Kindergarten IEP Goals: Math, Reading, Writing, Autism and More.

Kindergarten IEP goals can include reading, writing, math, fine motor, gross motor, communication, social-emotional, functional and classroom skills. You’ll find examples of all of those below.

But before you start copying and pasting goals into an IEP, there’s something you need to remember. IEPs are needs-driven, not grade-driven.

A kindergartener’s IEP goals should come from the child’s evaluations, identified needs and baseline data in IEP Present Levels. Not from a list of what every 5-year-old is supposedly doing.

Yes, kindergarten IEP goals may address grade-level academic standards. But those aren’t the only needs that belong in an IEP. So use these kindergarten IEP goals as examples and ideas, not a checklist of skills a child is required to master.

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Kindergarten IEP Goals

And, kindergarteners are expected to enter school with certain readiness skills. So, let’s do this.

With the caveat: IEP goals are based on a child’s identified needs and baselines in IEP Present Levels, and not on what grade they are in. Yes, common core IEP goals make sense. But nowhere in IDEA does it say that these are the only goals in an IEP.

Kindergarten Autism IEP Goals

If your child received preschool special education services, their kindergarten IEP should build on the needs already identified, not start over simply because they’re moving to kindergarten.

The same is true for an autistic child. IEP goals are based on identified needs, not diagnosis. There is no standard set of “autism IEP goals” that every autistic kindergartener needs.

Many skills also overlap domains. A goal might involve communication, sensory needs, executive functioning, fine motor skills or several of these at once. That’s normal. Kids don’t organize their needs into IEP categories just because adults do.

Example IEP Goals for Autism in Kindergarten

These are examples, not an autism checklist. Choose goals based on evaluations, Present Levels and what the individual child needs to access and participate in school.

1. Requesting help: By [date], when [Student] needs assistance with a classroom activity or routine, [Student] will request help using [speech/AAC/gesture/identified communication method] in 4 out of 5 opportunities across 3 consecutive data collection periods.
2. Communicating a need for a break: By [date], when [Student] needs a break from an activity or environment, [Student] will communicate the need using [speech/AAC/visual/gesture/identified method] with no more than [number] prompts in 4 out of 5 opportunities across 3 consecutive data collection periods.
3. Following classroom routines: By [date], when provided with [visual schedule/verbal cue/identified support], [Student] will complete a familiar [number]-step classroom routine with no more than [number] prompts in 4 out of 5 opportunities across 3 consecutive data collection periods.
4. Transitioning between activities: By [date], when provided with [visual schedule/timer/transition warning/identified support], [Student] will transition to the next classroom activity within [number] minutes with no more than [number] prompts in 4 out of 5 opportunities across 3 consecutive data collection periods.
5. Using sensory supports: By [date], when experiencing [individualized, observable signs that sensory support is needed], [Student] will access or request an identified [sensory support/break/environmental modification] with [level of assistance] in 4 out of 5 opportunities across 3 consecutive data collection periods.
6. Peer interaction: By [date], during a structured or preferred activity, [Student] will participate in [number] reciprocal interactions with a peer using [speech/AAC/gesture/identified communication method] with [level of support] in 4 out of 5 opportunities across 3 consecutive data collection periods.
7. Turn-taking: By [date], during a structured or preferred activity with a peer, [Student] will participate in at least [number] reciprocal turns with [identified supports] in 4 out of 5 opportunities across 3 consecutive data collection periods.
8. Self-advocacy: By [date], when [Student] needs help, more time, clarification, a break or another identified support, [Student] will communicate that need using their preferred communication method in 4 out of 5 opportunities across 3 consecutive data collection periods.
9. Emotional regulation: By [date], when experiencing [individualized, observable signs of frustration/distress/overwhelm], [Student] will use or request one of [number] identified regulation supports with [level of assistance] in 4 out of 5 opportunities across 3 consecutive data collection periods.
10. Task initiation: By [date], when given an instructional-level classroom task and [identified supports], [Student] will begin the task within [number] minutes with no more than [number] prompts in 4 out of 5 opportunities across 3 consecutive data collection periods.

Kindergarten Functional and Classroom IEP Goals

Kindergarten comes with a whole bunch of expectations that aren’t reading, writing or math. Students have to follow routines, manage belongings, ask for help, transition between activities and take care of basic personal needs.

For some children, these functional skills may be just as important as academics (or even more important).

As always, these aren’t skills a child must have because they’re in kindergarten. If an identified need affects the child’s ability to access and participate in school, it may be appropriate to address it in the IEP.

1. Toileting: By [date], when [Student] needs to use the restroom, [Student] will [indicate the need/request assistance/use the restroom routine] with [level of support] in 4 out of 5 opportunities across 3 consecutive data collection periods. (more toileting IEP goals)
2. Handwashing: By [date], after using the restroom or when directed, [Student] will complete [number] identified steps of the handwashing routine with [level of support] in 4 out of 5 opportunities across 3 consecutive data collection periods.
3. Managing clothing: By [date], when putting on or removing a coat or other outerwear, [Student] will complete [identified steps, such as zippering, buttoning or fastening] with [level of support] in 4 out of 5 opportunities across 3 consecutive data collection periods.
4. Following classroom routines: By [date], when given [visual/verbal] cues, [Student] will complete a familiar [number]-step classroom routine with no more than [number] prompts in 4 out of 5 opportunities across 3 consecutive data collection periods.
5. Following directions: By [date], when given a [one/two]-step classroom direction, [Student] will complete the identified actions with no more than [number] prompts in 4 out of 5 opportunities across 3 consecutive data collection periods.
6. Transitioning between activities: By [date], when given [visual schedule/timer/verbal cue], [Student] will transition from one classroom activity or location to another within [number] minutes with no more than [number] prompts in 4 out of 5 opportunities across 3 consecutive data collection periods. (accommodations for school day transitions)
7. Asking for help: By [date], when [Student] encounters a task they cannot complete independently, [Student] will request help using [speech/AAC/gesture/identified communication method] in 4 out of 5 opportunities across 3 consecutive data collection periods.
8. Managing belongings: By [date], when arriving, leaving or transitioning during the school day, [Student] will independently locate, organize and manage [backpack/coat/lunchbox/folder/identified belongings] with no more than [number] prompts in 4 out of 5 opportunities across 3 consecutive data collection periods.
9. Attending to a task: By [date], when given an instructional-level classroom activity and [identified supports], [Student] will remain engaged with the activity for [number] minutes with no more than [number] prompts in 4 out of 5 opportunities across 3 consecutive data collection periods.
10. Completing a classroom task: By [date], when given a familiar classroom task consisting of [number] steps, [Student] will complete the task with no more than [number] prompts in 4 out of 5 opportunities across 3 consecutive data collection periods.
11. Waiting: By [date], during an identified classroom routine such as lining up or waiting for materials, [Student] will wait for up to [number] minutes using [identified supports] with no more than [number] prompts in 4 out of 5 opportunities across 3 consecutive data collection periods.
12. Turn-taking: By [date], during a structured classroom or play activity, [Student] will participate in at least [number] reciprocal turns with a peer or adult using [identified supports] in 4 out of 5 opportunities across 3 consecutive data collection periods.
13. Participating in group activities: By [date], during a teacher-directed small- or whole-group activity, [Student] will participate for [number] minutes using [identified supports] with no more than [number] prompts in 4 out of 5 opportunities across 3 consecutive data collection periods.
14. Cleaning up: By [date], when given a cleanup cue, [Student] will put away [identified classroom materials] in their designated location with no more than [number] prompts in 4 out of 5 opportunities across 3 consecutive data collection periods.
15. Self-advocacy: By [date], when [Student] needs help, a break, clarification or another identified support, [Student] will communicate that need using [speech/AAC/gesture/identified communication method] in 4 out of 5 opportunities across 3 consecutive data collection periods.

These goals can overlap with OT, communication, executive functioning, social skills and adaptive skills. That’s fine. IEP goals don’t need to fit neatly into a cute little category. They need to address the child’s identified needs.

Kindergarten Math IEP Goals

Kindergarten math IEP goals can be pretty basic. But basic does not mean unimportant. These early math skills are the building blocks for everything that comes later.

And kindergarten math isn’t just counting, adding and subtracting. Patterns, shapes, sequencing, comparing quantities and measurement are math skills too.

As always, use the child’s Present Levels and baseline data to determine which skills belong in the IEP. Don’t add a goal just because a child is in kindergarten.

Here are examples of measurable kindergarten math IEP goals that you can individualize using your child’s baseline data.

1. Rote counting: By [date], when asked to count aloud, [Student] will count from 1 to 20 in the correct sequence without skipping or repeating numbers with 90% accuracy across 3 consecutive data collection periods.
2. Number identification: By [date], when shown numerals from 0–20 in random order, [Student] will correctly name or identify the numeral with 90% accuracy across 3 consecutive data collection periods.
3. One-to-one correspondence: By [date], when given a group of up to 10 objects, [Student] will count each object once and state or indicate the total number of objects with 80% accuracy across 3 consecutive data collection periods.
4. Matching numerals to quantities: By [date], when shown a numeral from 0–10 and groups of objects, [Student] will match the numeral to the corresponding quantity with 80% accuracy across 3 consecutive data collection periods.
5. Comparing quantities: By [date], when presented with two groups containing up to 10 objects, [Student] will identify which group has more, fewer or the same number of objects with 80% accuracy across 3 consecutive data collection periods.
6. Addition within 5: By [date], when given addition problems with sums up to 5 and access to manipulatives, drawings or other identified supports, [Student] will correctly solve the problems with 80% accuracy across 3 consecutive data collection periods.
7. Subtraction within 5: By [date], when given subtraction problems within 5 and access to manipulatives, drawings or other identified supports, [Student] will correctly solve the problems with 80% accuracy across 3 consecutive data collection periods.
8. Identifying two-dimensional shapes: By [date], when shown common two-dimensional shapes, [Student] will correctly identify and name a circle, square, triangle and rectangle with 80% accuracy across 3 consecutive data collection periods.
9. Identifying three-dimensional shapes: By [date], when shown common three-dimensional shapes or objects, [Student] will correctly identify a cube, sphere, cone and cylinder with 80% accuracy across 3 consecutive data collection periods.
10. Sorting and classifying: By [date], when given a group of objects, [Student] will sort the objects by one identified attribute, such as color, shape or size, with 80% accuracy across 3 consecutive data collection periods.
11. Recognizing patterns: By [date], when presented with a repeating AB or AAB pattern using objects, pictures, colors or shapes, [Student] will identify and continue the pattern with 80% accuracy across 3 consecutive data collection periods.
12. Sequencing by size: By [date], when given 3–5 objects or pictures of different sizes, [Student] will arrange them in order from smallest to largest or largest to smallest with 80% accuracy across 3 consecutive data collection periods.
13. Comparing measurable attributes: By [date], when presented with two objects, [Student] will compare an identified measurable attribute and correctly indicate which object is longer/shorter, taller/shorter or heavier/lighter with 80% accuracy across 3 consecutive data collection periods.
14. Nonstandard measurement: By [date], when provided with a nonstandard measuring tool such as blocks or connecting cubes, [Student] will measure the length or height of an object and state the measurement with 80% accuracy across 3 consecutive data collection periods.
15. Basic concepts of time: By [date], when given pictures, activities or classroom routines, [Student] will correctly identify or sequence basic time concepts such as before/after, first/next/last, morning/afternoon/night or yesterday/today/tomorrow with 80% accuracy across 3 consecutive data collection periods.

You can find more math IEP goals and objectives here.

Kindergarten Writing IEP Goals

Writing in kindergarten is about much more than putting a pencil to paper and writing sentences. Before a child can become a writer, they need foundational skills such as letter recognition, letter formation, phonological awareness, fine motor skills and the ability to communicate an idea.

A child does not need to master every skill on this list just because they are in kindergarten. IEP goals should come from the child’s Present Levels and identified needs.

Here are examples of measurable kindergarten writing IEP goals that can be individualized using your child’s baseline data.

1. Letter recognition: By [date], when presented with uppercase and lowercase letters in random order, [Student] will correctly identify or name [number] letters with 80% accuracy across 3 consecutive data collection periods.
2. Letter-sound correspondence: By [date], when shown a letter, [Student] will produce the corresponding sound for [number] uppercase and lowercase letters with 80% accuracy across 3 consecutive data collection periods.
3. Letter formation: By [date], when provided with [model/visual/verbal prompt], [Student] will correctly form [number] uppercase and lowercase letters with recognizable shape, orientation and size in 4 out of 5 opportunities across 3 consecutive data collection periods.
4. Writing first name: By [date], when provided with [identified supports], [Student] will write their first name with correctly sequenced and recognizable letters in 4 out of 5 opportunities across 3 consecutive data collection periods.
5. Pre-writing strokes: By [date], when provided with a model, [Student] will independently copy or trace vertical lines, horizontal lines, circles, crosses and other identified pre-writing strokes in 4 out of 5 opportunities across 3 consecutive data collection periods.
6. Writing words: By [date], when given a familiar picture or orally presented word, [Student] will use their knowledge of letter sounds to write a phonetically reasonable representation of the word in 4 out of 5 opportunities across 3 consecutive data collection periods.
7. Writing a simple sentence: By [date], when given a familiar topic, picture or experience and [identified supports], [Student] will write a sentence containing at least [number] words that communicates one complete idea in 4 out of 5 opportunities across 3 consecutive data collection periods.
8. Using spaces between words: By [date], when writing a sentence of [number] words, [Student] will use recognizable spaces between words in 4 out of 5 writing samples across 3 consecutive data collection periods.
9. Capitalization: By [date], when writing a sentence, [Student] will use a capital letter at the beginning of the sentence in 4 out of 5 writing samples across 3 consecutive data collection periods.
10. End punctuation: By [date], when writing a sentence, [Student] will use an appropriate ending punctuation mark in 4 out of 5 writing samples across 3 consecutive data collection periods.
11. Expressing ideas through drawing and writing: By [date], when given a familiar topic or experience, [Student] will create a drawing and use letters, words or a sentence to communicate at least [number] related details in 4 out of 5 opportunities across 3 consecutive data collection periods.
12. Writing about an experience: By [date], after participating in or discussing a familiar event, [Student] will draw, dictate or write about the event and include at least [number] relevant details in 4 out of 5 opportunities across 3 consecutive data collection periods.
13. Descriptive language in writing: By [date], when given a picture, object or familiar topic, [Student] will use at least [number] descriptive words to communicate details through dictation or writing in 4 out of 5 opportunities across 3 consecutive data collection periods.
14. Sequencing ideas: By [date], when provided with [pictures/visual organizer/verbal prompt], [Student] will communicate a simple sequence containing a beginning, middle and end through drawing, dictation or writing in 4 out of 5 opportunities across 3 consecutive data collection periods.
15. Generating an idea for writing: By [date], when given a familiar topic and [identified supports], [Student] will generate at least one relevant idea for a drawing or writing activity in 4 out of 5 opportunities across 3 consecutive data collection periods.

You can find more writing IEP goals here.

Kindergarten Reading IEP Goals

Reading and writing overlap, particularly in kindergarten. But they’re not the same skill, so I’m separating them here. A child struggling to identify letter sounds needs a very different goal from a child who can decode words but struggles to understand what they read.

Again, start with the child’s baseline—not a list of what every kindergartener is supposedly doing.

1. Uppercase letter identification: By [date], when presented with uppercase letters in random order, [Student] will correctly identify [number] of 26 uppercase letters with 90% accuracy across 3 consecutive data collection periods.
2. Lowercase letter identification: By [date], when presented with lowercase letters in random order, [Student] will correctly identify [number] of 26 lowercase letters with 90% accuracy across 3 consecutive data collection periods.
3. Letter-sound correspondence: By [date], when presented with a letter in random order, [Student] will produce the corresponding sound for [number] letters with 80% accuracy across 3 consecutive data collection periods.
4. Rhyming words: By [date], when presented with [number] pairs or groups of spoken words, [Student] will identify which words rhyme with 80% accuracy across 3 consecutive data collection periods.
5. Identifying beginning sounds: By [date], when shown a familiar picture and asked for its beginning sound, [Student] will correctly identify the initial sound in 4 out of 5 opportunities across 3 consecutive data collection periods.
6. Blending sounds: By [date], when orally presented with [2–3] individual phonemes, [Student] will blend the sounds to produce the corresponding word with 80% accuracy across 3 consecutive data collection periods.
7. Segmenting words into sounds: By [date], when orally presented with a [CVC/identified] word, [Student] will segment the word into its individual sounds with 80% accuracy across 3 consecutive data collection periods.
8. Decoding CVC words: By [date], when presented with regularly spelled consonant-vowel-consonant words, [Student] will use letter-sound knowledge to accurately read the words with 80% accuracy across 3 consecutive data collection periods.
9. Recognizing high-frequency words: By [date], when presented with an individualized list of [number] high-frequency words in random order, [Student] will correctly read [number/percentage] of the words across 3 consecutive data collection periods.
10. Print concepts: By [date], when given a familiar book or printed passage, [Student] will demonstrate [identified print concepts, such as locating the title, identifying where reading begins, tracking print from left to right or identifying a word versus a letter] in 4 out of 5 opportunities across 3 consecutive data collection periods.
11. Answering questions about a story: By [date], after listening to or reading an instructional-level text, [Student] will answer [who/what/where] questions about key details with 80% accuracy across 3 consecutive data collection periods.
12. Identifying story characters: By [date], after listening to or reading an instructional-level story, [Student] will identify the main character or characters and describe at least one action or feeling using [identified communication method] in 4 out of 5 opportunities across 3 consecutive data collection periods.
13. Retelling a story: By [date], after listening to or reading an instructional-level story and using [visuals/graphic organizer/no additional support], [Student] will retell at least [number] key events in the correct sequence in 4 out of 5 opportunities across 3 consecutive data collection periods.
14. Reading environmental print: By [date], when presented with familiar signs, labels or classroom print, [Student] will correctly identify or read [number] targeted words or symbols with 80% accuracy across 3 consecutive data collection periods.
15. Using pictures to support comprehension: By [date], when given an instructional-level text with illustrations, [Student] will use information from the pictures and text to answer a question or identify a key detail with 80% accuracy across 3 consecutive data collection periods.

You can also find more letter recognition IEP goals, phonological and phonemic awareness information and Dolch sight words on the site.

Kindergarten Gross Motor IEP Goals

Gross motor skills involve the large muscles of the body and help children move safely and independently throughout their school day. Think walking, running, jumping, climbing stairs, navigating the playground and participating in PE.

Not every kindergartener needs a gross motor IEP goal. These goals should only be included when the child’s evaluations and Present Levels identify a gross motor need that affects their access to or participation in school.

Here are some examples of measurable kindergarten gross motor IEP goals.

1. Running: By [date], when given a verbal or visual cue, [Student] will run [distance] while maintaining balance and an appropriate forward movement pattern in 4 out of 5 opportunities across 3 consecutive data collection periods.
2. Jumping with two feet: By [date], when provided with [model/verbal cue/visual cue], [Student] will jump forward at least [distance] using a two-foot takeoff and landing while maintaining balance in 4 out of 5 opportunities across 3 consecutive data collection periods.
3. Hopping on one foot: By [date], when provided with [identified support], [Student] will hop on one foot [number] consecutive times without placing the opposite foot on the ground in 4 out of 5 opportunities across 3 consecutive data collection periods.
4. Climbing stairs: By [date], when navigating a flight of [number] stairs, [Student] will ascend and descend using alternating feet with [handrail/no handrail/identified support] in 4 out of 5 opportunities across 3 consecutive data collection periods.
5. Ball bouncing: By [date], when given a playground ball, [Student] will bounce and catch the ball [number] consecutive times while maintaining control in 4 out of 5 opportunities across 3 consecutive data collection periods.
6. Catching a ball: By [date], when a playground ball is thrown or rolled from a distance of [number] feet, [Student] will catch or stop the ball using [hands/both hands/identified method] in 4 out of 5 opportunities across 3 consecutive data collection periods.
7. Throwing a ball: By [date], when given a playground ball and a target located [number] feet away, [Student] will throw the ball toward the target with sufficient direction and force to reach the target area in 4 out of 5 opportunities across 3 consecutive data collection periods.
8. Swinging: By [date], when seated safely on a playground swing, [Student] will coordinate forward and backward leg movements to maintain swinging for at least [number] consecutive cycles with [level of assistance] in 4 out of 5 opportunities across 3 consecutive data collection periods.
9. Balance: By [date], when provided with [identified support], [Student] will maintain balance while standing on one foot for at least [number] seconds in 4 out of 5 opportunities across 3 consecutive data collection periods.
10. Walking on a balance line: By [date], when given a visual line or balance path, [Student] will walk [distance/number of steps] while remaining on the designated path without stepping off more than [number] times in 4 out of 5 opportunities across 3 consecutive data collection periods.
11. Navigating playground equipment: By [date], when using familiar playground equipment, [Student] will safely complete an identified sequence of [number] gross motor actions, such as climbing, stepping, crawling or sliding, with [level of assistance] in 4 out of 5 opportunities across 3 consecutive data collection periods.
12. Gross motor sequencing: By [date], when provided with [visual/verbal/model] prompts, [Student] will complete a sequence of [number] gross motor movements, such as jump, hop and step, in the correct order in 4 out of 5 opportunities across 3 consecutive data collection periods.
13. Kindergarten Fine Motor IEP Goals
14. Fine motor skills use the smaller muscles in the hands and fingers. In kindergarten, these skills can affect everything from writing and cutting to opening containers, managing clothing and using classroom materials.
15. And remember, “hold a pencil” isn’t really an IEP goal. We need to identify the specific skill the child needs, establish a baseline and make the goal measurable.
16. I have another whole list of fine motor IEP goals on this site.
17. Here are some examples of measurable kindergarten fine motor IEP goals.
18. Pencil or crayon grasp: By [date], when given a pencil, crayon or other writing tool, [Student] will use [identified functional grasp] to complete a drawing or writing task for at least [number] minutes with [level of assistance] in 4 out of 5 opportunities across 3 consecutive data collection periods.
19. Pincer grasp: By [date], when given small classroom objects such as beads, counters or manipulatives, [Student] will use a thumb-and-index-finger pincer grasp to pick up and place [number] objects in 4 out of 5 opportunities across 3 consecutive data collection periods.
20. Cutting with scissors: By [date], when provided with child-safe scissors and paper containing a [straight/curved/simple shape] line, [Student] will cut along the line while remaining within [distance] of the line for [percentage] of its length in 4 out of 5 opportunities across 3 consecutive data collection periods.
21. Opening and closing scissors: By [date], when given child-safe scissors and [identified supports], [Student] will independently open and close the scissors to make [number] consecutive snips in paper in 4 out of 5 opportunities across 3 consecutive data collection periods.
22. Copying pre-writing strokes: By [date], when shown a model, [Student] will copy [vertical lines/horizontal lines/circles/crosses/identified strokes] with recognizable form in 4 out of 5 opportunities across 3 consecutive data collection periods.
23. Tracing: By [date], when given a visual model, [Student] will trace [lines/shapes/letters] while remaining within [distance] of the provided line for at least [percentage] of the task in 4 out of 5 opportunities across 3 consecutive data collection periods.
24. Manipulating small classroom objects: By [date], when given [buttons/beads/coins/counters/connecting blocks or other classroom materials], [Student] will independently manipulate and place [number] objects as directed in 4 out of 5 opportunities across 3 consecutive data collection periods.
25. Completing a puzzle: By [date], when given a familiar [number]-piece puzzle, [Student] will manipulate and correctly place the pieces with [level of assistance] within [number] minutes in 4 out of 5 opportunities across 3 consecutive data collection periods.
26. Using two hands together: By [date], during a classroom fine motor task such as cutting, opening a container or assembling materials, [Student] will use one hand to stabilize the item while using the other hand to complete the task in 4 out of 5 opportunities across 3 consecutive data collection periods.
27. Opening classroom containers: By [date], when given commonly used classroom or lunch containers with [identified adaptations if applicable], [Student] will independently open and close [number/type] of containers in 4 out of 5 opportunities across 3 consecutive data collection periods.
28. Fastening clothing: By [date], when wearing or presented with clothing containing [zipper/buttons/snaps], [Student] will independently fasten and unfasten the identified closure with [level of assistance] in 4 out of 5 opportunities across 3 consecutive data collection periods.
29. Managing classroom materials: By [date], when given common classroom materials such as glue sticks, markers, crayons, folders or manipulatives, [Student] will independently open, use and put away the materials with [level of assistance] in 4 out of 5 opportunities across 3 consecutive data collection periods.

One more thing: a different pencil grasp isn’t automatically a problem that needs to be fixed. The question is whether the child’s fine motor skills are interfering with functional participation in school. If they’re getting the job done effectively and without pain or excessive fatigue, I wouldn’t create an IEP goal just because their fingers aren’t holding a pencil the way a worksheet says they should.

Measurable IEP Goals for Kindergarten

Of course, IEP goals have to be measurable. Start with accurate baseline data from Present Levels, identify the skill, and use the IEP goal formula below. And voila! Measurable.

But I’m going to say it one more time: Kindergarten IEP goals should be based on the child’s needs, not just what kindergarteners are expected to do.

At age 17, my son still doesn’t have many of the skills on these lists. It would be ridiculous to hold him to them just because other kids learned them in kindergarten.

Use these goals as ideas, not a checklist. Start with the child’s needs and baseline, then write the goal.

Kindergarten is a grade level, not a baseline.