Following Multi-Step Directions IEP goals for middle school (grades 6 to 8)
24 of the following multi-step 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.
24 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 Multi-Step Directions Executive Function
Complete each step of written assignment directions
Following written multi-step directions
By the annual IEP review date, when given an assignment with written directions containing three or four steps, the student will complete each step of the written directions in order independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Follow multi-step directions given to the whole group
Following group-delivered directions
By the annual IEP review date, when a multi-step direction is given to the whole class, the student will follow the steps of the group direction in the order given without an individual repetition of the direction in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during two selected routines.
Complete all required parts of multi-part assignment items
Completing every required part of multi-part items
By the annual IEP review date, given an independent assignment in which each item has two or more required parts (for example, solve, show work, and label), the student will complete the required parts of each item as stated in the directions independently with at least 90% accuracy on required direction components, on 4 of 5 consecutive assignments, as measured by work-sample analysis collected weekly.
Ask for a direction to be repeated when unsure
Asking for a repetition when unsure
By the annual IEP review date, when a multi-step direction is given and the student has missed or forgotten part of it, the student will ask the adult to repeat or clarify the direction before starting independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by direct observation collected daily during two routines and summarized weekly.
Follow four- to five-step directions using a written checklist
Four- and five-step directions with a checklist
By the annual IEP review date, when given a set of four or five written steps for a classroom task, the student will complete each step in order, checking off each one on the list independently with at least 90% accuracy on direction steps completed in order, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Complete a multi-step direction on the class platform
Multi-step directions on a digital platform
By the annual IEP review date, when given a three- to four-step direction for a digital assignment (open, complete, attach, submit), the student will complete every step of the digital direction in order so the work is submitted independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Middle school following multi-step 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:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 11 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 6 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 6 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 are following multi-step 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.
IEP Atlas Pro
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