Self-Determination IEP goals for high school (grades 9 to 12)
45 of the self-determination 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.
45 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.
Self-Determination Transition & Postsecondary Skills
Set a personal goal with an action plan
Setting a personal goal and action plan
By the annual IEP review date, during a goal-planning conference with the case manager, using a blank goal plan sheet, the student will write a personal goal with an action plan that lists steps, dates and a way to check progress independently, earning a score of at least 8 out of 10 on a 5-row goal plan rubric (0 to 2 per row), on 3 consecutive goal plans, as measured by a defined scoring rubric collected monthly, at each new goal plan.
Map a long-term goal into dated milestones
Breaking a long-term goal into steps
By the annual IEP review date, given a long-term goal the student chose, such as a job, a training program or a living goal, and a blank goal map, the student will build a goal map that runs from the long-term goal back to a first action for this month, performing at least 7 of 8 steps independently, on 3 consecutive goal maps, as measured by a task-analysis checklist collected monthly.
Graph own progress data each week
Tracking progress on own goal
By the annual IEP review date, during a weekly data check-in, given own goal graph and the week's score or count, the student will record the week's score on own goal graph and say what the trend shows, performing at least 6 of 7 steps independently, across 3 consecutive weekly check-ins, as measured by a task-analysis checklist collected weekly.
Revise the plan when a goal stalls
Adjusting an action plan
By the annual IEP review date, at a planned goal review where the student's own data show the goal is behind schedule, the student will name one barrier and change one step, date or support in the action plan independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected at each goal review, at least twice monthly.
Weigh options with a decision chart
Weighing options to make a decision
By the annual IEP review date, given a real decision with three or more options, such as an elective, a summer job or a volunteer site, and a blank decision chart, the student will complete a decision chart and state the choice made with a reason independently, earning a score of at least 10 out of 12 on a 4-row decision chart rubric (0 to 3 per row), on 3 of 4 consecutive decision charts, as measured by a defined scoring rubric collected every two weeks.
Predict the result of each option before choosing
Thinking through consequences
By the annual IEP review date, given short scenarios about school, home or community choices, read aloud or in print, the student will state one likely result of each option before choosing independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly.
High school self-determination 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:
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 14 goals here
- 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 18 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 2 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 3 goals here
Frequently asked questions
How do self-determination 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.