Relationships, Boundaries & Personal Safety IEP goals for middle school (grades 6 to 8)
22 of the relationships, boundaries & personal safety 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.
22 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.
Relationships, Boundaries & Personal Safety Social-Emotional & Communication
Sort public and private places
Public and private places
By the annual IEP review date, given 12 photos of everyday places at school, home, and in the community, and a two-column board labeled public and private, the student will sort each place as public or private and say one reason independently with at least 90% accuracy on place photos, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Tell a safe secret from an unsafe secret
Safe and unsafe secrets
By the annual IEP review date, given 10 short scenarios read aloud about secrets and surprises (such as a birthday surprise, or an older student saying not to tell an adult about a touch), the student will say whether each secret is safe to keep or should be told to a trusted adult, and give a reason independently with 100% accuracy on secret and surprise scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Ask before hugging or touching a peer
Asking before touching
By the annual IEP review date, during greetings, recess, and group work, when the student wants to hug, hold hands with, or touch a peer, the student will ask the peer first (such as "Can I hug you?") or offer a choice (hug, high five, wave) and do what the peer picks independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.
Name safe and unsafe touch in scenarios
Safe and unsafe touch
By the annual IEP review date, given 10 short scenario cards read aloud, using the body safety words the family and school agreed on, the student will say whether the touch in each scenario is safe, unsafe, or unwanted, and what to do if it is unsafe or unwanted independently with 100% accuracy on touch scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Practice no, go, tell in role-play
No, go, tell
By the annual IEP review date, during a role-play with the counselor using a scripted scenario of an unwanted touch or request, with the student's named trusted adults listed, the student will carry out each step of the no, go, tell routine in the role-play, performing all 5 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected weekly.
Sort people into relationship circles
Relationship circles
By the annual IEP review date, given photos or name cards of 12 people in the student's life and community, and a relationship circles chart, the student will place each person in the right circle and say how they know the person independently with at least 85% accuracy on people placed in circles, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
See all 30 relationships, boundaries & personal safety goals
Middle school relationships, boundaries & personal safety 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:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 9 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 10 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 relationships, boundaries & personal safety 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.