Play & Social Participation IEP goals for kindergarten to grade 2
30 of the play & social participation 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.
30 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.
Play & Social Participation Social-Emotional & Communication
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.
Imitate a peer's play action
Imitating a peer's play action
By the annual IEP review date, during play when a peer within view does a play action with similar materials (such as stacks blocks, drives a car down a ramp), the student will imitate the peer's play action within 10 seconds using their own materials independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during play.
Respond when a peer offers a toy or invites them to play
Responding to a peer's play bid
By the annual IEP review date, when a peer hands them a toy, shows them something, or asks them to play during free play, the student will respond to the peer within 5 seconds by taking the toy, saying or signing a word, or joining the activity independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during play.
Ask a peer to play using a word, sign, picture, or device
Asking a peer to play
By the annual IEP review date, during free play or centers when a peer is playing with something the student is interested in, the student will ask the peer to play by saying or signing "play?", handing a toy, showing a picture card, or selecting PLAY on their device independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during play.
Take turns in a simple back-and-forth game
Early turn-taking in play
By the annual IEP review date, during a back-and-forth game with an adult (such as rolling a ball, taking turns on a pop-up toy), the student will take their turn when the ball or toy comes to them and send it back or pass it to the partner independently in at least 8 of 10 opportunities, across 3 consecutive game sessions, as measured by opportunity-by-opportunity data collected three times per week.
Give a toy to a peer when asked or offer a trade
Sharing and trading toys
By the annual IEP review date, when a peer asks for a toy they are using during centers or free play, the student will give the toy to the peer, or offer a trade or say "when I'm done" and hand it over when the timer ends independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during centers.
In kindergarten through grade 2, play & social participation 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:
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 10 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 16 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 4 goals here
Frequently asked questions
How are play & social participation 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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