Spelling IEP goals for middle school (grades 6 to 8)
30 of the spelling 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.
30 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.
Spelling Writing
Spell words with suffixes and spelling-change rules
Suffixes and spelling-change rules
By the annual IEP review date, given 15 dictated unpracticed words that require adding -ed, -ing, -er, or -est to a base word, the student will spell each word by applying the drop-e, double-the-consonant, and change-y-to-i rules where needed independently with at least 80% accuracy on suffixed words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Spell words correctly in self-composed writing
Spelling accuracy in independent writing
By the annual IEP review date, in handwritten independent writing samples of at least 50 words, the student will spell words in self-composed writing independently with at least 85% accuracy on words written, across 3 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks.
Proofread for spelling with a spell-checker or word list
Spelling self-check with tools
By the annual IEP review date, before turning in a typed writing assignment with spell-check and word prediction available, the student will proofread for spelling by marking uncertain words and correcting them with a spell-checker, word prediction, or a word list independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Spell two-syllable and compound words by syllable
Two-syllable and compound words
By the annual IEP review date, given 15 dictated unpracticed two-syllable words with closed syllables and compound words, the student will spell each word by writing one syllable at a time independently with at least 80% accuracy on target words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Spell words with common prefixes and suffixes
Prefixes and derivational suffixes
By the annual IEP review date, given 15 dictated unpracticed words made of a known base word plus a taught prefix or suffix (un-, re-, pre-, dis-, -ful, -less, -ness, -ment, -ly), the student will spell each word by writing the base word and the affix as units independently with at least 85% accuracy on affixed words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Spell homophones correctly in context
Homophones
By the annual IEP review date, given 10 sentences, each with a blank and the homophone pair spoken by the adult, the student will write the homophone that fits the meaning of each sentence independently with at least 90% accuracy on homophone items, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Middle school spelling 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:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 25 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 2 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 spelling 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.