Community & Safety Skills IEP goals for middle school (grades 6 to 8)
34 of the community & safety skills 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.
34 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.
Community & Safety Skills Functional & Independence Skills
Cross the street at a signalized crosswalk
Crossing at a signal
By the annual IEP review date, at a signalized crosswalk during a community-based instruction walk, the student will cross the street following the crosswalk routine with an adult walking behind, performing all 7 steps independently, on 4 of 5 consecutive crossings, as measured by a task-analysis checklist collected at each community walk (at least weekly).
Cross a street without a signal after checking for traffic
Crossing without a signal
By the annual IEP review date, at a residential street crossing without a signal during a community walk, the student will cross the street after stopping and checking for traffic in both directions with an adult walking behind, performing all 6 steps independently, on 4 of 5 consecutive crossings, as measured by a task-analysis checklist collected at each community walk (at least weekly).
Stay with the group during a community outing
Staying with the group
By the annual IEP review date, during a community-based instruction outing in a store or public building, the student will stay within the agreed distance of the group and stop when the group stops independently in 6 of 6 opportunities, across 3 consecutive outings, as measured by direct observation collected at each outing, recorded in 10-minute intervals.
Respond to an unfamiliar adult's approach in a role-play
Stranger safety
By the annual IEP review date, during a planned role-play in which a staff member the student does not know well approaches and asks the student to come with them, the student will say no, move away, and tell a trusted adult independently in 5 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected one role-play per week, summarized every five role-plays.
State full name, phone number, and address when asked
Personal information
By the annual IEP review date, when asked by a familiar adult for own full name, phone number, and address, the student will state own full name, a caregiver's phone number, and home address independently with 100% accuracy on personal information items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Carry an ID card and show it when asked
Carrying and showing identification
By the annual IEP review date, during a community-based instruction outing, when asked by a staff member to show identification, the student will take the ID card from the wallet or lanyard and show it independently in 5 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each outing or role-play, summarized every five opportunities.
Middle school community & safety skills 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:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 16 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 14 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 4 goals here
Frequently asked questions
How are community & safety skills 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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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.