Grades 3-5 IEP goals
2,244 templates list grades 3 to 5 among their grade bands, across 88 skills in 12 areas, led by speech & language, executive function, and math. The band is a starting point; the baseline and target come from the student's own data.
2,244 templates · 88 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Speech Fluency (Stuttering) Speech & Language
Use a chosen fluency-shaping strategy in structured speaking tasks
Fluency-shaping strategies in structured tasks
By the annual IEP review date, during 10 structured speaking turns with the SLP (such as saying sentences, answering questions, or reading aloud), the student will use To choose for the student: their chosen fluency-shaping strategy (such as easy onset or light articulatory contact) at the start of the speaking turn independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Use a stuttering-modification strategy during a moment of stuttering
Stuttering-modification strategies
By the annual IEP review date, when a moment of stuttering occurs during a structured conversation with the SLP, the student will use a pullout (easing out of the stuttered word) or a cancellation (pausing, then saying the word again with an easier form) during the moment of stuttering independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Write multiplication facts on a timed probe
Multiplication fact fluency
By the annual IEP review date, given a 2-minute probe of mixed multiplication facts with factors 0 to 10 (total divided by 2 for the per-minute rate), the student will write the product for each fact independently at a rate of at least 25 digits correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Write division facts on a timed probe
Division fact fluency
By the annual IEP review date, given a 1-minute probe of division facts related to multiplication facts with factors 0 to 10, the student will write the quotient for each division fact independently at a rate of at least 15 problems correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Listening Comprehension & Auditory Processing Speech & Language
Follow three- and four-step oral directions given once
Three- and four-step oral directions
By the annual IEP review date, given 10 three-step oral directions spoken once, using classroom materials, the student will carry out all steps of the direction in the order given independently with at least 80% accuracy on multi-step directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
Restate a direction in their own words before starting
Restating a direction
By the annual IEP review date, given 10 two- or three-step oral directions during a structured session, the student will restate the direction in their own words, including every step, before starting independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
See all 40 listening comprehension & auditory processing goals
Fractions Math
Name the fraction shown by an area or set model
Naming fractions from models
By the annual IEP review date, given 10 area or set models showing fractions with denominators of 2, 3, 4, 6, and 8, the student will write the fraction that names the shaded part of each model independently with at least 80% accuracy on fraction models, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Locate fractions on a number line
Fractions on a number line
By the annual IEP review date, given 10 fractions between 0 and 2 and number lines marked only at whole numbers, the student will mark and label the location of each fraction on the number line independently with at least 80% accuracy on fraction placements, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
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.
Reading Fluency Reading
Read an unpracticed passage aloud (words correct per minute)
Oral reading rate
By the annual IEP review date, given an unpracticed passage at the student's instructional level, the student will read the passage aloud for 1 minute independently at a rate of at least 72 words correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Read connected text accurately
Oral reading accuracy
By the annual IEP review date, given an unpracticed passage at the student's instructional level, the student will read the passage aloud independently with at least 96% accuracy on words read in the passage, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Organization Executive Function
Organize the binder and take-home folder using a checklist
Binder and take-home folder organization
By the annual IEP review date, during a weekly 10-minute binder check, the student will organize the binder and take-home folder using a binder checklist, performing at least 7 of 8 steps independently, on 3 of 4 consecutive weekly checks, as measured by a task-analysis checklist collected weekly.
Set up the workspace with the materials a lesson needs
Preparing the workspace for a lesson
By the annual IEP review date, when a materials list is posted at the start of a lesson, the student will set up the workspace with the materials for the lesson using the posted materials list, performing at least 5 of 6 steps independently, in 4 of 5 consecutive observed lessons, as measured by a task-analysis checklist collected twice weekly.
Paragraph Organization Writing
Write an organized paragraph with a topic sentence, details, and a conclusion
Topic sentence, supporting details, and conclusion
By the annual IEP review date, given a familiar topic and a 25-minute writing period, the student will write a paragraph with a topic sentence, at least three supporting details, and a concluding sentence independently, earning a score of at least 10 out of 12 on a 12-point paragraph organization rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.
Use transition words to connect sentences in a paragraph
Transitions between sentences
By the annual IEP review date, when writing a sequence or how-to paragraph, the student will use at least three different transition words or phrases that correctly signal order or connect ideas between sentences independently in at least 4 of 5 opportunities, across 3 consecutive weeks of writing samples, as measured by opportunity-by-opportunity data collected weekly.
All 88 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Speech & Language
- Speech Fluency (Stuttering)27
- Listening Comprehension & Auditory Processing24
- Voice22
- Articulation60
- AAC & Augmentative Communication53
- Motor Speech (Apraxia & Dysarthria)22
- Grammar, Syntax & Morphology34
- Vocabulary & Semantics27
- Narrative Language & Retelling24
- Pragmatic Language33
- Receptive Language28
- Expressive Language29
- Phonological Processes12
Executive Function
Math
Reading
Social-Emotional & Communication
Writing
Behavior & Classroom Expectations
Motor & Sensory Skills (OT, PT & Adapted PE)
Vision, Hearing & Assistive Technology
Functional & Independence Skills
Science, Social Studies & Digital Literacy
Transition & Postsecondary Skills
Goals in grades 3 to 5 move from foundations to using skills: reading fluency and comprehension, written paragraphs, multiplication and fractions, organization, and peer skills. Students start to track their own progress, and rubrics and curriculum-based probes become common.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 147 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 784 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 792 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 53 goals here
- Reading fluency trackerWords attempted, errors, words correct per minute, and accuracy for each probe.Used by 4 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 155 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 229 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 80 goals here
Frequently asked questions
What are common IEP goals for grades 3 to 5?
Reading fluency and comprehension, paragraph writing, math facts and fractions, task initiation, organization, and peer interaction are common. Many students also begin a self-monitoring goal.
Should upper elementary students help set their goals?
Yes, in simple ways. Students can graph their own probes and help choose strategies, which builds self-advocacy before middle school.
How are upper elementary goals measured?
With curriculum-based measures like words correct per minute, accuracy probes, writing rubrics, and observation for behavior goals. Weekly or biweekly data is common.
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