Visual-Motor & Visual-Perceptual Skills IEP goals for middle school (grades 6 to 8)
11 of the visual-motor & visual-perceptual 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.
11 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.
Visual-Motor & Visual-Perceptual Skills Motor & Sensory Skills (OT, PT & Adapted PE)
Locate the right problem, box, or line on a worksheet
Locating information on worksheets
By the annual IEP review date, given a worksheet with 10 or more numbered items and a direction to find a named item, the student will point to or put a finger on the named item within 10 seconds independently in at least 9 of 10 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during class work.
Line up digits in columns when writing math problems
Aligning math work
By the annual IEP review date, given 10 multi-digit addition or subtraction problems to copy and solve on plain paper, the student will write each problem with the digits aligned in place-value columns independently with at least 90% accuracy on problems written with digits aligned in columns, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from math class work.
Use a ruler to draw straight lines and measure
Ruler and drawing tools
By the annual IEP review date, given a ruler and a direction to draw five straight lines of named lengths, the student will draw each line straight along the ruler edge and within a quarter inch of the named length independently with at least 90% accuracy on lines drawn or segments measured correctly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly from math or science work.
Copy a diagram or graphic organizer from the board
Copying diagrams and graphic organizers
By the annual IEP review date, given a graphic organizer with 5 boxes and connecting lines on the board, the student will copy the diagram with all parts, labels, and connections present and in the correct positions independently with at least 90% accuracy on diagram parts and connections copied correctly, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from class notes.
Find information in a table, schedule, or chart
Scanning tables and schedules
By the annual IEP review date, given the student's class schedule and a direction to find the room for a named period, the student will point to the correct cell within 15 seconds independently in at least 9 of 10 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly on a 10-item find task.
Mark answers on a bubble sheet in the right place
Answer sheets and bubble forms
By the annual IEP review date, given a 20-question practice test and a separate bubble answer sheet, the student will fill in the bubble for each answer in the row that matches the question number, completely and darkly independently with at least 98% accuracy on answers marked in the intended row and bubble, on 3 consecutive practice tests, as measured by work-sample analysis collected every two weeks on a practice bubble sheet.
Middle school visual-motor & visual-perceptual 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:
Frequently asked questions
How are visual-motor & visual-perceptual 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
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.