School-Related Independence IEP goals for kindergarten to grade 2
10 of the school-related independence 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.
10 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.
School-Related Independence Functional & Independence Skills
Sign in to a school device and open the assigned task
Signing in to a school device
By the annual IEP review date, at the start of a lesson that uses a school-issued device, the student will sign in to the school device and open the assigned task on the learning platform using a login card kept in a private place, performing at least 7 of 9 steps independently, on 4 of 5 consecutive device sessions, as measured by a task-analysis checklist collected twice weekly.
Turn in completed classwork to the designated spot
Turning in classwork
By the annual IEP review date, when a classwork assignment is finished and the class turn-in bin is in its usual place, the student will place the finished assignment in the turn-in bin with name written on it independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by direct observation collected daily across the first five turn-in opportunities, summarized weekly.
Bring completed homework back to school
Returning homework
By the annual IEP review date, on the day a homework assignment is due, with the completed work placed in the homework folder at home, the student will bring the completed homework to school and turn it in on the due date independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by direct observation collected weekly, across the five most recent due dates.
Find the correct bus or pick-up line at dismissal
Finding the bus at dismissal
By the annual IEP review date, at dismissal, when the student's bus number is called or shown on the dismissal board, the student will walk to the correct bus or pick-up line and board or wait as directed independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by direct observation collected daily at dismissal, summarized weekly.
Leave with all personal belongings at the end of the day
Keeping track of belongings
By the annual IEP review date, at dismissal, with the student's personal items (coat, lunchbox, water bottle, folder) in their usual spots, the student will leave with all personal belongings listed on the belongings card independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by direct observation collected daily at dismissal, summarized weekly.
Take a scheduled break and return to work
Scheduled breaks
By the annual IEP review date, when the scheduled break time shows on the student's schedule during independent work, the student will complete the break routine and return to the assigned work, performing at least 5 of 6 steps independently, on 4 of 5 consecutive scheduled breaks, as measured by a task-analysis checklist collected daily at one scheduled break.
In kindergarten through grade 2, school-related independence 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 school-related independence 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.
IEP Atlas Pro
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