Community & Safety Skills IEP goals for kindergarten to grade 2
17 of the community & safety skills 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.
17 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.
Community & Safety Skills Functional & Independence Skills
Walk safely through a parking lot with an adult
Parking lot safety
By the annual IEP review date, when walking from the car or bus to the school entrance through the drop-off area, the student will walk through the parking lot following the safety routine beside the adult, performing all 5 steps independently, on 4 of 5 consecutive observed walks, as measured by a task-analysis checklist collected daily at arrival or at each community outing.
Stay with the group during a community outing
Staying with the group
By the annual IEP review date, during a community-based instruction outing in a store or public building, the student will stay within the agreed distance of the group and stop when the group stops independently in 6 of 6 opportunities, across 3 consecutive outings, as measured by direct observation collected at each outing, recorded in 10-minute intervals.
Respond to an unfamiliar adult's approach in a role-play
Stranger safety
By the annual IEP review date, during a planned role-play in which a staff member the student does not know well approaches and asks the student to come with them, the student will say no, move away, and tell a trusted adult independently in 5 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected one role-play per week, summarized every five role-plays.
Identify who can help when lost or in trouble
Trusted adults and community helpers
By the annual IEP review date, given 10 pictures of people in community and school settings and asked who could help if the student were lost, the student will identify the people who can help in each picture or scenario independently with 100% accuracy on helper items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
State full name, phone number, and address when asked
Personal information
By the annual IEP review date, when asked by a familiar adult for own full name, phone number, and address, the student will state own full name, a caregiver's phone number, and home address independently with 100% accuracy on personal information items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Follow the fire drill evacuation routine
Fire and evacuation drills
By the annual IEP review date, when the fire alarm sounds during a scheduled drill, the student will complete the evacuation routine to the assigned outdoor spot, performing all 7 steps independently, on 3 consecutive drills, as measured by a task-analysis checklist collected at each drill (about monthly), plus one practice walk per month.
In kindergarten through grade 2, community & safety skills 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:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 6 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 6 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 4 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
Frequently asked questions
How are community & safety skills 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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