Self-Monitoring IEP goals for kindergarten to grade 2
12 of the self-monitoring templates in the library are written for kindergarten to grade 2. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
12 templates · 1 skill · K–2 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Self-Monitoring Executive Function
Self-rate on-task behavior in agreement with the teacher
Accurate self-rating of on-task behavior
By the annual IEP review date, during a 20-minute independent work period with an interval cue every 2 to 5 minutes, the student will record a yes or no self-rating of on-task behavior at each cue that matches the teacher's rating independently in at least 8 of 10 opportunities, in 4 of 5 consecutive sessions, as measured by opportunity-by-opportunity data collected three times per week.
Compare finished work to a model and fix mismatches
Checking work against a model
By the annual IEP review date, after completing a pattern, block structure, or shape tracing with a model card in view, the student will compare the work with the model, point to any part that does not match, and fix it before saying done independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Self-check a routine with a picture checklist
Picture checklist self-check for a routine
By the annual IEP review date, after completing a classroom routine with a 4-picture checklist posted at the station, the student will touch or mark each picture on the checklist and complete any step not yet done independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during the routine and summarized weekly.
Record the number of items completed on a tracking strip
Counting own completed work
By the annual IEP review date, during an independent work period with a tracking strip of numbered boxes, the student will mark one box on the strip after each completed item so the count matches the work independently in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily on one work period, summarized every 10 periods.
Tally own hand raises during a lesson
Counting own hand raises
By the annual IEP review date, during a 20-minute whole-group lesson with a tally card taped to the desk, the student will raise a hand and wait to be called on before speaking while tallying each hand raise on a desk card at least 4 times per 20-minute whole-group lesson, on 4 of 5 observed lessons, as measured by frequency recording collected three times per week.
Show thumbs up or down after cleanup
Rating own cleanup in preschool
By the annual IEP review date, at the end of cleanup time, when an adult asks did you put it all away and shows the picture of a clean center, the student will rate the cleanup with a thumbs up or down, or by touching a picture, to match the adult's view, and finish any part still undone independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected daily during cleanup, summarized weekly.
In kindergarten through grade 2, self-monitoring goals target foundational skills and are measured with short probes, word lists, or direct observation that fit a young student's attention span. Criteria usually use small item sets and frequent checks.
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
How are self-monitoring goals measured in the early grades?
With brief, repeatable measures: a one-minute probe, a 10-item set, or a few observed opportunities per day. The goal's mastery rule states how many measurements must meet the criterion.
Should early-grade goals be tied to grade-level standards?
Goals come from the student's present levels and should enable progress in the general curriculum, but the criterion is set from baseline data, not copied from a standard. The standard can inform what skill to target.
How many goals should a K-2 student have?
One per area of need identified in the evaluation. Young students often have goals across several areas (communication, early literacy, self-regulation), so keeping each goal to one measure keeps data collection realistic.
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