Gross Motor Skills IEP goals for middle school (grades 6 to 8)
16 of the gross motor 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.
16 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.
Gross Motor Skills Motor & Sensory Skills (OT, PT & Adapted PE)
Go up and down stairs alternating feet
Stairs
By the annual IEP review date, when going up and down a flight of at least 8 stairs with a handrail during a class transition, the student will climb and descend the flight placing one foot on each step with one hand on the handrail in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during a class transition on the stairs.
Travel a school route with a walker or wheelchair
Mobility with a device
By the annual IEP review date, when traveling from the classroom to the cafeteria using the student's mobility device, the student will complete the steps of the route, performing at least 7 of 8 steps independently, on 4 of 5 consecutive observed trips, as measured by a task-analysis checklist collected twice weekly on the fixed route.
Throw a ball overhand with mature form
Throwing
By the annual IEP review date, given a tennis-sized ball and a target 15 feet away during PE, the student will throw the ball overhand toward the target using the form on the checklist independently, earning a score of at least 4 out of 5 on a 5-item overhand throw form checklist (1 point per item on the best 3 of 5 throws), on 3 consecutive weekly sessions, as measured by a defined scoring rubric collected weekly during PE.
Dribble a ball with one hand for consecutive bounces
Bouncing and dribbling
By the annual IEP review date, given a playground ball during a 30-second trial standing in place, the student will independently bounce the ball with one hand, pushing with the fingertips, in consecutive bounces without catching it at least 15 times per 30-second trial (longest run of consecutive bounces), in 3 of 4 consecutive weekly trials, as measured by frequency recording collected weekly during PE.
Carry a lunch tray or materials while walking
Carrying items while walking
By the annual IEP review date, when carrying a lunch tray with food and a drink from the serving line to the table, the student will independently carry the tray to the table with both hands, without spilling or stopping in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly at lunch.
Board and exit the school bus using the steps and handrail
Bus steps and vehicle transfers
By the annual IEP review date, when boarding and exiting the school bus at arrival and dismissal, the student will complete the steps of boarding and exiting the bus with the handrail, performing at least 6 of 7 steps independently, on 4 of 5 consecutive observed bus trips, as measured by a task-analysis checklist collected daily for one week each month.
Middle school gross motor 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:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 7 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 4 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
Frequently asked questions
How are gross motor 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
Turn these goals into progress reports
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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.