Community & Safety Skills IEP goals for grades 3 to 5
27 of the community & safety skills 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.
27 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.
Community & Safety Skills Functional & Independence Skills
Cross the street at a signalized crosswalk
Crossing at a signal
By the annual IEP review date, at a signalized crosswalk during a community-based instruction walk, the student will cross the street following the crosswalk routine with an adult walking behind, performing all 7 steps independently, on 4 of 5 consecutive crossings, as measured by a task-analysis checklist collected at each community walk (at least weekly).
Cross a street without a signal after checking for traffic
Crossing without a signal
By the annual IEP review date, at a residential street crossing without a signal during a community walk, the student will cross the street after stopping and checking for traffic in both directions with an adult walking behind, performing all 6 steps independently, on 4 of 5 consecutive crossings, as measured by a task-analysis checklist collected at each community walk (at least weekly).
Walk safely through a parking lot with an adult
Parking lot safety
By the annual IEP review date, when walking from the car or bus to the school entrance through the drop-off area, the student will walk through the parking lot following the safety routine beside the adult, performing all 5 steps independently, on 4 of 5 consecutive observed walks, as measured by a task-analysis checklist collected daily at arrival or at each community outing.
Stay with the group during a community outing
Staying with the group
By the annual IEP review date, during a community-based instruction outing in a store or public building, the student will stay within the agreed distance of the group and stop when the group stops independently in 6 of 6 opportunities, across 3 consecutive outings, as measured by direct observation collected at each outing, recorded in 10-minute intervals.
Respond to an unfamiliar adult's approach in a role-play
Stranger safety
By the annual IEP review date, during a planned role-play in which a staff member the student does not know well approaches and asks the student to come with them, the student will say no, move away, and tell a trusted adult independently in 5 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected one role-play per week, summarized every five role-plays.
Identify who can help when lost or in trouble
Trusted adults and community helpers
By the annual IEP review date, given 10 pictures of people in community and school settings and asked who could help if the student were lost, the student will identify the people who can help in each picture or scenario independently with 100% accuracy on helper items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Grades 3 to 5 community & safety skills 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 14 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 7 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 5 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
Frequently asked questions
What changes in community & safety skills 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.