AAC & Augmentative Communication IEP goals for grades 3 to 5
53 of the AAC & augmentative 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.
53 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.
AAC & Augmentative Communication Speech & Language
Hand a picture to a partner to request a preferred item
Picture exchange to request
By the annual IEP review date, given a preferred item in view and a single picture of it within reach, during snack or play, the student will pick up the picture and release it into the partner's open hand independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or play.
Build a two-symbol request such as "I want" plus an item
Two-symbol requests
By the annual IEP review date, given a sentence strip, an "I want" symbol, and pictures of 5 or more available items during snack or play, the student will combine the request symbol and the item symbol and give or show the message to the partner independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or play.
Request items and actions with a speech-generating device
Requesting with a speech-generating device
By the annual IEP review date, during snack, play, or a preferred activity with the device within reach and the needed symbols available, the student will request an item, action, or more of an activity by selecting the symbol or symbols on the device independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times weekly.
Answer yes and no with a symbol, sign, or gesture
Yes and no
By the annual IEP review date, given 20 yes/no questions about preferences with the item shown (such as "Do you want the ball?" while holding the ball), the student will answer yes or no using their established response (symbol, sign, head movement, or eye gaze) so that the answer matches what they then accept or reject independently with at least 85% accuracy on yes/no responses matching the student's choice, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times weekly.
Use core words such as go, more, stop, and help across activities
Core words across activities
By the annual IEP review date, during a 20-minute classroom activity with the core board or device within reach and adults modeling core words, the student will use a core word on their board or device for a communicative purpose (such as "go" to start, "stop" to end, "help" to get assistance) independently at least 10 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
Combine two symbols into a message on the device
Two-word combinations
By the annual IEP review date, during a 20-minute play or classroom activity with the device present and adults modeling two-symbol messages, the student will produce a two-symbol message (such as a core word plus a noun or two core words) that fits the situation independently at least 6 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
Grades 3 to 5 AAC & augmentative 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 31 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 11 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 8 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
What changes in AAC & augmentative 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.