Following Multi-Step Directions IEP goals for grades 3 to 5
23 of the following multi-step 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.
23 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 Multi-Step Directions Executive Function
Follow three-step oral directions in order
Following oral multi-step directions
By the annual IEP review date, when given a three-step oral direction by an adult during classroom routines, the student will complete all three steps of the direction in the order given without a repetition of the direction in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Complete each step of written assignment directions
Following written multi-step directions
By the annual IEP review date, when given an assignment with written directions containing three or four steps, the student will complete each step of the written directions in order independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Follow multi-step directions given to the whole group
Following group-delivered directions
By the annual IEP review date, when a multi-step direction is given to the whole class, the student will follow the steps of the group direction in the order given without an individual repetition of the direction in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during two selected routines.
Follow directions that contain before, after, or if
Directions with sequence and condition words
By the annual IEP review date, when given a two- or three-step oral direction containing words such as before, after, or if, the student will carry out the steps in the order and under the conditions the direction specifies independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Complete all required parts of multi-part assignment items
Completing every required part of multi-part items
By the annual IEP review date, given an independent assignment in which each item has two or more required parts (for example, solve, show work, and label), the student will complete the required parts of each item as stated in the directions independently with at least 90% accuracy on required direction components, on 4 of 5 consecutive assignments, as measured by work-sample analysis collected weekly.
Follow two-step directions that include location words
Directions with location words
By the annual IEP review date, when given a two-step direction containing a location word during classroom activities, the student will carry out both steps with the items placed in the stated locations without a repetition in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Grades 3 to 5 following multi-step 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 12 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.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
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
Frequently asked questions
What changes in following multi-step 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.
IEP Atlas Pro
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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.