Vocational & Work Readiness IEP goals for high school (grades 9 to 12)
70 of the vocational & work readiness 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.
70 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.
Vocational & Work Readiness Transition & Postsecondary Skills
Check the schedule and report to the station
Following a work schedule
By the annual IEP review date, at the start of a work period, with a posted weekly schedule listing each student's station, the student will check the schedule and report to the assigned station by the start time independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by direct observation collected daily at each work period, summarized weekly.
Clock in and out for each shift
Clocking in and out
By the annual IEP review date, at the start and end of each shift, using a paper time sheet and the wall clock, the student will complete the clock-in and clock-out routine for the shift, performing at least 5 of 6 steps independently, on 4 of 5 consecutive shifts, as measured by a task-analysis checklist collected at each shift.
Assemble packets or kits that match a model
Assembly and packaging to a model
By the annual IEP review date, given a model packet with 5 items and the materials to make 10 packets at a work station, the student will assemble the packets to match the model independently with at least 95% accuracy on packets assembled correctly, on 3 consecutive work sessions, as measured by work-sample analysis collected at each work session (at least twice weekly).
Sort items by category for a work task
Sorting for work tasks
By the annual IEP review date, given 30 mixed items and 3 labeled bins for a school job (recycling, mail, or supply sorting), the student will sort all items into the correct bins independently with at least 95% accuracy on items sorted, on 3 consecutive work sessions, as measured by work-sample analysis collected at each work session (at least twice weekly).
Restock shelves using a photo model
Stocking and restocking
By the annual IEP review date, given a cart of 20 items and a photo of the fully stocked shelf at the school store or supply closet, the student will restock the shelf so it matches the photo model, performing at least 6 of 7 steps independently, on 4 of 5 consecutive stocking sessions, as measured by a task-analysis checklist collected at each stocking session (at least weekly).
Clean a work area following a checklist
Cleaning a work area
By the annual IEP review date, at the end of a cooking lesson, given the kitchen cleaning checklist and supplies, the student will complete the cleaning checklist for the work area, performing at least 7 of 8 steps independently, on 4 of 5 consecutive cleaning sessions, as measured by a task-analysis checklist collected at each session (at least twice weekly).
High school vocational & work readiness 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 23 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 21 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 15 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 4 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 6 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
Frequently asked questions
How do vocational & work readiness 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
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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.