Requesting Help IEP goals for kindergarten to grade 2
12 of the requesting help 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.
12 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.
Requesting Help Social-Emotional & Communication
Request help when stuck during independent work
Requesting help when stuck during independent work
By the annual IEP review date, when they are unable to continue an independent work task, the student will request help from an adult by raising a hand, placing a help card on the desk, or saying or signing "help" 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 independent work.
Request help with a functional task using any communication mode
Requesting help with functional tasks (including AAC)
By the annual IEP review date, with access to their communication device or system when they need adult help with a task during snack, arrival, or art (such as a closed container, a material out of reach), the student will request help by selecting HELP on their communication device, signing HELP, handing a help card to an adult, or saying "help" 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 arrival routines.
Ask the speaker to repeat or rephrase when a message is missed
Asking a speaker to repeat or rephrase
By the annual IEP review date, when they do not hear or follow a spoken direction, question, or comment from an adult or peer, the student will ask the speaker to repeat or rephrase (such as "Can you say that again?", "What page?", "Can you write it?") using speech, sign, or their 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 through planned probes plus observed natural events.
Ask a peer for help with a toy or material during play
Asking a peer for help during play
By the annual IEP review date, during centers or free play when they cannot complete a play action alone (such as opening a container, connecting pieces, reaching a shelf) and a peer is nearby, the student will ask a nearby peer for help by name, by tapping and showing the item, or with a word, sign, or device message (such as "help," "open," "can you hold this?") 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 and outdoor play.
Ask an adult for help with a self-care task
Requesting help with self-care tasks
By the annual IEP review date, during arrival, snack, bathroom, and dismissal routines when they cannot complete a self-care step (such as zipping a coat, opening a wrapper, fastening pants), the student will ask a familiar adult for help with the self-care step using a word, sign, picture, or device message (such as "help," "zip," "open") independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during arrival and snack routines.
Ask for missing materials instead of waiting or going without
Requesting missing materials
By the annual IEP review date, at the start of a work period when they are missing a needed material (such as pencil, paper, book, glue), the student will ask an adult or peer for the missing material by naming it (such as "I need a pencil," "Can I have the blue paper?") 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 at the start of work periods.
In kindergarten through grade 2, requesting help 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 requesting help 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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