Community Access & Travel IEP goals for middle school (grades 6 to 8)
17 of the community access & travel 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.
17 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.
Community Access & Travel Transition & Postsecondary Skills
Check out books at the public library
Public library
By the annual IEP review date, during a class or family visit to the public library, with the student's library card and 1 to 3 chosen items, the student will check out the chosen items and put the receipt with them, performing at least 5 of 6 steps independently, on 3 consecutive library visits, as measured by a task-analysis checklist collected at each library visit.
Board a city bus and find a seat
Riding a bus route with a travel plan
By the annual IEP review date, when the bus arrives at the stop on a class trip or family ride, with an adult beside the student holding the fare, the student will board the bus, pay or show the fare, and sit or hold a pole before it moves, performing at least 4 of 5 steps independently, on 3 consecutive bus rides, as measured by a task-analysis checklist collected at each bus ride.
Find the restroom using signs in public buildings
Finding places using signs
By the annual IEP review date, on community outings to a store, library, museum, or mall, when the student needs the restroom and the adult waits at a set point, the student will follow the signs to the restroom and return to the meeting point independently in at least 4 of 5 opportunities, across 4 consecutive outings, as measured by direct observation collected on each community outing.
Tell a server a meal order
Ordering at restaurants
By the annual IEP review date, when a server asks for the order at a restaurant on a class or family outing, with the menu or a picture menu, the student will give the server the food and drink order independently in at least 4 of 5 opportunities, across 3 consecutive outings, as measured by opportunity-by-opportunity data collected on each restaurant outing.
Pick up a cafe order when called
Ordering at restaurants
By the annual IEP review date, after ordering at a cafe or quick-service counter on a community trip, while waiting in the pickup area, the student will go to the pickup counter when their name or number is called and check the order independently in at least 4 of 5 opportunities, across 3 consecutive trips, as measured by direct observation collected on each community trip with a counter order.
Buy a movie or event ticket
Recreation and events
By the annual IEP review date, at a movie theater, museum, or game ticket counter or kiosk on a community trip, with money or a card, the student will buy the ticket for the chosen show or entry and find the right door, performing at least 6 of 7 steps independently, on 3 consecutive community trips, as measured by a task-analysis checklist collected on each trip to a ticketed place.
Middle school community access & travel 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:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 7 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 7 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 2 goals here
Frequently asked questions
How are community access & travel 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
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.