Following Adult Directions IEP goals for grades 3 to 5
29 of the following adult directions templates in the library are written for grades 3 to 5. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
29 templates · 1 skill · 3–5 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Following Adult Directions Behavior & Classroom Expectations
Follow a one-step direction the first time it is given
Following a first-time direction
By the annual IEP review date, when given a one-step direction by a familiar adult using the student's name and a 3-second pause, the student will independently begin the direction within 10 seconds without the direction being repeated in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily, first 10 directions in one routine, summarized weekly.
Start a direction within 10 seconds of being asked
Following a first-time direction
By the annual IEP review date, when given a routine direction during class ("take out your notebook," "line up," "put the tablet away"), the student will begin the direction (first visible step) independently within 10 seconds, on 8 of 10 consecutive recorded directions, as measured by latency recording collected daily, 3 to 5 directions, summarized weekly.
Follow a direction from an unfamiliar adult
Following a first-time direction
By the annual IEP review date, when given a one-step direction by a school adult who does not work with the student daily, the student will independently follow the direction within 15 seconds without it being repeated in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed opportunity, summarized every 2 weeks.
Follow a direction given to the whole class
Following a group direction
By the annual IEP review date, when the teacher gives a one-step direction to the whole class, the student will independently follow the group direction within 15 seconds without an individual repeat in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 3 times per week, 10 group directions each, summarized weekly.
Turn, say okay, and start: a taught response to directions
Following a first-time direction
By the annual IEP review date, when a familiar adult gives a one-step direction during a classroom routine, the student will complete the taught response to the direction (orient to the adult, acknowledge, start the task), performing all 4 steps independently, on 8 of 10 consecutive scored directions, as measured by a task-analysis checklist collected daily, 5 scored directions, summarized weekly.
Move to the next activity within 2 minutes of the direction
Transitioning on request
By the annual IEP review date, when directed to end an activity and move to the next one during the daily schedule, the student will transition to the next activity and arrive at the designated spot independently within 2 minutes, on 4 of 5 consecutive recorded transitions, as measured by latency recording collected daily, 2 to 3 transitions, summarized weekly.
Grades 3 to 5 following adult directions goals build on foundational skills and begin to use longer tasks, multi-step work, and independence as the target. Measurement shifts toward curriculum-based probes, work samples, and rubrics the student can see.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 21 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 4 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 3 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
Frequently asked questions
What changes in following adult directions goals between the early and upper elementary grades?
Tasks get longer and more independent, and the support level in the goal moves from prompts toward checklists and self-monitoring. The measure often changes too, from direct observation to work samples and probes.
Can an upper elementary goal include self-monitoring?
Yes. Students at this age can check their own work or rate their own behavior, and the goal can measure both the skill and the accuracy of the self-rating.
How do I set a criterion for a grade 3 to 5 student working below grade level?
Use the student's baseline on the measure and expected growth for that measure, not the grade-level benchmark. The goal should be ambitious for the student, as Endrew F. requires, and reachable within the year.
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