Peer Interaction IEP goals for kindergarten to grade 2
18 of the peer interaction 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.
18 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.
Peer Interaction Social-Emotional & Communication
Initiate interactions with peers during recess
Initiating interactions with peers
By the annual IEP review date, during a 20-minute recess period, the student will initiate an interaction with a peer (such as greeting, inviting to play, commenting, showing or offering an item) using speech, sign, AAC, or gesture independently at least 3 times per 20-minute recess period, across 3 consecutive observed recess periods, as measured by frequency recording collected twice weekly.
Respond to peers' greetings, questions, and invitations
Responding to peer initiations
By the annual IEP review date, when a peer greets them, asks a question, or invites them to play during unstructured times, the student will respond to the peer with a related word, sign, gesture, device message, or action (such as waving back, answering, joining the activity) independently in at least 4 of 5 opportunities, across 3 consecutive observed sessions, as measured by direct observation collected twice weekly.
Join a group activity already in progress
Joining an ongoing group activity
By the annual IEP review date, when they choose to join a group of peers already playing during recess or free choice, the student will join the group using a joining-in routine with no adult reminder beforehand, performing at least 4 of 5 steps independently, across 3 consecutive observed opportunities, as measured by a task-analysis checklist collected twice weekly.
Take turns during a structured game with peers
Taking turns in games
By the annual IEP review date, during a structured board, card, or movement game with 1 to 3 peers, the student will take their turn when it is their turn and pass the game piece, materials, or turn signal to the next player independently in at least 8 of 10 opportunities, across 3 consecutive game sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Participate in a shared activity with a peer
Sustaining shared play or leisure
By the annual IEP review date, during a play or leisure activity based on the student's interests with one or more peers, the student will participate in the shared activity with a peer (such as building together, playing a game, trading turns on a video game, looking at a book together) independently for at least 8 minutes, across 3 consecutive observed sessions, as measured by duration recording collected twice weekly.
Accept a peer's no and choose another option
Accepting a peer's refusal
By the annual IEP review date, when a peer declines their invitation, request, or offer during recess or centers, the student will accept the refusal with a short statement (such as "Okay," "Maybe later") and choose another peer or activity within 1 minute independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly during recess and centers.
In kindergarten through grade 2, peer interaction 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:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 3 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 11 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 2 goals here
Frequently asked questions
How are peer interaction 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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