Early Childhood IEP goals

• 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.

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• 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.

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See all 45 preschool & kindergarten readiness goals

• PK, K-2Opportunities

  Follow a partner's point to a toy

  Responding to joint attention

  By the annual IEP review date, during floor play with 3 to 5 toys placed around the student, when the partner points to a toy within 3 feet and names it, the student will turn their head or body toward the pointed-to object and then touch it, reach for it, move to it, or vocalize about it independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly during play sessions.

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• PK, K-2Frequency

  Show a toy to share interest

  Initiating joint attention by showing

  By the annual IEP review date, during a 15-minute play session with novel or cause-and-effect toys (such as a spinning top, a pop-up toy, or a toy that lights up) and an adult sitting nearby, the student will show an object to a partner by holding it up toward them, bringing it to them, or placing it in front of them to share interest (not to ask for help) independently at least 3 times per 15-minute play session, across 3 consecutive play sessions, as measured by frequency recording collected twice weekly.

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See all 35 early communication goals

• PK, K-2Task-analysis steps

  Handle a book from front to back

  Book handling

  By the annual IEP review date, during independent book time, given an unfamiliar picture book handed to the student closed and upside down, the student will look through the book from the front cover to the back cover following the book handling steps, performing at least 6 of 7 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.

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• PKOpportunities

  Turn the page when the adult finishes reading

  Book handling

  By the annual IEP review date, during one-to-one shared reading of a picture book when the adult reads the last word on a page and pauses, the student will turn to the next page at the pause independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.

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See all 25 print concepts & early literacy goals

• PK, K-2Percent accuracy

  Produce final consonants in words

  Final consonant deletion

  By the annual IEP review date, given 20 pictures of CVC words that end in a consonant the student can produce (such as cat, bed, soap), the student will produce the final consonant in each word independently with at least 80% accuracy on final consonants in single words, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• PK, K-2Percent accuracy

  Produce /k/ and /g/ in words without fronting

  Velar fronting

  By the annual IEP review date, given 20 picture cards of words that contain /k/ or /g/ in the initial or final position, the student will independently produce /k/ and /g/ in each target word instead of substituting /t/ or /d/ with at least 80% accuracy on velar sound productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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See all 40 phonological processes goals

• PKDuration

  Play with a toy the way it is designed for several minutes

  Functional play with toys

  By the annual IEP review date, during free play with a set of 3 familiar toys that have a clear action (such as a car, a shape sorter, a toy phone), the student will play with a toy using its designed action (such as rolling the car, putting shapes in the sorter, holding the phone to an ear) independently for at least 5 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times per week during free play.

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• PK, K-2Duration

  Play next to peers with similar materials

  Parallel play near peers

  By the annual IEP review date, during centers when peers are playing with the same type of materials (such as blocks, playdough, cars), the student will play within arm's reach of a peer using similar materials independently for at least 6 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times per week during centers.

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See all 40 play & social participation goals

• PK, K-2Opportunities

  Hold a crayon or pencil with a tripod grasp

  Pencil and crayon grasp

  By the annual IEP review date, during a coloring, drawing, or writing activity lasting at least 5 minutes, the student will hold the writing tool with a tripod grasp (thumb, index, and middle finger) and an open web space for the whole activity independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during a classroom writing or coloring activity.

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• PK, K-2Opportunities

  Move small objects from palm to fingertips

  In-hand manipulation

  By the annual IEP review date, given five coins or counters placed in the palm of the dominant hand, the student will independently move the objects one at a time from the palm to the fingertips and place each in a container without using the other hand or the table in at least 4 of 5 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly during OT or a math manipulatives activity.

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See all 55 fine motor skills goals

• PK, K-2, 3-5Duration

  Balance on one foot during classroom and PE activities

  Static balance

  By the annual IEP review date, when asked to stand on one foot on a flat floor during PE or a therapy session, the student will independently stand on one foot without the other foot touching the floor and without holding on, with arms free for at least 8 seconds, on 3 consecutive weekly trials on each foot, as measured by duration recording collected weekly during PE or therapy.

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• PK, K-2, 3-5Opportunities

  Walk along a line or low balance beam

  Dynamic balance

  By the annual IEP review date, given a 10-foot taped line on the floor, the student will walk the full length with no more than one step off independently with arms free in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE or therapy.

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See all 50 gross motor skills goals

• PK, K-2Opportunities

  Scoop soft food with a spoon

  Spoon and fork use

  By the annual IEP review date, during snack or lunch, given a food that holds on a spoon (such as yogurt, applesauce or mashed food) in a bowl, the student will scoop the food with the spoon and bring it to the mouth, keeping most of the food on the spoon with no adult hands on the spoon in at least 7 of 10 opportunities, on 3 of 4 observed meals, as measured by opportunity-by-opportunity data collected three meals a week.

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• K-2, PKOpportunities

  Spear bite-size pieces with a fork

  Spoon and fork use

  By the annual IEP review date, during lunch, given bite-size pieces of a firm food such as fruit, cooked vegetables or pasta, the student will spear a piece of food with the fork and bring it to the mouth without the piece falling off, with no adult help in at least 8 of 10 opportunities, on 3 of 4 observed meals, as measured by opportunity-by-opportunity data collected three meals a week.

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See all 30 feeding & mealtime skills goals