Spelling IEP goals for high school (grades 9 to 12)
19 of the spelling 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.
19 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.
Spelling Writing
Spell words with suffixes and spelling-change rules
Suffixes and spelling-change rules
By the annual IEP review date, given 15 dictated unpracticed words that require adding -ed, -ing, -er, or -est to a base word, the student will spell each word by applying the drop-e, double-the-consonant, and change-y-to-i rules where needed independently with at least 80% accuracy on suffixed words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Spell words correctly in self-composed writing
Spelling accuracy in independent writing
By the annual IEP review date, in handwritten independent writing samples of at least 50 words, the student will spell words in self-composed writing independently with at least 85% accuracy on words written, across 3 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks.
Proofread for spelling with a spell-checker or word list
Spelling self-check with tools
By the annual IEP review date, before turning in a typed writing assignment with spell-check and word prediction available, the student will proofread for spelling by marking uncertain words and correcting them with a spell-checker, word prediction, or a word list independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Spell homophones correctly in context
Homophones
By the annual IEP review date, given 10 sentences, each with a blank and the homophone pair spoken by the adult, the student will write the homophone that fits the meaning of each sentence independently with at least 90% accuracy on homophone items, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Spell content-area vocabulary words
Content-area vocabulary spelling
By the annual IEP review date, given 10 vocabulary words from the current content-area unit, dictated with a definition cue, the student will spell each content-area word in writing independently with at least 80% accuracy on content-area words, across 3 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Spell words built from Greek and Latin roots
Greek and Latin roots
By the annual IEP review date, given 15 dictated unpracticed words built from taught roots (bio, graph, port, tele, scope, struct) and known affixes, the student will spell each word by writing the root and affixes as units independently with at least 80% accuracy on root words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
High school spelling 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 16 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 2 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
Frequently asked questions
How do spelling 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.