Functional Communication IEP goals for grades 3 to 5
25 of the functional communication 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.
25 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.
Functional Communication Social-Emotional & Communication
Request preferred items or activities with two-symbol messages
Requesting with multi-symbol messages in classroom routines (AAC)
By the annual IEP review date, with access to their communication device during snack, play, and choice routines, the student will request a preferred item or activity by combining two symbols (such as "want bubbles," "more music," "go swing") independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week.
Request a break using a communicative response
Requesting a break (functional communication replacement)
By the annual IEP review date, when presented with a demanding or non-preferred task, the student will request a break by handing a break card, selecting BREAK on their communication device, signing, or saying "break, please" independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during the activities identified in the FBA.
Make spontaneous comments during shared activities
Commenting during shared activities
By the annual IEP review date, during a 15-minute shared book reading or structured play activity with an adult or peers, the student will make spontaneous comments (such as "look," "uh oh," "my turn," "I like it," "funny") using speech, sign, AAC, or gestures independently at least 5 times per 15-minute shared activity, across 3 consecutive observed sessions, as measured by frequency recording collected twice weekly.
Maintain a conversation topic across several turns
Maintaining a conversational topic
By the annual IEP review date, during a structured conversation with a peer or adult in which the partner introduces a topic, the student will maintain the topic by making related comments or asking related questions across at least 3 consecutive turns independently in at least 4 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly.
Repair a message when a listener doesn't follow it
Repairing communication breakdowns
By the annual IEP review date, when a communication partner signals they did not understand (such as "What?", "Show me," a confused look paired with a question), the student will repair the message by repeating, rephrasing, adding a gesture or sign, showing the item, or using their communication device independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Ask questions to get information
Asking questions to get information
By the annual IEP review date, during a 30-minute block of classroom routines and activities, the student will ask wh-questions to get information (such as "Where is my bag?", "What's next?", "Who is that?") using speech, sign, or their communication device independently at least 4 times per 30-minute observation, across 3 consecutive observed sessions, as measured by frequency recording collected twice weekly.
Grades 3 to 5 functional communication 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:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 20 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 4 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
Frequently asked questions
What changes in functional communication 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.