Planning IEP goals for grades 3 to 5
14 of the planning 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.
14 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.
Planning Executive Function
Break a long-term assignment into dated steps
Breaking down a long-term assignment
By the annual IEP review date, when given a long-term assignment due in 1 to 3 weeks, the student will create a written plan for the assignment using a project planning template, performing at least 6 of 7 steps independently, on 3 consecutive long-term assignments, as measured by a task-analysis checklist collected for each long-term assignment.
State a first-next-last plan before a multi-step task
Stating a first-next-last plan
By the annual IEP review date, before beginning a multi-step classroom task such as an art project or science activity, the student will state or draw a plan with a first, next, and last step independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Complete planned subtasks by their interim dates
Following through on interim deadlines
By the annual IEP review date, when working on a long-term assignment with a written plan that lists interim due dates, the student will complete each planned task by its interim date independently in at least 4 of 5 opportunities, across 2 consecutive long-term assignments, as measured by opportunity-by-opportunity data collected at each checkpoint.
Create a written study plan for an upcoming test
Planning for a test
By the annual IEP review date, when a unit test or quiz is announced at least 3 school days in advance, the student will create a written study plan for the upcoming test using a study-plan template, performing at least 5 of 6 steps independently, for 3 consecutive announced tests, as measured by a task-analysis checklist collected for each announced test.
Write the steps of an assignment before starting it
Listing the steps of an assignment before starting
By the annual IEP review date, given an assignment with three or more parts and written directions, the student will write a numbered list of the steps needed to finish the assignment before starting the first step independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Complete a pre-writing plan before drafting
Planning a short writing piece
By the annual IEP review date, given a writing prompt and a planning organizer before a paragraph or essay, the student will complete a pre-writing plan using a graphic organizer, performing at least 4 of 5 steps independently, on 4 of 5 consecutive writing tasks, as measured by a task-analysis checklist collected weekly.
Grades 3 to 5 planning 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 5 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 7 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 goals here
Frequently asked questions
What changes in planning 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
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.