Receptive Language IEP goals for middle school (grades 6 to 8)
15 of the receptive 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.
15 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.
Receptive Language Speech & Language
Identify and define taught curriculum vocabulary
Curriculum vocabulary
By the annual IEP review date, given 10 taught vocabulary words from the current science or social studies unit, the student will define each taught vocabulary word by stating its category and at least one defining feature independently with at least 80% accuracy on taught curriculum vocabulary words, on 3 of 4 consecutive unit probes, as measured by opportunity-by-opportunity data collected every two weeks.
Explain the meaning of figurative language in context
Figurative language
By the annual IEP review date, given 10 figurative expressions (idioms, similes, and metaphors) presented in a short spoken or written context, the student will explain the intended meaning of each figurative expression using clues from the context independently with at least 80% accuracy on figurative expressions presented in context, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Answer questions about sentences with passives and relative clauses
Complex sentence comprehension
By the annual IEP review date, given 10 spoken sentences with a passive, a relative clause, or a clause out of time order, and a question about each (such as "Who did the pushing?", "Which happened first?"), the student will answer the question correctly by saying, writing, or pointing to the answer independently with at least 85% accuracy on complex sentence questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Pick the meaning of a word that fits the sentence
Multiple meanings (receptive)
By the annual IEP review date, given 10 sentences read aloud, each containing a multiple-meaning word, and a choice of three meanings or pictures, the student will select the meaning or picture that fits the word as used in the sentence independently with at least 85% accuracy on multiple-meaning items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Follow directions with the language of instruction
Academic language of instruction
By the annual IEP review date, during class work when the teacher gives a spoken direction with academic direction words (such as "Underline every other word in the second paragraph"), the student will carry out each direction on the page as stated, including the location and the action word independently in at least 8 of 10 opportunities, across 3 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
Follow directions with if, unless, and either-or
Conditional directions
By the annual IEP review date, given 10 spoken conditional directions with materials (such as "If the square is blue, color the circle red"), the student will carry out the direction only when the condition is met and do the stated alternative when it is not independently with at least 85% accuracy on conditional directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Middle school receptive 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:
Frequently asked questions
How are receptive 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.