Expressive Language IEP goals for middle school (grades 6 to 8)
27 of the expressive language 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.
27 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.
Expressive Language Speech & Language
Retell a story including the main story grammar elements
Story retell with story grammar
By the annual IEP review date, after listening to a short, unfamiliar story with pictures, the student will retell the story aloud including the character, setting, problem, events, and ending independently, earning a score of at least 9 out of 12 on a 6-element story grammar retell rubric scored 0–2 per element, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Formulate complete sentences with a given word or conjunction
Formulating complete sentences
By the annual IEP review date, given 10 picture or topic prompts, each paired with a target word or conjunction (such as because, but, so, when), the student will formulate a complete, grammatical spoken sentence that uses the target word or conjunction to relate two ideas independently with at least 80% accuracy on sentence formulation prompts, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Use a word-finding strategy when a word is hard to retrieve
Word-finding strategies
By the annual IEP review date, when unable to retrieve a known word during a structured naming or describing task, the student will use To choose for the student: the taught word-finding strategy (such as describing the word's category, function, or first sound, or using a synonym) to get the message across independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Give a short oral presentation with an organized structure
Oral presentation
By the annual IEP review date, given a topic from a current class and three to five minutes to present to a small group, the student will present with an opening that states the topic, two or three main points each with a supporting detail or example, and a closing statement independently, earning a score of at least 8 out of 10 on a 5-row presentation organization rubric scored 0 to 2 per row, on 3 of 4 consecutive presentations, as measured by a defined scoring rubric collected monthly.
Give directions a partner can follow in a barrier game
Giving precise directions
By the annual IEP review date, during a barrier game in which the student must direct a partner to build or arrange the same set of 5 items, the student will give directions that name the item, its attributes, and its location precisely enough that the partner completes each step correctly independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
State an opinion and give reasons for it
Stating an opinion with reasons
By the annual IEP review date, given a question with two defensible answers (such as "Should recess be longer?") and asked what they think, the student will state an opinion and give two different reasons that support it independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Middle school expressive language 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:
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 7 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 6 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 11 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 3 goals here
Frequently asked questions
How are expressive language 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.