Following Adult Directions IEP goals for middle school (grades 6 to 8)
21 of the following adult directions templates in the library are written for middle school (grades 6 to 8). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
21 templates · 1 skill · 6–8 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Following Adult Directions Behavior & Classroom Expectations
Start a direction within 10 seconds of being asked
Following a first-time direction
By the annual IEP review date, when given a routine direction during class ("take out your notebook," "line up," "put the tablet away"), the student will begin the direction (first visible step) independently within 10 seconds, on 8 of 10 consecutive recorded directions, as measured by latency recording collected daily, 3 to 5 directions, summarized weekly.
Follow a direction from an unfamiliar adult
Following a first-time direction
By the annual IEP review date, when given a one-step direction by a school adult who does not work with the student daily, the student will independently follow the direction within 15 seconds without it being repeated in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed opportunity, summarized every 2 weeks.
Follow a direction given to the whole class
Following a group direction
By the annual IEP review date, when the teacher gives a one-step direction to the whole class, the student will independently follow the group direction within 15 seconds without an individual repeat in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 3 times per week, 10 group directions each, summarized weekly.
Stop a preferred activity when the timer ends
Transitioning on request
By the annual IEP review date, when a visual timer ends a preferred activity and the adult gives the stop direction once, the student will independently stop the activity and hand over or put away the item within 30 seconds without the defined problem behavior in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily at the end of 1 to 2 timed preferred activities.
Go to the requested location and come straight back
Transitioning on request
By the annual IEP review date, when directed by an adult to go to a known location in the building (office, nurse, another classroom) and return, the student will complete the errand steps (leave, go directly there, complete the task, return directly, check in), performing all 5 steps independently, on 4 of 5 consecutive scored errands, as measured by a task-analysis checklist collected each errand, at least 2 per week.
Accept a correction without arguing
Accepting corrections
By the annual IEP review date, when an adult delivers a brief, private correction about work or behavior, the student will independently acknowledge the correction ("okay," a nod, or restating it) and make the change or move on within 30 seconds without arguing in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed correction, summarized every 2 weeks.
Middle school following adult directions goals account for multiple teachers, changing classes, and more independent work. They often pair the skill with a strategy or tool, and the data can be collected across settings by different staff or by the student.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 17 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 3 goals here
Frequently asked questions
How are following adult directions goals measured across several middle school classes?
By defining the task and the observation period so any teacher can use the same sheet, or by work samples collected from more than one class. Student self-monitoring with a weekly check is common.
Should middle school goals include study skills?
When assessment shows that organization, planning, or test preparation limits the student's progress, yes. Those goals are measured with task-analysis checklists and percent of assignments completed.
When does transition planning start?
The IEP in effect when the student turns 16 must include postsecondary goals and transition services, and many states start at 14. Middle school goals can build the self-advocacy and independence those plans rely on.
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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.