Digital Literacy & Online Safety IEP goals for grades 3 to 5
12 of the digital literacy & online safety 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.
12 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.
Digital Literacy & Online Safety Science, Social Studies & Digital Literacy
Log out and put the device away
Device routines
By the annual IEP review date, at the end of a tablet or laptop work session when the adult gives the clean-up signal, the student will finish the end-of-session device routine before leaving the station, performing at least 5 of 6 steps independently, across 5 consecutive device sessions, as measured by a task-analysis checklist collected daily, summarized weekly.
Tell an adult about a strange pop-up
Online safety: telling an adult
By the annual IEP review date, during a planned practice on a school device when a staged pop-up, chat request or scary image appears, the student will stop, take hands off the device or turn it face down, and tell or signal an adult about what appeared independently in 5 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Find and open a named learning app
Navigating a learning app
By the annual IEP review date, given a school tablet on the home screen and 5 spoken directions to open a named app or activity, the student will find the named app or activity, open it, and return to the home screen with the home or back button independently with 100% accuracy on app navigation directions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Tell a strong password from a weak one
Signing in securely
By the annual IEP review date, given 10 sample passwords (made up for the lesson) and the class password rule card, the student will sort each sample password as strong or weak and name the rule a weak one breaks independently with at least 90% accuracy on sample passwords, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Keep a password private when a peer asks
Signing in securely
By the annual IEP review date, during a role-play in which a peer or adult actor asks for the student's password, the student will say no to sharing the password, keep the login card or screen covered, and tell an adult if asked again independently in 5 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Turn a research question into search keywords
Searching for information
By the annual IEP review date, given 8 research questions from a class project and a keyword planning sheet, the student will write 2 to 4 search keywords that name the main topic and the specific detail for each question independently with at least 75% accuracy on keyword sets, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Grades 3 to 5 digital literacy & online safety 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:
- 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 3 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 5 goals here
Frequently asked questions
What changes in digital literacy & online safety 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.
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.