Self-Determination IEP goals for middle school (grades 6 to 8)
25 of the self-determination 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.
25 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.
Self-Determination Transition & Postsecondary Skills
Set a personal goal with an action plan
Setting a personal goal and action plan
By the annual IEP review date, during a goal-planning conference with the case manager, using a blank goal plan sheet, the student will write a personal goal with an action plan that lists steps, dates and a way to check progress independently, earning a score of at least 8 out of 10 on a 5-row goal plan rubric (0 to 2 per row), on 3 consecutive goal plans, as measured by a defined scoring rubric collected monthly, at each new goal plan.
Graph own progress data each week
Tracking progress on own goal
By the annual IEP review date, during a weekly data check-in, given own goal graph and the week's score or count, the student will record the week's score on own goal graph and say what the trend shows, performing at least 6 of 7 steps independently, across 3 consecutive weekly check-ins, as measured by a task-analysis checklist collected weekly.
Weigh options with a decision chart
Weighing options to make a decision
By the annual IEP review date, given a real decision with three or more options, such as an elective, a summer job or a volunteer site, and a blank decision chart, the student will complete a decision chart and state the choice made with a reason independently, earning a score of at least 10 out of 12 on a 4-row decision chart rubric (0 to 3 per row), on 3 of 4 consecutive decision charts, as measured by a defined scoring rubric collected every two weeks.
Predict the result of each option before choosing
Thinking through consequences
By the annual IEP review date, given short scenarios about school, home or community choices, read aloud or in print, the student will state one likely result of each option before choosing independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly.
Make a choice within a set time
Making timely decisions
By the annual IEP review date, when offered two or three real options by a staff member, such as which task to do first or where to sit for a work session, the student will respond with a choice by speaking, pointing, signing or using a device independently within 15 seconds, on 4 of 5 consecutive observed choices, as measured by latency recording collected daily at two planned choice points.
Solve classroom problems with a picture card
Problem solving with a step framework
By the annual IEP review date, when a classroom problem comes up, such as a missing material, a dull pencil or a computer login that fails, the student will follow the problem-solving card to fix the problem or choose a second fix, performing at least 5 of 6 steps independently, on 3 consecutive observed problems, as measured by a task-analysis checklist collected at each problem that comes up, summarized weekly.
Middle school self-determination 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 6 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 4 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 11 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.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 self-determination 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.