Preschool & Kindergarten Readiness IEP goals

Sample preschool & kindergarten readiness goals

Numbers are illustrative; set targets from the student's own baseline (how templates are made).

• PK, K-2Task-analysis steps

  Say goodbye to the caregiver and join the classroom

  Separating from a caregiver

  By the annual IEP review date, at morning drop-off at the classroom door, with the caregiver following the agreed goodbye routine, the student will complete the drop-off routine and join the first activity, performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at drop-off.

  CustomizeCopy goalCopied
• PK, K-2Duration

  Sit and attend during circle time

  Attending during circle time

  By the annual IEP review date, during the daily circle time on the carpet with the whole class, the student will remain in the circle area and take part in the activity in their usual way (such as responding, singing, or using the materials) independently for at least 8 minutes, on 4 of 5 consecutive circle times, as measured by duration recording collected daily during circle time.

  CustomizeCopy goalCopied
• PKOpportunities

  Respond when name is called

  Responding to own name

  By the annual IEP review date, when an adult calls the child's name once from within 3 feet during play, the student will respond in a way that shows they heard (pausing, turning toward the adult, vocalizing, signing, or a device message) within 3 seconds independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily, five planned trials.

  CustomizeCopy goalCopied
• PK, K-2Opportunities

  Follow one-step directions given to the group

  Following group directions

  By the annual IEP review date, when the teacher gives a one-step direction to the whole class during circle or a transition (stand up, get your coat, come to the carpet), the student will follow the group direction within 10 seconds independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by direct observation collected daily, across the first five group directions.

  CustomizeCopy goalCopied
• PKOpportunities

  Join circle-time songs with actions

  Participating in songs and finger plays

  By the annual IEP review date, during a familiar action song or finger play at circle time, the student will do the actions along with the song independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by direct observation collected daily during circle time.

  CustomizeCopy goalCopied
• PK, K-2Latency

  Move to the next center when the signal is given

  Moving between centers

  By the annual IEP review date, when the center-change signal (bell, song, or lights) is given during center time, the student will begin moving to the next center independently within 15 seconds, in 4 of 5 recorded transitions across 3 consecutive days, as measured by latency recording collected daily, across the center rotations.

  CustomizeCopy goalCopied
• PKTask-analysis steps

  Put toys away when the clean-up song starts

  Cleaning up toys

  By the annual IEP review date, when the clean-up song starts at the end of free play, with picture-labeled bins on the shelves, the student will put the toys from the play area into their labeled bins, performing at least 4 of 5 steps independently, on 4 of 5 consecutive clean-ups, as measured by a task-analysis checklist collected daily at one clean-up time.

  CustomizeCopy goalCopied
• PK, K-2Duration

  Remain at a table activity until it is finished

  Staying at a table activity

  By the annual IEP review date, during a teacher-led table activity in a small group of 3 to 4 children, the student will remain seated at the table and engage with the activity independently for at least 6 minutes, on 4 of 5 consecutive table activities, as measured by duration recording collected daily during one table activity.

  CustomizeCopy goalCopied
• PK, K-2Percent accuracy

  Identify colors by pointing or naming

  Colors

  By the annual IEP review date, given objects or cards in 8 basic colors and asked to point to a named color, the student will point to or name the color asked for independently with at least 90% accuracy on color items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

  CustomizeCopy goalCopied
• PK, K-2Percent accuracy

  Identify basic shapes by pointing or naming

  Shapes

  By the annual IEP review date, given shape blocks or cards (circle, square, triangle, rectangle, star, heart) and asked to point to a named shape, the student will point to or name the shape asked for independently with at least 90% accuracy on shape items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

  CustomizeCopy goalCopied
• PK, K-2Opportunities

  Count out objects to pass out during a routine

  Counting in routines

  By the annual IEP review date, during snack, when asked to give each child at the table one napkin or cup (4 to 5 children), the student will count out the correct number of items independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack and other routines.

  CustomizeCopy goalCopied
• PK, K-2Percent accuracy

  Sort objects by color, size, or shape

  Sorting

  By the annual IEP review date, given 12 objects in 2 colors and two bins, asked to sort by color, the student will sort the objects into the correct bins independently with at least 90% accuracy on objects sorted, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

  CustomizeCopy goalCopied