Household Skills & Chores IEP goals for grades 3 to 5
11 of the household skills & chores 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.
11 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.
Household Skills & Chores Functional & Independence Skills
Spray and wipe a table in sections
Wiping tables and counters
By the annual IEP review date, after snack or lunch at their table, the student will clear the table, spray it, and wipe it in rows from one side to the other, pushing crumbs into their hand or a dustpan, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily after snack.
Wipe up a spill right away
Wiping tables and counters
By the annual IEP review date, when they spill a drink, paint water, or food at the table, the student will get a paper towel or cloth, wipe up the spill, and throw the towel away before an adult points out the spill in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly checks, as measured by frequency recording collected each time a spill happens, summarized weekly.
Sweep crumbs into a dustpan
Sweeping, mopping and vacuuming
By the annual IEP review date, after lunch or snack in the classroom, the student will sweep the area into one pile, hold the dustpan flat to the floor, sweep the pile in, and empty it into the trash, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected three times a week.
Run a stick vacuum under classroom tables
Sweeping, mopping and vacuuming
By the annual IEP review date, at the end of the day as their assigned classroom job, the student will push in or stack the chairs, vacuum under each table in rows, empty the bin, and put the vacuum on its charger, performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at the end of the day.
Pull up the covers and set the pillow
Making a bed
By the annual IEP review date, after getting up on school mornings, as reported on the family log, the student will pull the sheet and comforter up to the top of the bed, smooth them flat, and put the pillow at the top, performing at least 4 of 5 steps independently, on 4 of 5 school mornings, as measured by a task-analysis checklist collected each school morning, from a family log reviewed weekly.
Put worn clothes in the hamper each evening
Laundry: sort, wash, dry, fold, put away
By the annual IEP review date, when changing into pajamas in the evening, the student will put their worn clothes and socks in the hamper independently in at least 6 of 7 opportunities, in 3 of 4 consecutive weeks, as measured by direct observation collected each evening, from a family log reviewed weekly.
Grades 3 to 5 household skills & chores 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:
Frequently asked questions
What changes in household skills & chores 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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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.