Working Memory Strategies IEP goals for kindergarten to grade 2
9 of the working memory strategies 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.
9 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.
Working Memory Strategies Executive Function
Repeat or restate a direction before acting on it
Verbal rehearsal
By the annual IEP review date, after receiving a multi-step oral direction from an adult and before acting on it, the student will repeat the direction or message aloud or quietly to self independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Use a reference card or anchor chart to recall the next step
Using a reference aid
By the annual IEP review date, during multi-step math procedures with a reference card available, when unsure of the next step, the student will check the reference card or anchor chart for the next step and continue the item independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly.
Bring back two named items from across the room
Retrieving two named items
By the annual IEP review date, when asked to get two named items from a shelf or bin across the room, the student will return with both named items independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Check the visual schedule to say what comes next
Using a visual schedule to recall what is next
By the annual IEP review date, at the end of an activity when asked what comes next, with the picture schedule in view, the student will check the schedule and name or point to the next activity independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily at two transitions and summarized weekly.
Turn to the stated page after a short delay
Holding a page number or item number
By the annual IEP review date, when the teacher states a page number and the student must get the book before turning to it, the student will independently turn to the stated page or item without asking again in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily during one lesson and summarized weekly.
Copy from the board without omitting words
Copying from the board in chunks
By the annual IEP review date, when copying two sentences from the board during a lesson, the student will copy the text with every word present and in order independently with at least 95% accuracy on words copied correctly, across 3 consecutive weekly probes, as measured by work-sample analysis collected weekly.
In kindergarten through grade 2, working memory strategies 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 working memory strategies 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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