
By the annual IEP review date, after ordering at a cafe or quick-service counter on a community trip, while waiting in the pickup area, the student will go to the pickup counter when their name or number is called and check the order independently in at least 4 of 5 opportunities, across 3 consecutive trips, as measured by direct observation collected on each community trip with a counter order.
Buy a movie or event ticket
Recreation and events
By the annual IEP review date, at a movie theater, museum, or game ticket counter or kiosk on a community trip, with money or a card, the student will buy the ticket for the chosen show or entry and find the right door, performing at least 6 of 7 steps independently, on 3 consecutive community trips, as measured by a task-analysis checklist collected on each trip to a ticketed place.
Wait in line with a waiting plan
Waiting in public
By the annual IEP review date, while waiting in line at a store, pharmacy, post office, or cafe on a community trip, the student will wait in place in line using the waiting plan until it is their turn independently for at least 8 minutes, on 4 of 5 community trips, as measured by duration recording collected on each community trip with a line.
Tap a transit card to board
Transit fares
By the annual IEP review date, when boarding a city bus or entering a rail station on a travel-training trip, with the student's transit card, the student will tap or scan the fare and check that it was accepted before moving on, performing at least 5 of 6 steps independently, on 4 consecutive rides, as measured by a task-analysis checklist collected at each ride.
Signal for the stop in the travel plan
Riding a bus route with a travel plan
By the annual IEP review date, on a travel-training bus ride along a familiar route, with a travel plan listing the landmark before the stop, the student will pull the cord or press the button after the landmark and before the stop independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected on each travel-training ride.
Follow a walking route with a map app
Walking routes
By the annual IEP review date, on a new walking route of a few blocks to a community destination, with staff walking a short distance behind, the student will follow the map app's directions to the destination, performing all 8 steps independently, on 3 consecutive new routes, as measured by a task-analysis checklist collected weekly.
High school community access & travel 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:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 11 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 24 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 4 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
How do community access & travel 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.