AAC & Augmentative Communication IEP goals for middle school (grades 6 to 8)
44 of the AAC & augmentative 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.
44 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.
AAC & Augmentative Communication Speech & Language
Request items and actions with a speech-generating device
Requesting with a speech-generating device
By the annual IEP review date, during snack, play, or a preferred activity with the device within reach and the needed symbols available, the student will request an item, action, or more of an activity by selecting the symbol or symbols on the device independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times weekly.
Answer yes and no with a symbol, sign, or gesture
Yes and no
By the annual IEP review date, given 20 yes/no questions about preferences with the item shown (such as "Do you want the ball?" while holding the ball), the student will answer yes or no using their established response (symbol, sign, head movement, or eye gaze) so that the answer matches what they then accept or reject independently with at least 85% accuracy on yes/no responses matching the student's choice, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times weekly.
Use core words such as go, more, stop, and help across activities
Core words across activities
By the annual IEP review date, during a 20-minute classroom activity with the core board or device within reach and adults modeling core words, the student will use a core word on their board or device for a communicative purpose (such as "go" to start, "stop" to end, "help" to get assistance) independently at least 10 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
Combine two symbols into a message on the device
Two-word combinations
By the annual IEP review date, during a 20-minute play or classroom activity with the device present and adults modeling two-symbol messages, the student will produce a two-symbol message (such as a core word plus a noun or two core words) that fits the situation independently at least 6 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
Comment on an activity or book using the device
Commenting
By the annual IEP review date, during a shared book or video with the device open to a page containing comment words (such as like, don't like, funny, wow, look), the student will independently produce a comment (an observation, feeling, or opinion) on the device without being asked a question at least 5 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
Greet and respond to greetings with the device or sign
Greetings and social routines
By the annual IEP review date, when a familiar adult or peer greets them during arrival, transitions, or dismissal, the student will greet or return the greeting using the device, a sign, or a prerecorded message within 5 seconds independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during arrival and dismissal.
Middle school AAC & augmentative 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 23 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 6 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.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
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
How are AAC & augmentative 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.