Speech Fluency (Stuttering) IEP goals for grades 3 to 5
27 of the speech fluency (stuttering) 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.
27 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.
Speech Fluency (Stuttering) Speech & Language
Volunteer to speak in class discussions
Participating in speaking situations
By the annual IEP review date, during a 45-minute general education class period with whole-class or small-group discussion, the student will volunteer to speak (such as raise a hand to answer, share an idea, or ask a question) during class discussion independently at least 3 times per 45-minute class period, across 3 consecutive observed class periods, as measured by frequency recording collected every two weeks.
Respond to a question or comment about stuttering with a prepared reply
Responding to comments about stuttering
By the annual IEP review date, during a role-play in which the SLP or a peer asks "Why do you talk like that?" or finishes the student's word, the student will respond with one of To choose for the student: their prepared replies (such as "I stutter; it's just how I talk" or "Please let me finish") 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, plus student report of real events.
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.
Use a chosen speech strategy during class speaking turns
Strategy use in class
By the annual IEP review date, during class speaking turns (such as answering a question, reading a sentence aloud, or sharing with a partner), the student will use To choose for the student: their chosen speech strategy (such as easy onset, light contact, a pullout, or a cancellation) during the speaking turn independently in at least 3 of 5 opportunities, across 3 consecutive monthly classroom observations, as measured by direct observation collected monthly, with a student self-report after each observed class.
Explain stuttering and what helps to a teacher or classmates
Self-advocacy and education about stuttering
By the annual IEP review date, when preparing a short presentation, letter, or video about stuttering for a teacher or classmates, the student will explain what stuttering is, what it is like for them, and what listeners can do to help independently, earning a score of at least 6 out of 8 on a 4-row stuttering self-advocacy rubric scored 0–2 per row, on 2 consecutive rehearsals and one real presentation or meeting, as measured by a defined scoring rubric collected every two weeks during preparation.
Grades 3 to 5 speech fluency (stuttering) 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:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 3 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 18 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 4 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 2 goals here
Frequently asked questions
What changes in speech fluency (stuttering) 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.