Preschool & Kindergarten Readiness IEP goals for kindergarten to grade 2
25 of the preschool & kindergarten readiness 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.
25 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.
Preschool & Kindergarten Readiness Functional & Independence Skills
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.
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.
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.
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.
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.
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.
In kindergarten through grade 2, preschool & kindergarten readiness 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 4 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 3 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 9 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 8 goals here
Frequently asked questions
How are preschool & kindergarten readiness 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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