Early Communication IEP goals for kindergarten to grade 2
29 of the early 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.
29 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.
Early Communication Speech & Language
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.
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.
Point to share something interesting
Initiating joint attention by pointing
By the annual IEP review date, during a 10-minute shared picture-book time with an adult, with books chosen from the student's interests, the student will point (with a finger, whole hand, or other defined body movement) to something interesting to share it with the partner independently at least 4 times per 10-minute shared book or outdoor session, on 4 of 5 observed sessions, as measured by frequency recording collected twice weekly.
Stay with a shared picture book
Shared book reading
By the annual IEP review date, during one-to-one shared reading with a familiar adult, using a board book or lift-the-flap book the student chose from 2 options, the student will remain with the shared book and the adult, turning pages, pointing, lifting flaps, or vocalizing about the pictures, from the first page until the student moves away or pushes the book aside independently for at least 5 minutes, across 3 consecutive sessions, as measured by duration recording collected 3 times per week during book time.
Give a container to an adult for help
Giving to request help
By the annual IEP review date, during play, given a clear container with a preferred item inside and a lid the student cannot open, the student will hand or push the container or toy to the adult to request help independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 3 times per week.
Point to choose between two snacks
Pointing to choose
By the annual IEP review date, during snack, when the partner holds up 2 snack choices about 12 inches apart and asks "Which one?", the student will point to or touch one of the 2 choices and accept the item chosen 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.
In kindergarten through grade 2, early 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 19 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 7 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 3 goals here
Frequently asked questions
How are early 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.
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