Gross Motor Skills IEP goals for grades 3 to 5
32 of the gross motor 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.
32 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.
Gross Motor Skills Motor & Sensory Skills (OT, PT & Adapted PE)
Balance on one foot during classroom and PE activities
Static balance
By the annual IEP review date, when asked to stand on one foot on a flat floor during PE or a therapy session, the student will independently stand on one foot without the other foot touching the floor and without holding on, with arms free for at least 8 seconds, on 3 consecutive weekly trials on each foot, as measured by duration recording collected weekly during PE or therapy.
Walk along a line or low balance beam
Dynamic balance
By the annual IEP review date, given a 10-foot taped line on the floor, the student will walk the full length with no more than one step off independently with arms free in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE or therapy.
Go up and down stairs alternating feet
Stairs
By the annual IEP review date, when going up and down a flight of at least 8 stairs with a handrail during a class transition, the student will climb and descend the flight placing one foot on each step with one hand on the handrail in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during a class transition on the stairs.
Walk with the class in the hallway keeping pace and position
Walking with the class
By the annual IEP review date, during the class transition from the classroom to the cafeteria or gym, the student will independently complete the walk staying within one arm's length of the student ahead without stopping within 3 minutes, on 4 of 5 consecutive observed transitions, as measured by duration recording collected twice weekly on a fixed route.
Travel a school route with a walker or wheelchair
Mobility with a device
By the annual IEP review date, when traveling from the classroom to the cafeteria using the student's mobility device, the student will complete the steps of the route, performing at least 7 of 8 steps independently, on 4 of 5 consecutive observed trips, as measured by a task-analysis checklist collected twice weekly on the fixed route.
Hop, gallop, or skip in the gym (choose one)
Hopping, galloping, and skipping
By the annual IEP review date, when asked to hop on one foot in place in the gym, the student will independently hop on one foot at least 5 consecutive times without the other foot touching in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE.
Grades 3 to 5 gross motor 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:
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 2 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 17 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 5 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 5 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 3 goals here
Frequently asked questions
What changes in gross motor 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.