Functional Communication IEP goals for kindergarten to grade 2
27 of the functional communication 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.
27 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.
Functional Communication Social-Emotional & Communication
Request preferred items or activities with two-symbol messages
Requesting with multi-symbol messages in classroom routines (AAC)
By the annual IEP review date, with access to their communication device during snack, play, and choice routines, the student will request a preferred item or activity by combining two symbols (such as "want bubbles," "more music," "go swing") independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week.
Request a break using a communicative response
Requesting a break (functional communication replacement)
By the annual IEP review date, when presented with a demanding or non-preferred task, the student will request a break by handing a break card, selecting BREAK on their communication device, signing, or saying "break, please" independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during the activities identified in the FBA.
Make spontaneous comments during shared activities
Commenting during shared activities
By the annual IEP review date, during a 15-minute shared book reading or structured play activity with an adult or peers, the student will make spontaneous comments (such as "look," "uh oh," "my turn," "I like it," "funny") using speech, sign, AAC, or gestures independently at least 5 times per 15-minute shared activity, across 3 consecutive observed sessions, as measured by frequency recording collected twice weekly.
Repair a message when a listener doesn't follow it
Repairing communication breakdowns
By the annual IEP review date, when a communication partner signals they did not understand (such as "What?", "Show me," a confused look paired with a question), the student will repair the message by repeating, rephrasing, adding a gesture or sign, showing the item, or using their communication device independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Ask questions to get information
Asking questions to get information
By the annual IEP review date, during a 30-minute block of classroom routines and activities, the student will ask wh-questions to get information (such as "Where is my bag?", "What's next?", "Who is that?") using speech, sign, or their communication device independently at least 4 times per 30-minute observation, across 3 consecutive observed sessions, as measured by frequency recording collected twice weekly.
Request a wanted item or activity with a word, sign, picture, or symbol
Requesting with a single word, sign, picture, or symbol
By the annual IEP review date, when a preferred item or activity is in sight but out of reach during snack, play, or choice time, the student will request the item or activity by saying or signing its name, handing over its picture, or selecting its symbol independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack and play.
In kindergarten through grade 2, functional communication 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:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 21 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 5 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
Frequently asked questions
How are functional communication 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
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.