Visual-Motor & Visual-Perceptual Skills IEP goals for grades 3 to 5
22 of the visual-motor & visual-perceptual 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.
22 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.
Visual-Motor & Visual-Perceptual Skills Motor & Sensory Skills (OT, PT & Adapted PE)
Copy overlapping and multi-part designs
Copying complex designs
By the annual IEP review date, given a printed model of six two-part designs (overlapping shapes, shapes with internal lines) and a pencil, the student will copy each design so that each part is present, in the correct position relative to the others, and recognizable independently with at least 80% accuracy on designs copied with all parts correctly placed, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly during OT or a drawing task.
Copy a pegboard or pattern-block pattern from a model
Pattern reproduction
By the annual IEP review date, given a pegboard, colored pegs, and a printed model of an 8-peg pattern, the student will place each piece so that the pattern matches the model in position, color, and orientation independently with at least 90% accuracy on pieces placed correctly, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during a math center or OT session.
Draw through a maze staying inside the path
Mazes and paths
By the annual IEP review date, given a simple maze with half-inch-wide paths and two turns, the student will independently draw a line from start to finish without crossing the walls more than twice and without turning the paper in at least 4 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during a fine motor center or OT session.
Keep place on a line of print without losing it
Visual tracking for reading
By the annual IEP review date, given a passage at the student's independent reading level with 10 or more lines, the student will independently read each line and move to the start of the next line without skipping or repeating a line with at least 95% accuracy on line transitions completed without losing the place, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during oral reading.
Find target items in a busy picture or page
Figure-ground: finding targets on a busy page
By the annual IEP review date, given a hidden-picture page with 10 target items listed and 3 minutes, the student will find and mark the target items within the time independently with at least 90% accuracy on target items found within the time, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly on a hidden-picture or word-search probe.
Locate the right problem, box, or line on a worksheet
Locating information on worksheets
By the annual IEP review date, given a worksheet with 10 or more numbered items and a direction to find a named item, the student will point to or put a finger on the named item within 10 seconds independently in at least 9 of 10 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during class work.
Grades 3 to 5 visual-motor & visual-perceptual 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:
Frequently asked questions
What changes in visual-motor & visual-perceptual 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
Turn these goals into progress reports
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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.