Functional Communication IEP goals for middle school (grades 6 to 8)
20 of the functional communication 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.
20 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.
Functional Communication Social-Emotional & Communication
Request a break using a communicative response
Requesting a break (functional communication replacement)
By the annual IEP review date, when presented with a demanding or non-preferred task, the student will request a break by handing a break card, selecting BREAK on their communication device, signing, or saying "break, please" independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during the activities identified in the FBA.
Maintain a conversation topic across several turns
Maintaining a conversational topic
By the annual IEP review date, during a structured conversation with a peer or adult in which the partner introduces a topic, the student will maintain the topic by making related comments or asking related questions across at least 3 consecutive turns independently in at least 4 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly.
Repair a message when a listener doesn't follow it
Repairing communication breakdowns
By the annual IEP review date, when a communication partner signals they did not understand (such as "What?", "Show me," a confused look paired with a question), the student will repair the message by repeating, rephrasing, adding a gesture or sign, showing the item, or using their communication device independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Get a listener's attention before delivering a message
Getting a listener's attention before communicating
By the annual IEP review date, when they want to communicate with a person who is not looking at them or is talking to someone else, the student will get the listener's attention first (say their name, say "excuse me," tap their arm, or play an attention message) and then deliver the message once the listener responds independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Start a conversation with a greeting and an opener
Starting a conversation
By the annual IEP review date, during unstructured time (lunch, before class, a club) with a familiar peer nearby, the student will start a conversation by greeting the peer and asking a question or making a comment the peer can respond to (such as "Hey, did you see the game?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly during one social time plus structured practice.
Join a conversation at a pause with a related comment
Joining a conversation already in progress
By the annual IEP review date, when two or more peers are talking and the student wants to join, the student will wait for a pause and then make a comment or ask a question related to the group's current topic independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly during structured practice plus one natural setting.
Middle school functional communication 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 14 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 3 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 functional communication 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.