problem solving goals for kindergarten

IEP Goals for Kindergarten

Starting school may be a massive milestone for both parents and children. And for kindergarten-aged children, the journey may be both exciting and overwhelming. However, with an Individualized Education Program (IEP) , parents and teachers can create attainable goals and assist the child’s development in the classroom. So, welcome to our IEP Goals for Kindergarten blog!

An Individualized Education Program (IEP) is a customized educational plan developed for kids with special needs to ensure they receive the necessary support to succeed. In this blog, we’ll dive into the world of IEP objectives specifically for kindergarten kids, exploring what they are, why they’re essential, and how they may help design a bright future for our little learners. Prepare to learn about IEP goals and how they might assist kindergarten students, whether you’re a parent, a teacher, or just curious about the topic.

IEP for Kindergarten: An Overview

A student’s strengths, shortcomings, and individual educational needs are outlined in an Individualized Education Program (IEP), a legally enforceable document. An Individualized Education Program (IEP) aims to give students the attention and resources they need to reach their full potential in school and beyond. This is often the primary goal of a special education teacher .

When applied to a kid in kindergarten, an Individualized Education Program (IEP) can be a priceless resource for ensuring that a child gets the help they need to thrive in their first formal educational setting.

Some of the typical parts of a kindergartener’s Individualized Education Program (IEP) are as follows:

Present Levels of Academic Achievement and Functional Performance ( PLAAFP ): The student’s present skills and any obstacles they may face are summarized below. The student’s plans can be better shaped with this data as a starting point. The National Center for Learning Disabilities provides detailed resources on assessing these levels.
Goals and Objectives: This section details the student’s academic goals and objectives for the upcoming school year. These objectives may pertain to academic subjects like reading, writing, and arithmetic, or they may concentrate on practical skills like social interaction or personal care. The American Speech-Language-Hearing Association offers resources on creating practical speech and language goals.
Accommodations and Modifications: This part will discuss the student’s potential need for classroom changes and accommodations. Extra time on exams, specialized equipment, or altered requirements for homework are all examples of possible concessions. However, modifications can be made to make the material more manageable for the learner by streamlining the material or altering the format of the assignments.
Services and Supports: The services and supports that will be provided to the student to help them achieve their goals and objectives are detailed in this section. Services, including speech and occupational therapy, counseling, and tutoring, may fall under “special education.”
Measuring Progress: Finally, this part describes how students’ progress toward their goals will be calculated and communicated to their parents and other stakeholders. Such measures include official assessments, consultations with parents, and progress reports.

An Individualized Education Program (IEP) can help a kindergartener make the most of their time in school and establish the groundwork for academic achievement in future years. A student’s growth and development can be aided by an Individualized Education Program (IEP) if it is developed in close collaboration with their parents and instructors.

What Are Some IEP Goals for Kindergarten?

IEP goals for kindergarten students should be tailored, considering the youngster’s strengths, weaknesses, and particular requirements. The following are some typical objectives included in kindergarten children’s IEPs:

Reading and Writing: Some IEP Goals for Kindergarten that could be set in these areas include improving reading fluency , familiarity with letters and sounds, and writing simple sentences. One objective could be for the kid to accurately recognize and be able to name all uppercase and lowercase letters by the end of the school year, for example.
Math: Counting to 20, recognizing and writing numbers, and solving essential addition and subtraction problems are potential mathematical objectives for a kindergartener. One of the IEP Goals for Kindergarten could be for the kid to be able to count to 20 with an accuracy of 90 percent by the end of the school year, for instance.
Social and Emotional Development: Kindergarten is a significant change for children. Many children may have difficulty developing their social and emotional skills during this transition. Improving social skills like sharing, taking turns, and regulating negative emotions like anger and impatience could be examples of the IEP Goals for Kindergarten that fall under this category. For instance, one of the student’s objectives may be to successfully share toys with other children during free play on three out of four days of the week.
Physical Development: The improvement of gross motor skills like jumping, hopping, and running and fine motor skills like holding a pencil and cutting with scissors are examples of potential IEP Goals for Kindergarten in physical development. As an illustration, one of the student’s objectives may be to hop on one foot for five seconds by the school year’s conclusion.
Communication: Increasing expressive language abilities, such as speaking whole phrases, and improving receptive language skills, such as understanding and following simple directions, could be examples of IEP Goals for Kindergarten that could be set in this domain under the communication rubric. For instance, one of the objectives would be for the student to be able to respond to inquiries with complete sentences and carry on a discussion with both their peers and adults.

These are just a few examples of IEP goals that a student in kindergarten might choose to be appropriate for themselves. It is essential to remember that each student’s Specialized Education Program (IEP) goals should be individualized and customized to match their requirements.

When establishing goals, it is essential to consider the student’s existing capabilities and what they can accomplish with appropriate assistance and accommodations. A kindergarten kid with a Tailored Education Program (IEP) that has been thoughtfully prepared can get the individualized support they require to be successful and set the groundwork for future academic achievement. You need to know IEP goals and objectives for kindergarten.

Jennifer Hanson is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.

Homebound services for special education students, special education bus.

Meet Our Team
Discover The LSA Difference
Coaching Process
Core Values
What is Executive Functioning?
Understanding the EF Ripple Effect
For Daily Life
ND-Friendly Tools
Executive Functioning Assessment
Executive Functioning Meal Plan
Executive Functioning 101 Resource Hub
Executive Functioning IEP Goal Resource Hub
How To Make Stuff More EF Friendly

10 Problem Solving IEP Goals for Real Life

Written by:

Rebekah Pierce

Filed under: IEPs , Executive Functioning , Problem Solving

Published: April 2, 2022

Last Reviewed: April 11, 2024

READING TIME: ~ minutes

This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students.

This resource aims to inspire the development of IEP goals that address executive functioning needs, not a substitute for the detailed, student-centered IEP goal setting process. Educators and IEP teams are urged to use this as a tool for ideation, basing final goals on student assessments and collaborative IEP team insights.

We all have problems – but when it comes to solving problems, how good is your child at solving them?

For many parents and teachers who work with children with executive functioning issues, it quickly becomes clear that problem-solving is essential for succeeding in school and the workplace.

Problem-solving not only requires being able to identify when a problem exists, but also being able to come up with reasonable solutions to fix them.

If you’re planning on writing IEP goals that address problem-solving skills, this post should serve as a helpful starting place.

What is Problem Solving?

Problem-solving is simply our ability to identify and describe a problem and then come up with solutions to resolve it.

What exactly defines “a problem”?” It’s any time you want something and there is something that stands in the way, in essence. When you have good problem-solving skills, you are able to evaluate this problem and figure out possible steps forward.

As is the case with all other executive functioning skills, including task initiation and organization, a child’s ability to problem solve relates closely to other executive functioning skills.

Ask yourself the following questions to figure out whether problem-solving is an area that needs some work in your child:

Can he or she complete games and puzzles to accomplish a goal?
Is he or she able to identify all parts of a problem, including where it originated and why?
Can your child break apart a larger problem into smaller parts? Can the student identify problems in many different contexts, like work versus school versus social contexts?
Will your child seek guidance from others when looking for help in solving a problem?
Does the child persist in coming up with new strategies when the original ones are not successful?

Being a good problem solver doesn’t just come down to being able to “figure things out” in real life. A child who struggles with problem-solving skills may also develop problem behaviors. They might talk back, demonstrate aggression, or engage in other self-destructive behaviors when frustrated with a challenging task.

Therefore, coming up with IEP goals that address this “problem” of not being able to solve problems head-on is essential.

Sample IEP Goals for Problem Solving

Here are a few sample IEP goals for problem-solving to give you some inspiration.

Adaptive Goals

By the end of the school year, when given a written scenario in which a problem needs to be solved, the student will provide two appropriate solutions with 80% accuracy in 4 out of 5 opportunities, according to teacher observation.
By the end of the school year, the student will practice problem-solving techniques when dealing with personal or school experiences 100% of the time, according to teacher observation.

Social Goals

By the end of the IEP term, when given pre-taught behavioral strategies to decrease or avoid escalating behaviors, the students will complete at least one activity with positive behavioral results, according to teacher observation.
By the end of the school year, the student will solve problems by apologizing in conflict situations 90% of the time, based on teacher observation.

Reading Goals

By the end of the IEP term, when presented with text at his instructional level, the student will use context clues to determine the meaning of unknown words with 80% accuracy, as measured by written work samples.
By the end of the school year, the students will read a short story and answer who, what, where, why, and how questions with 90% accuracy in four out of five recorded opportunities, based on teacher observation.
By the end of the IEP term, when given a word problem, the student will independently determine which operation is to be used with 100% accuracy on 4 out of 5 trials, measured quarterly by teacher observation.
By the end of the school year, the student will independently solve two-step word problems (mixed addition and subtraction) with 100% accuracy on 4 out of 5 trials based on teacher observation.

Writing Goals

By the end of the school year, when given a writing assignment, the student will independently create a keyword outline that includes the main topic and three supporting points as a basis for the essay, based on a rubric, 90% of the time.
By the end of the IEP term, the student will create five-paragraph essays with proper essay structure that clearly address a question in an assignment, based on a rubric, 100% of the time.

Tips on Setting Goals for Problem Solving

Here are a few tips to help you come up with effective goals that work toward better problem-solving skills.

Do a Behavioral Observation

Behavioral observations can be useful for identifying all kinds of skills deficits, but particularly in the area of problem-solving. Take the time to sit down and observe the child at work.

What do they do when they encounter a problem? What are their strengths and weaknesses? What are they able to solve independently – and in what areas do they consistently require support?

A skills assessment can also be helpful. The Real Life Executive Functioning Skills Assessment is a great place to start, since it will help you see where your child is struggling in particular.

Get the Whole Team Involved

Writing problem-solving goals should not be an independent process. It should involve all members of your child’s care team, including family members, coaches, teachers, and other professionals. You’ll need their input to see if the child is struggling with problem-solving across the board, or just in one or two isolated areas.

Play to Their Interests

Motivation plays a major role in teaching new executive functioning skills so do your best to make sure your student stays motivated! Incorporate their favorite activities into learning and have conversations about your child’s favorite movie character, sports figure, or other celebrities. What sorts of problems have they encountered? How did the person solve these problems successfully?

Try Role Playing

Give your child the opportunity to practice his new problem-solving skills in every walk of life. Using role-play cards that prompt your child to solve problems in certain situations (like when you have a large homework assignment due tomorrow or even something as simple as you don’t know what to eat) is highly effective. You can find templates and helpful examples for how to get started with these scenarios in the Real Life Executive Functioning Workbook (coupon code LSA20 for 20% off at checkout).

Try the IDEAL Method

The IDEAL Method is one strategy you can use to help your child become a better problem solver. This method can be used while you are working toward any of the sample goals listed above (or any that you come up with on your own). You can learn more about it here and in the Real Life Executive Functioning Workbook .

Know When to Ask For Help

None of us is an island. We all need help from time to time. Knowing when – and who – to ask for help is essential. Encourage your child to brainstorm a list of people who can help in a pinch and be sure to try the Phone a Friend exercise in the Real Life Executive Functioning Workbook.

How to Address Each Goal

When working on problem-solving skills, the most important thing to remember is that you need to be focused on other areas in which your child struggles, too.

Problem-solving is often viewed as a collection of executive functioning skills rather than one individual skill. To help your child become better at solving problems, he needs to develop other executive functioning skills as well.

Problem-solving requires the ability to evaluate and outline different strategies – aka, planning. They need to be able to take action – task initiation. They might also need to use attentional control, organization, and time management skills. A holistic approach to addressing these problem-solving goals is essential.

Our Executive Functioning Assessment is a great place to start. It will show you where your child is at and what they need in order to improve. This assessment isn’t just for teachers – it’s also a helpful resource for parents, administrators, and even the student himself or herself.

Problem Solved! Here’s How to Write the Best Problem-Solving IEP Goals

If you find the process of writing IEP goals for problem-solving to be…well, a major problem, then you need to consider these tips. If you aren’t sure where to start, get organized! Start by giving your student the Executive Functioning Assessment and use the Real Life Executive Functioning Workbook as a guide to help point you in the direction of what skills to target.

Start by writing down what you want them to be able to do. Be as specific as possible, and use terms that your student can understand.

Once you have a good list of goals, work on breaking them down into smaller steps that will help your student reach their ultimate goal.

Remember to make sure these steps are achievable, measurable, and time-based so you can track your student’s progress and give them the support they need along the way.

Problem solved!

Looking For More Executive Functioning IEP Goal Ideas?

Visit our EF IEP Goal Resource Hub or check out our other skill-specific IEP goal articles:

8 Impulse Control IEP Goals
8 Attentional Control IEP Goals
8 Self-Monitoring IEP Goals
10 Problem Solving IEP Goals
10 Working Memory IEP Goals
9 Emotional Control IEP Goals
7 Cognitive Flexibility IEP Goals
10 Organization IEP Goals
12 Task Initiation IEP Goals
10 Time Management IEP Goals
15 Planning IEP Goals

About The Author

Rebekah pierce.

Rebekah is a New York writer and teacher who specializes in writing in the education, gardening, health, and natural food niches. In addition to teaching and writing, she also owns a farm and is the author of the blog J&R Pierce Family Farm .

10 planning skills every child should learn, 8 self-monitoring iep goals for real life, 10-minute strategies to boost time management skills, executive functioning skills 101: flexibility, 7 cognitive flexibility strategies to support your adolescent, the myths of motivation: understanding teen motivation.

Life Skills Advocate is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to Amazon.com. Some of the links in this post may be Amazon.com affiliate links, which means if you make a purchase, Life Skills Advocate will earn a commission. However, we only promote products we actually use or those which have been vetted by the greater community of families and professionals who support individuals with diverse learning needs.

Session expired

Please log in again. The login page will open in a new tab. After logging in you can close it and return to this page.

Grades 6-12
School Leaders

FREE Poetry Worksheet Bundle! Perfect for National Poetry Month.

Free IEP Goal Bank With More Than 110 Goals

All the goals you need, when you need them.

When given up to 10 objects, [STUDENT] will count and state how many objects there are (verbally, pointing).

There are as many IEP goals as there are students. But the longer you teach special education, the more you’ll find yourself searching for just the right reading comprehension goal for a student with a learning disability or a behavior goal for a kid who has ADHD. That’s where an IEP goal bank, also known as a goal database, comes in.

IEP Goals 101

IEP goals should be specific enough to be implemented by anyone who reads them. They should address aspects of the general curriculum but at the student’s functional level. And the goals should be actionable and measurable.

Set goals SMART (specific, measurable, attainable, recorded, timely) colorful sticky notes on cork bulletin board.

The goals should also include the accuracy and number of trials that the student needs to complete to show mastery. The accuracy and number of trials will depend on the student’s ability, strengths, and skills. (Typical accuracy and trials are 80% 4-out-of-5 trials.)

Finally, the goals should include the level of support the student needs. Should they be demonstrating the skill independently, or do they need a few prompts or maximum support? Build that into the goal too.

So, a finished goal might be: When given a pile of coins (all one type), Jaime will count the coins and find the total with no more than two prompts with 70% accuracy in 3 out of 5 trials.

Flow chart featuring a formula for writing IEP goals for your goal bank.

IEP Goals for Your Database

A lot of thought goes into each IEP goal, so here are more than 100 goals that every special education teacher should have in their bank.

Reading Comprehension IEP Goal Bank

Reading comprehension is a skill that many students struggle with it. Choose a goal that helps students reach the next level of reading comprehension so they can understand and enjoy what they read.

When given a story at their reading level, [STUDENT] will use a storyboard or story map to outline the story’s main elements.
When given a nonfiction text at their reading level, [STUDENT] will select and use the appropriate graphic organizer to identify key information.
When given a paragraph at their reading level, [STUDENT] will apply the RAP strategy ( R eading a single paragraph, A sking oneself to define the main idea and supporting details, P utting the information into the reader’s language).

When given a passage at their reading level, [STUDENT] will use an outline strategy to summarize the content or retell the story.
When given a text at their reading level, [STUDENT] will read and demonstrate literal knowledge by answering five literal questions.
[STUDENT] will demonstrate understanding of text using total communication (AAC devices, PECS, verbalization, sign language) to answer five literal questions about the text.
When presented with a passage at their reading level, [STUDENT] will use context clues to identify the meaning of unknown words.
When given a passage at their instructional level, [STUDENT] will make a prediction and read to confirm or adjust their prediction with information from the text.
When given a text at their reading level, [STUDENT] will identify the main idea and two supporting details.

Given a sentence, [STUDENT] will combine background knowledge with information from the text to infer the author’s meaning.
Given a passage at their reading level, [STUDENT] will answer five inferential questions.
After reading a passage with visual supports (e.g., highlighting), [STUDENT] will answer literal questions with minimal assistance.
After reading a passage at their reading level, [STUDENT] will identify the author’s purpose for writing.
Given a list of author’s purposes and a text, [STUDENT] will select the correct author’s purpose for writing.

Math IEP Goal Bank

Students may be working on numeracy or word problems. Whatever their focus, choose a math goal that helps them progress.

[STUDENT] will identify a one- or two-digit number (verbally, pointing, written).
[STUDENT] will rote-count from 1 to 25 (or higher).
[STUDENT] will skip-count by 2, 3, 5, 10 to 50 (verbal or written).

Given 10 addition problems, [STUDENT] will independently add single-digit numbers with (or without) regrouping.
[STUDENT] will independently subtract a single-digit number from a double-digit number with (or without) regrouping.
Given 10 subtraction problems, [STUDENT] will independently subtract double-digit numbers from double-digit numbers with (or without) regrouping.
[STUDENT] will independently tell time to the half hour (or quarter hour, etc.) on an analog clock (verbal or written).
[STUDENT] will independently identify the next dollar amount when given a price, determine how much is needed to make a purchase, and count out the necessary amount using school money.
Given a quarter, dime, nickel, and penny, [STUDENT] will identify the coin and value.
Given a random amount of coins (all one type or mixed), [STUDENT] will independently count the coins.

When given two-digit (or three- or four-digit) numbers, [STUDENT] will round to the nearest tens (or hundreds or thousands).
Given two numbers (pictures, groups of items), [STUDENT] will determine which number is greater than/less than/equal to by selecting or drawing the appropriate symbol.
Given data and a graph (bar, pie), [STUDENT] will complete the graph to display the data.
Given a graph (bar, pie, line), [STUDENT] will answer three questions about the data.
[STUDENT] will identify the numerator and denominator in a fraction.
When given a picture of a shape divided into parts, [STUDENT] will color the correct number of sections to represent the fraction given.

[STUDENT] will solve one-step word problems using addition and subtraction (or multiplication and division).
[STUDENT] will independently solve 15 multiplication facts (up to 9).
Given a fact-fluency tracker, [STUDENT] will track mastery of multiplication facts up to 12.
Given a problem-solving checklist, [STUDENT] will use the checklist to solve a one-step or two-step word problem.

Writing IEP Goal Bank

Here are writing IEP goals for organization, fluency, and editing.

Given a topic, [STUDENT] will write a sentence that accurately addresses the topic.
Given a word bank, [STUDENT] will select the appropriate words to complete a sentence or paragraph about a topic.
[STUDENT] will use a keyword outline to write a paragraph with at least [number of] sentences, including an introduction/topic sentence and conclusion sentence.

[STUDENT] will dictate a response to a question and use talk-to-text to communicate at least three sentences about a topic.
[STUDENT] will write a three-paragraph essay about a topic that includes a clear introductory sentence, main idea, supporting details, and conclusion.
[STUDENT] will select and use the appropriate graphic organizers to organize ideas in response to a writing topic.

When given a paragraph to revise, [STUDENT] will add transitional words and phrases to connect ideas in sentences (or paragraphs).
When given a prompt, [STUDENT] will maintain writing for [amount of time] as measured by observation and student writing output.

Behavior IEP Goal Bank

Everything we see in school is behavior, from working to engaging in class to maintaining self-control and managing emotions. If a student has an IEP for ADHD, an emotional disability, autism, or other categories, they may be working on behavior goals to improve their ability to succeed in school.

Given a self-monitoring checklist, [STUDENT] will demonstrate self-regulation during [# of sessions] across [# of months].

Given a token board, [STUDENT] will follow class rules to earn [# of tokens] for each 30-minute period in special and general education settings.
Given a self-regulation strategy (e.g., zones of regulation), [STUDENT] will identify when they are moving from green to red, and apply a self-regulation strategy to maintain their self-regulation.
Given support and a visual model, [STUDENT] will implement an organizational system for their locker/desk/backpack/binder.

Given scripts and reminders, [STUDENT] will manage frustration and disruptions to their routine during classroom activities.
Given a social story, [STUDENT] will be able to adjust to new routines and procedures in the classroom.
By the end of the IEP, [STUDENT] will manage conflicts, independent of teacher support, 4 out of 5 occurrences over a ___ time period.
Given a work assignment, [STUDENT] will initiate work tasks as measured by observation and work completion.
Given a work assignment, [STUDENT] will complete work tasks as measured by observation and work completion.
Given a token board and visual or rules, [STUDENT] will follow rules and earn tokens throughout the total school environment.

Social Skills IEP Goal Bank

Social skills may not seem academic, but how students engage with others can be an important outcome for students who have deficits in this area. Here are goals that can support their progression in forming relationships with peers and adults.

During unstructured class time, [STUDENT] will engage in respectful conversation with peers (maintain personal space, use respectful voice).
During unstructured class time or play time (e.g., recess), [STUDENT] will engage with peers (participate, share, follow rules, take turns) for > 10 minutes with minimal adult prompting.

During a preferred activity, [STUDENT] will invite a peer to join in during recess.
During a preferred activity, [STUDENT] will engage in appropriate conversation (ask appropriate questions, respond to questions, take turns) for > five turns.
When frustrated or involved in a conflict, [STUDENT] will resolve the conflict without aggression, but will apply a problem-solving strategy (walk away, tell a teacher).
[STUDENT] will demonstrate five back-and-forth exchanges with peers during structured play activities.

[STUDENT] will engage in appropriate turn-taking with peers in classroom discussion.
[STUDENT] will decrease inappropriate verbal comments to once per day (or week) or less as measured by teacher observation and behavior checklist.
Given a pre-activity checklist, [STUDENT] will identify one peer they would like to engage with and how they are going to engage (e.g., ask a question, invite to play).

Social-Emotional Skills Goal Bank

Identifying and managing feelings is another important school outcome for students who have deficits in this area. Here are goals that help students advance in social-emotional skills.

[STUDENT] will work cooperatively with peers in small-group settings (e.g., share materials, engage in conversation, accept others’ ideas).

[STUDENT] will identify appropriate social rules and expectations for various social situations.
[STUDENT] will refrain from interrupting others.
[STUDENT] will identify emotions presented in picture form.

[STUDENT] will engage in communication with others by asking questions when provided with the opportunities.
[STUDENT] will increase or maintain conversation about a preferred or nonpreferred topic.
Given a strategy and visual prompts, [STUDENT] will identify the signs of anxiety and apply a strategy to address feelings of anxiety in real and simulated situations.
Given a picture scale, [STUDENT] will identify the level of anxiety they are feeling.

Executive Functioning Goal Bank

Executive functioning skills are skills like planning, working memory, attention, problem-solving, mental flexibility, and self-regulation that help kids be successful in school. Students with poor executive functioning have a hard time with time management, organization, getting started with or finishing work, and connecting past experiences with current actions. (Know any kids like this?)

Given visual cues, [STUDENT] will implement an organizational system for organizing their backpack (locker, binder).
Given a task and a list of materials, [STUDENT] will gather the needed items to complete the task.

[STUDENT] will arrive at class with necessary materials (paper, pen, computer).
[STUDENT] will use a checklist (visual schedule) to independently complete classwork.
[STUDENT] will respond appropriately to oral commands.
[STUDENT] will ask for clarification and further explanation when needed.
[STUDENT] will request desired objects or instructional materials and equipment using [picture prompts, sign language, AAC device, etc.].

[STUDENT] will express needs, wants, and feelings using [picture prompts, sign language, verbalization, etc.].
[STUDENT] will create a daily visual schedule (or checklist or to-do list) and complete it.
By the end of the IEP, [STUDENT] will demonstrate the ability to follow multiple-step directions (two or three steps) with minimal (1 or 2) adult prompts.
By the end of the IEP, [STUDENT] will refer to their checklist for task completion to finish assigned work.

Self-Advocacy IEP Goal Bank

Self-advocacy goals are for skills from decision-making to goal attainment, asking for help, and self-advocacy. These are important skills that students need to develop, especially as they transition into independent living, college, and career.

[STUDENT] will effectively communicate their needs and preferences in the classroom by [raising their hand, writing a note].
[STUDENT] will use a communication notebook to write questions and concerns to the teacher one time per week.
[STUDENT] will identify a goal, create a list of steps to achieve the goal, and work through the steps.
Given a task that involves a choice (e.g., the school lunch menu, a list of books) [STUDENT] will select between the options available.
Given a challenging situation to solve, [STUDENT] will define the problem and come up with two possible solutions.
[STUDENT] will create a list of three personal strengths and three areas for improvement.
[STUDENT] will actively participate in the development of their IEP goals and accommodations.
[STUDENT] will identify one IEP goal and three objectives to support that goal.
When faced with an academic challenge, [STUDENT] will seek assistance by raising their hand or using the classroom procedure for seeking help.
[STUDENT] will advocate for accommodations and/or modifications in the classroom using an appropriate time, tone of voice, and language.
[STUDENT] will demonstrate understanding of their learning preferences using a checklist, verbal communication, or another method of communication.
[STUDENT] will engage in positive self-talk daily with and without teacher support.
By the end of the IEP, [STUDENT] will learn and apply two self-advocacy strategies.
By the end of the IEP, [STUDENT] will demonstrate the ability to ask for help when needed.
By the end of the IEP, [STUDENT] will identify and communicate two environmental requirements (e.g., “I need a movement break”).
By the end of the IEP, [STUDENT] will engage in three conferences and/or meetings where the student will communicate their educational needs.
[STUDENT] will explain and advocate for testing accommodations through the classroom teacher, testing center, school counselor, etc.
[STUDENT] will reflect on their academic progress and will determine which accommodations are supporting their learning.

Special education teachers are the best! Here are our favorite TikToks to make you feel seen .

Share your special education stories and connect with other teachers in our we are teachers helpline group on facebook., you might also like.

100 Creative Writing Prompts for Grades 4-8 - Free PowerPoint

Get Our Free PowerPoint With 100 Writing Prompts for Grades 4-8

Fun and creative invitations to write. Continue Reading

Kindergarten Lessons

Involve me and I learn...

Math Teaching/Learning

KINDERGARTEN PROBLEM SOLVING

Learning how to approach and solve problems early in life, not only helps children enjoy and look forward to sorting them out, it also helps them make and keep friends.

Preschool and kindergarten problem solving activities give children an opportunity to use skills they have learned previously and give you an opening to teach new problem solving strategies.

Introduce the vocabulary of solving problems with stories, puppets and everyday situations that occur. “We only have 10 apples but there are 20 students. This is a problem . Let’s think of some ways that we can solve this problem ?”

Use terms like, “a different way, let’s brainstorm, that’s a challenge, let’s think of some different solutions”.

How do I develop a problem solving approach?

Asking children questions such as , “How would you…?” or “Show me how you could…?”, help set the stage for teaching with a problem solving approach. Keep problem solving topics about subjects that interest the students. Kids are constantly trying to problem solve as they play.

Students are learning to:

Identify problems or challenges
Fact find (what do I know, what have I tried)
Think of ways to solve the problem (brainstorm, creative thinking, generate ideas)
Test their ideas

What preschool and kindergarten problem solving strategies can I teach?

Young children need real objects, pictures, diagrams, and models to solve problems. Start with real objects and move slowly to diagrams and pictures. Any of the following problem solving strategies will help them work through the four steps above:

using objects
acting the problem out
looking for patterns
guessing and checking
drawing pictures
making a graph
teach with projects

Play creates classroom opportunities for problem solving

Perhaps a child is getting frustrated as he/she plays with blocks. To help him/her focus on the problem ask questions such as:

What are you trying to do with your blocks?
What isn’t working?
What have you tried?
Can you think of another way to stack the blocks?
What else can you try?

Encourage creative thinking

Reinforce creative thinking, not results. The ability to solve problems and think creativity is important.

Talk about the different ways the child tried to solve the problem rather than the outcome. “Joe tried three different ways to stack the blocks. That was a great effort, Joe.”

Social classroom problem solving opportunities are abundant

Identify the problem – Talk about the problem. For instance, some children may be worried because other kids are hiding the center markers for the play center and giving them to their friends. Other kids are not getting turns.
Fact find – There are only 4 center markers for the play center because it is small and more than 4 kids would be too crowded. Some kids are hiding them so they can play with the same children each time.
Brainstorm ideas – How can everyone have turns? What ideas do you have? What could we try?
Test the idea – Let’s try that idea and meet again tomorrow and see how its working.

Investigating and Problem Solving

Using short periods of time examining and investigating objects, such as feathers or rocks, captures children’s attention and challenges them to inquire, to develop mind sets of being problem solvers and to think independently. Find a sample lesson here…

How to Teach Problem Solving in Kindergarten

Teaching kids to be independent thinkers is a huge part of education. We want students to be able to solve their own “problems” without relying on adults for help. While many kindergarteners aren't ready for complex problem solving, we can teach them how to address their own challenges on a smaller scale. Keep reading for some tips on how to teach problem solving in kindergarten.

Tips for Teaching Problem Solving in Kindergarten

Learning how to problem solve is an advanced skill that people work on throughout their lives. We definitely shouldn't expect children to be perfect in this skill! However, your students can definitely start to understand that they can solve some of their small problems without adult intervention. Here are a few tips for how to teach problem solving in kindergarten.

1. Focus on Common Kindergarten Problems

When people think of solving problems in kindergarten, they often focus on conflict resolution between students. However, in kindergarten, there can be a wide range of challenges that students experience during the day. For young students, this often means turning to an adult for help.

A child is thinking with an illustrated lightbulb next to her head

Procedural – Kindergartners are very routine-oriented. When there is a small bump in the daily routines and procedures, the default is to ask the teacher what to do. These problems could include school supply issues or misplaced items.

Personal – Whether it’s untied shoes or complicated emotions, there are a variety of personal challenges that students experience throughout the school day. These could include personal injury, self-care challenges, and emotional regulation difficulties.

Interpersonal – Kindergarten can be a challenging time for students who are learning to interact with their peers! Students might experience problems related to turn-taking, making shared decisions, and working in groups. These are often the small problems that result in tattling.

2. Identify Your Preferred Solutions

Before teaching problem-solving skills to your students, take some time to identify the solutions that would be preferable in your classroom. For example, when a child finds a lost school supply on the ground, would you prefer that they try to find the correct location for it, put it in your classroom Lost and Found bucket, or set it on your desk?

Since many of the challenges kindergartners experience can be procedural, it’s helpful to teach them appropriate solution options that fit within your classroom management system . For interpersonal problems, you might want to identify solutions that fit within your school’s conflict resolution procedures.

3. Teach the Steps of Problem Solving

Once you’ve identified the problems and solutions you’d like to discuss with your students, it’s time for the instruction! Teach your students the three easy steps of solving a problem:

First, they need to stop what they are doing. This helps them focus on the challenge they are facing.

Next, they need to think about the problem and possible solutions. Problems and solutions at school can often be different than those at home or other places.

Finally, they need to choose the best solution for their problem. They should consider how their solutions impact those around them.

Problem solving posters on a bulletin board

These simple steps are easy for students to remember so they are more likely to use them! It's a good idea to keep these reminders posted as visual support in the classroom so students can reference them throughout the school year.

4. Practice with Real-Life Scenarios

Now that you’ve introduced the steps to problem-solving, it’s time to practice using real-life examples and scenarios! Introduce a common problem that your students might experience in the classroom, on the playground, or even in the lunchroom. Discuss the problem so that all students can understand the challenge that needs to be addressed.

Once your students can identify the problem that needs to be solved, you can discuss possible solutions. It’s helpful for students to learn that there can be different ways to solve a problem. Sometimes students are hesitant to address challenges without adult intervention because they want to know what the “right” thing is to do.

Finally, it’s time for the students to choose the best solution. Students should think about how their solution will impact those around them and find the best option. You can discuss why this particular choice is the best option for the scenario.

After discussing this real-life scenario together as a class, you can also encourage students to practice independently. Invite your students to complete an independent practice worksheet to show how they would solve the problem.

5. Repeat and Remind

It’s an ongoing process to teach students how to be more independent thinkers and problem solvers. This process of discussing real-life situations will be ongoing in your classroom. Take opportunities to repeat your instruction whenever you can!

Consider modeling for your students when there is a problem that you need to solve as a teacher. This helps them see that you go through the same three steps of problem solving! If a challenge arises that involves the whole class, you might also decide to discuss this together.

If you created an anchor chart during your class discussion of scenarios, you can keep those on display in your classroom. Problem solving posters can serve as a helpful reminder to your students when they find themselves in a challenging situation.

Problem Solving Printables for Kindergarten

Would you like to help your students become more independent in addressing their own challenges? I have created a resource to make it easy to teach problem solving in kindergarten.

These posters and worksheets will help your students practice problem solving with engaging and relevant scenarios. Every classroom is different and each teacher sets specific classroom expectations. This resource is editable so that you can customize the problem solving scenarios to fit the needs of your classroom.

Would you like to take a closer look at everything included in this resource? You can find it in the Teaching Exceptional Kinders shop or on Teachers Pay Teachers .

Save These Kindergarten Problem-Solving Ideas

Would you like to come back to this post later? Be sure to add this pin to your favorite teaching board on Pinterest. You’ll be able to quickly find these tips and resources whenever you need them!

How to teach problem solving in kindergarten

404 Not found

13+ Problem Solving Goals Speech Therapy

Our children and students are constantly having to navigate a different social situation all day long. That’s why teaching our students problem solving skills can be very beneficial. To help make your job as a Speech-Language Pathologist a little bit easier I’ve gone ahead and gathered over 13 problem solving goals for speech therapy.

Currently, with my 4-year-old twin boys, I am constantly working on how they can use their problem solving skills to come up with creative ways to solve their own problems.

Luckily as a speech therapist, I had training in teaching problem solving skills and love teaching them new strategies to try.

Right now my boys’ favorite way to problem solve is to say, “3 more minutes. You set a timer mommy.” The funny part is they don’t realize they could ask me for even more time (at least not yet!).

IEP Goals – Problem Solving Goals Speech Therapy

If you’re on the hunt for a long-term goal for problem solving here is our list of goals to add to your goal bank.

1. Given a problem and problem solving graphic organizer, STUDENT will identify 3 solutions, and the 3 consequences of those solutions, then determine the best solution and explain why that is the best solution with 80% accuracy in 4 out of 5 opportunities.

2. Given a problem, STUDENT will appropriately identify the size of the problem with 80% accuracy in 4 out of 5 opportunities.

3. Given problems at differing sizes, STUDENT will identify the appropriate reaction size to the problem with 80% accuracy in 4 out of 5 opportunities.

4. Given a real-life or role-play scenario, STUDENT will demonstrate how to accept teacher help to make an appropriate decision during a conflict situation with 80% accuracy in 4 out of 5 opportunities.

5. Given a real-life or role-play conflict scenario, STUDENT will demonstrate appropriate peer mediation skills to resolve the conflict with 80% accuracy in 4 out of 5 opportunities.

6. Given a real-life or role-play conflict scenario, STUDENT will remain calm and relaxed, listen to the other person, and determine what they can agree on with 80% accuracy in 4 out of 5 opportunities.

7. Given criticism or feedback, STUDENT will look at the person, say “okay”, and not argue with 80% accuracy in 4 out of 5 opportunities.

8. Given a problem, STUDENT will define exactly what the problem is, brainstorm possible options, consider the disadvantages and advantages of options, and choose the best option with 80% accuracy in 4 out of 5 opportunities.

9. Given a defeat or loss in a game, STUDENT will look at the person who won , remain calm, and congratulate the other person with 80% accuracy in 4 out of 5 opportunities.

10. Given an upsetting situation, STUDENT will express HIS/HER anger with non-aggressive words to describe how HE/SHE feels with 80% accuracy in 4 out of 5 opportunities.

11. Given a time when the student is angry, STUDENT will use a calming strategy (e.g., breathe slowly, take a break, count to 10, listen to music, etc.) with 80% accuracy in 4 out of 5 opportunities.

12. Given a warning and a change in routine, STUDENT will identify exactly what is changing, ask questions, remain calm, and explain HIS/HER feelings of concern with 80% accuracy in 4 out of 5 opportunities.

13. Given a warning and a change in routine, STUDENT will accept the change without becoming upset with 80% accuracy in 4 out of 5 opportunities.

14. Given a social interaction, STUDENT will identify HIS/HER emotion and why HE/SHE is feeling that way with 80% accuracy in 4 out of 5 opportunities.

Social Communication Skills – IEP Goals

Do you have students working on other social skills goals or language skills? If so, you might want to check out my other goal banks. Here are a few of the goals you would find in my massive 432 iep goal bank :

Facial expressions
Conversational exchange or conversational turns
Body language
Follow-up questions
Expressive Language
Wh questions or Answer questions
Word Level, Phrase Level, and Sentence Level
Social pragmatic goals
Communication Device – Nonverbal communication

Short-Term Goals – Speech Therapy Goals

I know every district and even school setting has different ways it requires the goal writing of their objectives to be written, but typically my district wanted us to reduce either the number required or the percentage of achievement.

Here are a few examples to help get you started.

If we take a sample goal:

“Given a problem and problem solving graphic organizer, STUDENT will identify 3 solutions, the 3 consequences of those solutions, then determine the best solution, and explain why that is the best solution with 80% accuracy over 3 out of 4 consecutive sessions.”

Reduced Number or Trials Required: The objective might be, “Given a problem and problem solving graphic organizer, STUDENT will identify 2 solutions, the 2 consequences of those solutions, then determine the best solution, and explain why that is the best solution with 80% accuracy over 3 out of 4 consecutive sessions.”
Reduce Percentage of Accuracy: The objective might be, “Given a problem and problem solving graphic organizer, STUDENT will identify 3 solutions, the 3 consequences of those solutions, then determine the best solution, and explain why that is the best solution with 70% accuracy over 3 out of 4 consecutive sessions.”
Reduce Difficulty of Task: The objective might be, “Given a problem and problem solving graphic organizer, STUDENT will pick from a selection of choices 2 possible solutions, the 2 possible consequences of those solutions, then determine the best solution, and explain why that is the best solution with 80% accuracy over 3 out of 4 consecutive sessions.”
Reduce Number of Sessions of Accuracy: The objective might be, “Given a problem and problem solving graphic organizer, STUDENT will identify 3 solutions, the 3 consequences of those solutions, then determine the best solution, and explain why that is the best solution with 80% accuracy over 2 out of 4 consecutive sessions.”

(Meaning out of 4 therapy sessions in a row. They identified 3 possible solutions, the 3 consequences of those solutions and then determined the best solution in 2 out of 4 or 50% of the time in order to mark that goal mastered.)

As the speech pathologist, you are the specialist and you know your students’ communication disorders and child’s ability best though, so just take the functional goals from above and simplify them into achievable steps for your specific student.

Visual Cue – Problem Solving Goals Speech Therapy

I always love using visual cues with my students. It can really help teach a concept that can be overwhelming.

Here is my problem solving graphic organizer that helps teach problem solving. As your child or student fills out the form you can start by providing helpful verbal prompts and hopefully, the more they work on their problem solving skills and will need less prompts.

Here are all my blog posts about problem solving that you might also find helpful!

31 Best Wordless Videos to Teach Problem Solving – Watch the fun short youtube videos and then help solve the hypothetical problems.

71+ Free Social Problem-Solving Scenarios – Read the scenarios and practice solving the problems using the helpful graphic organizer pages.

Problem Solving Wheel: Help Kids Solve Their Own Problems – Use our problem solving wheel or make your own individualized problem solving wheel for your specific student.

High School Students

The most important thing we can teach our high school aged students is how to advocate for themselves during their school day within a social setting.

Inside my tpt store I have a self-advocacy lesson to practice solving their school life problems in a functional way. Have your students grab a communication partner and get started!

In addition to the self-advocacy lesson plan I also have a phone call lesson plan in my tpt store for making phone calls in the workplace or everyday life, such as calling the pharmacy or dentist’s office.

Picture Scene

Social Scene Set 1 , Set 2 , Set 3 , Set 4 , Set 5 , & Set 6 by Contrary Chrissy – are different social scenes along with questions for problem solving.
Back to School Social Language and Problem Solving Printable by Aimee Walton – includes different scenarios along with questions to help guide the student in solving the problem.

Social Conversation

If you’re looking for conversational skills to keep your middle school and high school aged students engaged, asking follow-up questions, or working on generalizing their skills across multiple settings you’ll want to check out the following blog posts.

These ideas are perfect for working in a small group setting on your student’s functional communication skills.

Ideas to Help Keep Your Middle/High School Students Engaged – This post reviews 5 different strategies you can use to help keep your students engaged, such as using real life photos instead of little kid graphics and using materials at different levels allowing everyone to access the resources at their individual level.
Ideas to Maintain a Conversation with Follow-Up Questions – Read how I help middle/high school students work on their social pragmatics of maintaining a conversation by using fun and interesting materials appropriate for their age.
Ideas to Help Students Generalize Their Conversational Skills – Learn how I use self-rating forms to work on my student’s pragmatic language goals of generalizing their conversational skills across multiple settings and with multiple different people.

Short Story

Inferencing and Problem-Solving FREEBIE by SLP to go – This resource is perfect for older students who are working on any of the following skills: inferencing, problem-solving, predicting, role-playing, or maintaining a conversation.
Social Skills Problem Solving: Fighting with Friends by Let’s Build Language- Jaclyn Watson – Grab this freebie to help your students problem solve social challenges around fighting with friends.

In Conclusion: Problem Solving Goals Speech Therapy

I hope you found this list of problem solving goals to be helpful along with the resources.

Wishing you a wonderful year ahead!

Want Even More Problem Solving Goals Speech Therapy?

31 Best Wordless Videos to Teach Problem Solving
71+ Free Social Problem-Solving Scenarios
Problem Solving Wheel: Help Kids Solve Their Own Problems
917+ Best Free Boom Cards for Speech Therapy
432+ Free Measurable IEP Goals and Objectives Bank

Want the Best of the Bests?

Be sure to check out our most popular posts below!

21 Best Reinforcement Games for Speech Therapy / Teletherapy
Best IEP Resources
430+ Free Multisyllabic Words List Activity Bundle
279+ Free Speech Therapy Digital Materials
179+ Free Speech Therapy Wh-Questions Printable

Math IEP Goals For Special Education

$Math IEP Goals$

Drafting IEP goals can be difficult, so here are a few math IEP goals (across various ability levels) to get you started. Please adapt and modify to meet the specific needs of your students. Keep in mind a goal should be a skill you believe is achievable by the student in 1 school year. You can always do an addendum if a student has met all criteria for the goal/objectives.

Remember, when writing objectives, break down the goal into smaller steps. You can lessen the percentage of accuracy, the number of trials (3/5 vs 4/5), or amount of prompting. Just make sure the objectives build on each other and are working towards mastery.

The reason why I always list accuracy at 100% when writing Math goals is because the answer is either right or wrong, an answer to a math problem can’t be 50% correct. So feel free to play with the ## of trials for accuracy.

Number Identification:

Goal: Student will independently identify numbers 1-20 (verbally, written, or pointing) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When verbally prompted by teacher to “point to the number _________”, Student will independently select the correct number with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently count in rote order numbers 1-25 with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently count by 2, 3, 5, 10 starting from 0-30 verbally or written, with 100% accuracy on 4 out of 5 trials measured quarterly.

One-to-one Correspondence:

Goal: When given up to 10 objects, Student will independently count and determine how many objects there are (verbally, written, or by pointing to a number) with 100% accuracy on 4 out of 5 trials measured quarterly/monthly.

Goal: When given up to 10 items/objects, Student will independently count and move the items to demonstrate 1:1 correspondence and identify how many there are with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given 10 addition problems, Student will independently add single digit numbers with regrouping with 100% accuracy on 4 out of 5 trials as measured quarterly.

Goal: Student will independently add a single digit number to a double digit number with and without regrouping with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently add double digit numbers to double digit numbers with (or without) regrouping with 100% accuracy on 4 out of 5 trials measured quarterly.

Adding with Number Line:

Goal: Given 10 addition problems and using a number line, Student will independently add single digit numbers with 100% accuracy on 4 out of 5 trials measured quarterly.

Subtraction:

Goal: Student will independently subtract a single digit number form a double digit number with and without regrouping with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given 10 subtraction problems, Student will independently subtract double digit numbers from double digit numbers with and without regrouping with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently subtract money/price amounts from one another with and without regrouping, while carrying the decimal point with 100% accuracy on 4 out of 5 trials as measured quarterly.

Goal: Using a number line, Student will independently subtract numbers (20 or less) with 100% accuracy on 4 out of 5 trials measured quarterly.

Telling Time:

Goal: Student will independently tell time to the half hour on an analog clock (verbally or written) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently tell time to the hour on an analog clock (verbally or written) with 100% accuracy on 4 out of 5 trials measured quarterly.

Elapsed Time:

Goal: Given a problem with a start time and end time, Student will independently determine how much time has elapsed with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given a problem with a start time and duration of activity/event, Student will independently determine what the end time is with 100% accuracy on 4 out of 5 trials measured quarterly.

Dollar More:

Goal: Using the dollar more strategy, Student will independently identify the next dollar up when given a price amount with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently identify the next dollar amount when given a price, determine how much is needed to make the purchase, and count out the necessary amount (using fake school money) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When given a price, student will identify which number is the dollar amount with 100% accuracy on 4 out of 5 trials measured quarterly.

Money Identification/Counting Money:

Goal: When given a quarter, dime, nickel, and penny, Student will identify the coin and corresponding value with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When given a random amount of coins (all of one type), Student will independently count the coins with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When given a mix of coins (to include quarter, dime, nickel, penny), Student will independently count the coins with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When given a mixture of coins and dollar bills, Student will independently count the money with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When give 2, 3, and 4 digit numbers, Student will independently round to the nearest tens, hundreds, thousands independently with 100% accuracy on 4 out of 5 trials measured quarterly.

Greater than/Less than:

Goal: Given 2 numbers, pictures, or groups of items, Student will independently determine which number is greater than/less than/equal by selecting or drawing the appropriate symbol (<,>, =) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently count objects or pictures of objects and tally the corresponding amount (up to 15) with 100% accuracy on 4 out of 5 trials as measured quarterly.

Goal: Given a number, up to 20, Student will independently tally the corresponding number with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given data and a bar graph template, Student will independently construct a bar graph to display the data and answer 3 questions about the data with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given a line, pie, or bar graph, Student will independently answer questions about each set of data with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given data and a blank graph template, Student will independently construct the graph to display the appropriate data with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently identify the numerator and denominator in a fraction with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When given a picture of a shape divided into parts, Student will independently color the correct sections in to represent the fraction given with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently add fractions with like denominators with 100% accuracy on 4 out of 5 trials measured quarterly.

Word Problems:

Goal: Student will independently solve one step addition and subtraction word problems with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently solve two step word problems (mixed addition and subtraction) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently solve one and two step multiplication world problems with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently read a one or two step word problem, identify which operation is to be used, and solve it with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given a word problem, Student will independently determine which operation is to be used (+,-,x, /) with 100% accuracy on 4 out of 5 trials measured quarterly.

Even/Odd Numbers:

Goal: When given a number, student will independently identify if the number is odd or even (written or verbally), with 100% accuracy on 4 out of 5 trials measured quarterly.

Measurement:

Goal: Given varying lines and objects, Student will independently estimate the length of the object/picture, measure it using a ruler, and identify how long the object/picture is with 100% accuracy on 4 out of 5 trials measured quarterly.

Multiplication:

Goal: Student will independently solve 10 multiplication facts (2, 3, and 5 facts) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently solve 20 multiplication facts (facts up to 9) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given a division problem (where the divisor is _____), Student will independently solve it with 100% accuracy on 4 out of 5 trials measured quarterly.

Feel free to use and edit as necessary. It’s up to you how often you want to measure the goals, but remind parents that even if the goal says 5/5 times quarterly, it doesn’t mean you’re only working on it those 5 times. That is just the number of times you’ll take official data. Just make sure it’s a reasonable ## so you have time to take all the data you need. Especially if you have multiple goals/objectives to take data for!

Happy drafting!

Where should we send your

Free lesson plans, success check your email for your free lessons.

We hate SPAM and promise to keep your email address safe.

Want some lesson plans you can immediately use?

Enter your email address below to get 5 free lesson plans now .

Can we help you find something?

Confirmation

Create an account

Engaging Work Tasks at Your Fingertips

Search through thousands of quality teaching materials that will help your students reach their learning goals.

View All or select a category.

Australia/UK
Digital No-Print Activities
Early Childhood
Fine Motor Skills
Gross Motor Skills
Holiday/Seasonal
IEP Goal Skill Builder Packets
Independent Functioning
Language/Speech
Learning Bags
Meet My Teacher
Occupational Therapy
Physical Education
PRINT and GO Resources
Social Skills
Social Studies
Task Box Filler Activities
Teacher Resources
Visual Schedules

Select a Domain

Select an IEP domain and you'll find thousands of free IEP goals, along with teaching materials to help your students master each goal.

Academic - Math
Academic - Reading
Academic - Writing
Communication & Language
Social/Emotional

PRINT and GO Resource Sale

All of our PRINT and GO Resources are 20% off to help your students practice IEP goals and academic skills at home.

Add PRINT and GO Resources to your cart and apply coupon code PRINT to see the discount. Limited time offer.

Problem Solving
Free IEP Goal Bank

Conflict Resolution Scenarios Between Siblings for Social Skills Task Box Filler

Our Mission

Our mission is to enhance special needs classrooms around the globe with engaging "hands-on" learning materials and to provide effective resources for Special Education teachers and therapists to share with their students.

[email protected]

Follow us on Facebook!

When you sign up for an account, you may choose to receive our newsletter with educational tips and tricks, as well as the occasional special freebie! Sign me up!

Information

About Us: What's Our Story?
Purchase Orders
Privacy Policy
Terms of Use
Returns & Exchanges

Customer Service

Education Team Members
Gift Vouchers
Order History
My Teacher's Wish List

Social Emotional and Behavior

Social and behavioral skills iep goals.

100 plus free behavior IEP goals designed to enhance social skills, emotional regulation, communication, ADHD management, executive functioning areas and problem-solving. A comprehensive range of targets that educators and professionals can readily access.

By utilizing this extensive collection, educators can create individualized plans that precisely address the unique needs of each student. The goals cover a diverse array of skills, including empathy, active listening, conflict resolution, impulse control, self-expression, and critical thinking.

With this wealth of IEP goals at their disposal, educators can cultivate an inclusive and supportive learning environment, enabling students to confidently navigate the intricacies of social and emotional interactions.

ADHD Related

Inattention, inattention - task preparedness (writing tool), organization, developing routine - remembering a homework assignment, social emotional, classroom skills, adhering to rules in a classroom setting, cooperation, interpersonal skills, managing conflict, walking away from a conflict situation, seek assistance to resolve conflict after independent attempt, change seat or move away from conflict, resolve conflicts without physical contact, changing ideas to reach agreement, appropriately state angry feelings, peer pressure, reacting to peer pressure, problem solving, school skills, responsible school attendance, responsible time management (on-time), self awareness, respect property of others, task initiation, initiate a classroom task/assignment, work habits, materials organization in a classroom setting, study skills, learning strategies, follow simple verbal instructions, reading and following directions for completing assignments, note-taking from various sources, previewing a selection in content area, locating, reading and interpreting maps, illustrations, tables, and graphs, use of a dictionary for word information, use of word-learning strategies, utilization of library reference systems, use of reference materials and resources, utilization of book parts for information, finding the main idea or topic sentence, organizing information in a visual graphic, use of prereading strategies, writing summaries of main ideas, use of qar strategy for information location and summarization, use of rcrc when reading or studying information, use of sq3r for reading and studying expository text, use of visual/organizational reading strategies, paraphrasing written passages, summarizing information presented orally, rereading a section to locate the answer to a question, use of study skills for test preparation, use of various test taking strategies, reading test questions carefully, functional academics, communication, averting gaze in refusal situations, turning head away to indicate refusal, exhibiting negative facial expression when refusing, pushing item/person away in a socially appropriate way, sign/gesture/point to picture of "no" or "stop" when refusing, verbally saying "no" or "stop" to indicate refusal, increasing length of utterance to protest/refuse, providing a reason for refusal when appropriate, make/maintain eye contact, wait for a pause in conversation, gain attention in a socially appropriate manner, use verb/noun phrase (e.g., "want play"), increase vocabulary either spoken or signed, iep goal for increasing length of utterance, increase number of signs in combination, use sentence (e.g., "i want to play with you"), use polite phrases (e.g., "thank you," "please"), state reason for need of attention, respond when name is called, what type of assistance is needed, accept appropriate level of assistance, money management, executive function, cognitive flexibility, flexibility and adaptability, emotional regulation, goal setting, impulse control, organization and planning, self-monitoring, self-monitoring and reflection, initiation and task starting, time management, working memory.

12 SMART Goals Examples for Problem Solving

Everyone should aim to develop their problem-solving skills in life. It’s critical for career growth and personal development. That’s why establishing SMART goals is a valuable tool for achieving success and reaching desired outcomes.

This article will provide SMART goals examples for effective problem solving. Gaining inspiration to pursue these goals can help you become more organized and effective in problem-solving situations.

Table of Contents

What is a SMART Goal?

The SMART framework is an amazing way to establish practical goals . For those unaware, SMART stands for specific, measurable, attainable, relevant, and time-based.

Still confused? SMART goals are:

Specific: Accomplishing goals starts with defining them and how they will be achieved. The more detailed your goals for problem solving, the greater the likelihood you have of meeting them.
Measurable: Having a quantifiable goal is a crucial SMART component. Tracking your progress makes modifying or adjusting the path forward easier if needed. You’ll also have a tangible way to determine whether or not your objectives have been met.
Attainable: Try to decide on what is realistically possible before pursuing goals. If possible, break down your overarching goal into smaller objectives that fall within your current capabilities. Setting too high or unrealistic expectations cause you frustration and even giving up on your aspirations altogether.
Relevant: You must align your actions with your core values . Hence, take some time to reflect on how you want your goals to reflect your interests and values.
Time-based: Success doesn’t come without hard work and dedication, so you should have a specific timeline when working toward your dreams. You will stay organized and motivated throughout the journey when you set a deadline.

In today’s world, being able to identify and solve problems using analytical skills can’t be undervalued. Following the 5 SMART criteria above will allow you to achieve better results with fewer resources.

Here are 12 examples of SMART goals for better problem solving:

1. Define the Problem

“I’ll create a plan to define and describe the problem I’m trying to solve by the end of two weeks. This will allow me to identify the exact issue that needs to be addressed and develop an effective solution promptly.”

Specific: The goal outlines the task of defining and describing a problem.

Measurable: You can measure your progress by creating a plan after two weeks.

Attainable: The statement is within reach because it requires critical thinking and planning.

Relevant: Defining an issue is required for enhanced problem solving.

Time-based: There is a two-week timeline for accomplishing this goal.

2. Analyze Root Cause

“I will take the time to thoroughly analyze the root cause of a problem before I attempt to come up with a solution. Before jumping into a solution, I’ll consider the possible causes and try to figure out how they interact with each other.”

Specific: The SMART goal outlines what will be done to analyze the root cause of a problem.

Measurable: You could measure how often you take the time for analysis.

Attainable: This is realistic because taking the time to do a thorough analysis is possible.

Relevant: Gaining a better understanding of the root causes of a problem can lead to more effective solutions.

Time-based: You’ll follow this process every time you solve a problem, so this goal is ongoing.

3. Be Willing to Collaborate With Others

“For the duration of 10 months, my goal is to be willing to collaborate with others to find the best solution for any problem at hand. I want to be open to exchanging ideas and listening to the opinions of others so that we can solve our problems efficiently.”

Specific: The person must proactively strive to collaborate with others.

Measurable: You can keep track of how often you collaborate monthly.

Attainable: This is feasible because it requires only the willingness to collaborate and exchange ideas.

Relevant: Collaboration allows you to find better solutions and grow your network.

Time-based: You have 10 months to pursue this particular target.

4. Evaluate Alternatives

“I will review and evaluate at least three alternative solutions to the problem by the end of this month. I’ll evaluate the costs and benefits of each solution, prioritize them based on their potential effectiveness and make my recommendation.”

Specific: You will need to review and evaluate three alternative solutions.

Measurable: Count how many alternative solutions you listed.

Attainable: With enough time and effort, anybody can review and evaluate multiple solutions.

Relevant: This is related to problem solving, which can advance your professional career .

Time-based: You have one month for goal achievement.

5. Implement Action Plan

“To ensure that my action plans are implemented effectively, I will create a timeline with concrete steps and review it every two weeks for the 6 months ahead. I want all aspects of my plan to take place as scheduled and the process is running smoothly.”

Specific: The aim is to create a timeline and review it every two weeks for 6 months.

Measurable: The person can compare their timeline to the actual results and ensure that every aspect of the plan takes place as scheduled.

Attainable: This goal is achievable if the individual has the time, resources, and support.

Relevant: Realize that implementing an action plan applies to problem solving.

Time-based: Success will be reached after 6 whole months.

6. Ask the Right Questions

“I’ll learn to ask the right questions by reading two books on effective questioning strategies and attending a workshop on the same topic within the next quarter. This will allow me to get to the root of any problem more quickly.”

Specific: The goal states what to do (read two books and attend a workshop) to learn how to ask the right questions.

Measurable: You can check your progress by reading the books and attending the workshop.

Attainable: This is a reasonable goal and can be met within the given time frame.

Relevant: Asking the right questions is key to solving any problem quickly.

Time-based: Goal completion should be accomplished within a quarter.

7. Be More Flexible

“I will seek opportunities to be more flexible when problem solving for the following 8 months. This could include offering creative solutions to issues, brainstorming ideas with colleagues, and encouraging feedback from others.”

Specific: This SMART goal is explicit because the person wants to become more flexible when problem solving.

Measurable: Check how often and effectively you follow the three action items.

Attainable : This goal is achievable if you dedicate time to being more open-minded.

Relevant: Flexibility is integral to problem solving, so this goal is highly relevant.

Time-based: Eight months is the allotted time to reach the desired result.

8. Brainstorm Solutions

“I want to develop a list of 5 potential solutions by the end of this month for any problem that arises. I’ll brainstorm with my team and research to develop the options. We’ll use these options to evaluate the most feasible solution for a specific issue.”

Specific: You should come up with a list of 5 potential solutions with your team.

Measurable: Actively count how many potential solutions you come up with.

Attainable: This goal can be achieved with research and collaboration.

Relevant: Brainstorming solutions help you evaluate the best option for a certain issue.

Time-based: You should strive to meet this goal by the end of the month.

9. Keep a Cool Head

“When encountering a difficult problem, I will strive to remain calm and not rush into any decisions. For three months, I’ll take a few moments to pause, gather my thoughts and assess the situation with a clear head before taking action.”

Specific: The person identifies the goal of remaining calm when encountering complex problems.

Measurable: It is possible to measure success in terms of how long it takes to pause and assess the situation.

Attainable: Taking a few moments before taking action is realistic for most people.

Relevant: Keeping a cool head in difficult situations is beneficial for problem solving.

Time-based: This SMART statement has an end date of three months.

10. Don’t Make Rash Assumptions

“I will no longer make assumptions or jump to conclusions without gathering facts. I’ll strive to be more open-minded when finding solutions to problems and take the time to consider all perspectives before making a decision.”

Specific: The goal is explicit in that individuals aim to be open-minded.

Measurable: You can evaluate how often assumptions are made without gathering facts or considering all perspectives.

Attainable: Anyone can take the time to consider different perspectives before making a decision.

Relevant: This is suitable for those who want to be more mindful and make better decisions.

Time-based: Since the goal is ongoing, you will pursue it on a daily basis.

11. Take Responsibility

“I will take responsibility for all my mistakes and be open to constructive criticism to improve as a professional by the end of the next quarter. I’ll also learn from my mistakes and take steps to ensure they’re not repeated.”

Specific: The statement is evident in that you will take responsibility for all mistakes.

Measurable: Progress towards this goal can be measured by how well you respond to constructive criticism.

Attainable: This is possible since the person is willing to learn and improve with constructive criticism.

Relevant: Taking responsibility for your mistakes is an important skill, making this an appropriate goal.

Time-based: You have one quarter to complete the SMART goal.

12. Let Your Creativity Flow

“I want to explore the range of my creative problem-solving abilities and come up with solutions for difficult situations. To do this, I’ll take a course in creative problem solving and apply the principles I learn to practical scenarios within two months.”

Specific: You will take a course in creative problem solving and apply the principles learned to practical scenarios.

Measurable: By enrolling in the course, you can monitor your learning progress over time.

Attainable: The goal should be realistic concerning time and resources.

Relevant: Recognize that creativity is vital in many industries.

Time-based: You should ideally reach this goal after two months.

Final Thoughts

Setting SMART goals is a fantastic approach to solving any problem. They provide a clear structure for breaking down complex tasks into manageable chunks and encourage goal-oriented thinking.

While SMART goals may not work for every situation, they can offer a valuable framework for solving complex issues. Thus, it’s beneficial to experiment with this tool to develop problem-solving strategies tailored to individual needs.

This post may feature products and services that we think you’ll find useful. Please read our disclosure for more information.

Ontario.ca needs JavaScript to function properly and provide you with a fast, stable experience.

To have a better experience, you need to:

Go to your browser's settings
Enable JavaScript

4.6 Problem solving and innovating

On this page skip this page navigation.

For more information about this frame, see Chapter 2.4, "Thinking about Problem Solving and Innovating" .

For a complete list of the overall expectations in the Kindergarten program with their related specific expectations, see the appendix to this document.

Children develop a sense of appreciation for human creativity and innovation … [by] Bringing all their senses to exploring the constructed world … [and by] Learning to appreciate beauty, creativity and innovation in art, architecture, and technologies. (New Brunswick Department of Education and Early Childhood Development, For Now. For Life. Be Ready: New Brunswick Curriculum Framework for Early Learning and Child Care, 2007, pp. 157, 176)

Overall expectations

As children progress through the Kindergarten program, they:

1. communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts 4. demonstrate an ability to use problem-solving skills in a variety of contexts, including social contexts 6. demonstrate an awareness of their own health and well-being 9. demonstrate literacy behaviours that enable beginning readers to make sense of a variety of texts 10. demonstrate literacy behaviours that enable beginning writers to communicate with others 13. use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating) 14. demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings 20. apply the mathematical processes to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts 22. communicate their thoughts and feelings, and their theories and ideas, through various art forms 23. use problem-solving strategies, on their own and with others, when experimenting with the skills, materials, processes, and techniques used in drama, dance, music, and visual arts 24. use technological problem-solving skills, on their own and with others, in the process of creating and designing (i.e., questioning, planning, constructing, analysing, redesigning, and communicating)

All children are viewed as competent, curious, capable of complex thinking, and rich in potential and experience.

Expectation charts

As children progress through the Kindergarten program, they: communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts

Conceptual understandings

Communication has the power to influence and encourage change.
We learn about the world, others, and ourselves through listening.
The ways in which people communicate are diverse and are influenced by their background experiences.
Knowledge is socially constructed – created by people learning, working, and investigating together – and can be shared.

Professional learning conversation Re. SE1.5: The educators decide during a planning meeting to ask questions that encourage more complex sentences, such as, "I wonder – how do you cook food in the wok?" Or, "The red sari has many designs. I see things that shine. What do you see?" The educators agree that they will continue to ask questions that encourage children to express more of their thinking.

As children progress through the Kindergarten program, they: demonstrate an ability to use problem-solving skills in a variety of contexts, including social contexts

We can use our problem-solving skills in social situations.
There are many ways to solve a problem.
I can think about and adapt my actions, depending on the context.
We make choices and decisions when solving problems.
Problems can provide an interesting challenge.
Problems can have many solutions.

As children progress through the Kindergarten program, they: demonstrate an awareness of their own health and well-being

We develop an understanding of the factors that contribute to healthy development, a sense of personal responsibility for lifelong health, and an understanding of how living healthy, active lives is connected with the world around us and the health of others.
I have the right to be healthy and to feel safe.
There are things that I need to know and do to keep myself safe and healthy. I am empowered to make choices that will keep me healthy.
Healthy food choices affect my body and my feelings.
I am learning to recognize when I am tired or need a break.
I am learning to make healthy choices and to be physically active, in order to keep my body healthy and safe, and to grow strong.
We learn adaptive, management, and coping skills, and practise communication and critical thinking skills, in order to learn how to build relationships.

Professional learning conversation Re. SE6.1: The educator teams in the school have been discussing the importance of outdoor play – and physical activity in general – for young children. They recognize that many children in their school community need some innovative ideas so they can engage in physical activity regardless of the context. Through their professional reading, they have learned that physical activity, including and perhaps especially outdoor play, contributes to children's ability to concentrate and to self-regulate, enhances their overall health, and furthers their physical development. They decide to observe the children during outdoor play and, based on their observations, to determine how they can increase the children's general level of activity. In addition, they decide to discuss with the parents on the school council ways in which this information can be shared with families, to encourage more outdoor play and physical activity outside school time. They share ideas like tracking the number of footsteps walked indoors, seeing how many footsteps it takes to cross a room, and walking or marching on the spot, increasing the time spent on these activities as the children progress.

As children progress through the Kindergarten program, they: demonstrate literacy behaviours that enable beginning readers to make sense of a variety of texts

Reading is an active process of interacting with and constructing meaning from text.
Reading strategies help us to understand the meaning of different texts.
Readers use a variety of strategies to think about and understand what they read.

As children progress through the Kindergarten program, they: demonstrate literacy behaviours that enable beginning writers to communicate with others

Written communication enables us to make thoughts, ideas, and feelings visible to others.
We write for a variety of reasons and purposes.
It is important for others to understand what we are trying to say through writing.
Writers think first about the purpose and audience for their writing and then about what form of writing would best convey their desired meaning.
Writers use different tools and resources to help them write.

See the Professional Learning Conversation following the chart.

Professional learning conversation Re. OE10: The educators post the stages of picture making and the stages of writing in the writing area and on the Family Information Board. They also post pedagogical documentation that shows the children's thinking and learning. The children have been drawing and writing to communicate a memory, retell an experience, describe a point of view, describe a structure, and/or gather data from their classmates. At subsequent family conferences, the educators ask parents to share the kinds of writing that children do at home, and discuss with parent(s) how the samples of the children's work illustrate the stages of picture making and writing. Together, the educators and the parent(s) discuss the children's thinking, learning, and progress. At their drop-in coffee mornings, several parents comment that talking about the documentation has helped them understand their child's learning process.

As children progress through the Kindergarten program, they: use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating)

People have the capacity to feel a sense of wonder about the world.
Curiosity is part of an inquiry stance.
Wonderings, questions, ideas, and theories can be created through inquiry.
The inquiry process helps us to discover new information and to confirm or question our theories about the world.
The inquiry process is organized and systematic but not necessarily linear.

Professional learning conversations Re. SE13.1: (1) The educators observe and listen to children as they engage in play. They then decide to talk with children about the "bigger concepts" in relation to their working theories. The educators reflect that they used to be concerned that the children's interests would change so quickly that they wouldn't be able to effectively respond to them. This led them to plan "themes" that were based on the children's interests ( e.g. , nouns – "Dinosaurs", "Cars", "Fishing"). Focusing instead on the children's thinking now causes them to move away from their former planning model, which was carried out away from the children and often focused on isolated activities. (2) The educators view a video of children investigating the properties of water. As they watch, they compare their observations, noting the way children approach and learn from the experience. They then discuss among themselves ways of extending the children's learning by providing further opportunities for exploration and inquiry.

As children progress through the Kindergarten program, they: demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings

The natural and built worlds are connected and have an impact on one another.
Human-built and natural systems interact with one another.

As children progress through the Kindergarten program, they: apply the mathematical processes to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts

Problem solving: Problems can be solved collaboratively. There are many ways to solve a problem. Solving problems helps us learn how to think like mathematicians.
Reasoning and proving: Observing mathematical strategies and talking about them help make us aware of our mathematical thinking. When we explain our thinking and reasoning, we all learn more.
Reflecting: Reflective statements and questions deepen our understanding by helping us think critically about our answers/solutions.
Selecting tools and strategies: The processes of thinking about and choosing tools and strategies help us to understand ideas and solve problems.
Connecting: Connections can be made between the mathematics in play-based learning and questions related to our interests and daily experiences.
Representing: There are many ways to represent our ideas and thinking. We can show our thinking by using concrete materials, pictures, numbers, and gestures, or by using physical actions, such as hopping, tapping, or clapping, or in various other ways.
Communicating: Mathematical thinking can be communicated in many ways, including oral, visual, and concrete means.

Note: The specific expectations in the following chart are used as examples to illustrate that the mathematical processes are relevant to and embedded in all expectations that relate to demonstrating mathematics behaviours, regardless of their particular focus ( e.g. , on number sense and numeration or measurement or geometry and spatial sense).

In the following chart, the mathematical processes that are most relevant in the examples provided are identified in square brackets. (Other mathematical processes may also be involved, but are not stated.)

Professional learning conversation Re. SE20.2: The educators decided they needed to know more about probability before they could intentionally provide rich opportunities for the children to explore the concept in play. After doing some professional reading individually, they came back together to talk about what each of them had learned and to determine how they might begin to provide provocations for the children. They decided to introduce the concept of probability with the whole class, using a coin toss. They explained the idea of "heads" and "tails" to the children and modelled probability language, such as "chance of …" and "likely to …", as they kept a tally of the results of multiple tosses of the coin.

As children progress through the Kindergarten program, they: communicate their thoughts and feelings, and their theories and ideas, through various art forms

There are many ways to communicate thinking, theories, ideas, and feelings.
We can discover and interpret the world around us through the arts.
Through the arts, we can become critically literate and creative citizens of the world.
The arts provide a natural vehicle through which we can explore and express ourselves in a variety of creative ways.
We develop our ability to communicate through our engagement in imaginative and innovative thought and action.

As children progress through the Kindergarten program, they: use problem-solving strategies, on their own and with others, when experimenting with the skills, materials, processes, and techniques used in drama, dance, music, and visual arts

Exploration of materials and modes promotes creative expression and thought.
The arts provide ways of perceiving, interpreting, organizing, and questioning various aspects of our world through exploration and experimentation.
There are many collaborative ways to solve a problem.
We can explore and create original "artistic texts" in kinesthetic, visual, spatial, aural, and dramatic ways.

Professional learning conversation Re. SE23.4: The educators invite a parent who is an artist working in various media to discuss the educators' plans to improve the Kindergarten visual arts program. Together, they map out a plan to provide opportunities for the children to explore photography and clay sculpture in addition to the usual painting and drawing. They also discuss plans for the parent/artist to work with the educator team and the children on one day a week to broaden the educators' knowledge about how to observe and assess the children's accomplishments. Throughout the process, the educators work with the children to collect samples of their paintings, photographs, and sculptures for a "Gallery Opening" to be held at the end of the term.

As children progress through the Kindergarten program, they: use technological problem-solving skills, on their own and with others, in the process of creating and designing (i.e., questioning, planning, constructing, analysing, redesigning, and communicating)

Inventions change our relationship with the world.
We use technology and design for different purposes.
Function and design are interrelated.
Safety is an important design consideration.

Professional learning conversation Re. SE24.3: The educators meet to discuss what types of books might be added to some of the learning areas in the classroom. A team member notes that the children have been asking questions about how simple machines work. The educators decide to start by adding age-appropriate non-fiction books about simple machines to the blocks area. The educators meet later to discuss how they can support the children's use of these books when they are working on their own designs.

Join Pilot Waitlist

Home » Blog » General » Effective IEP Goals for Developing Good Sportsmanship in Kindergarten Students

Effective IEP Goals for Developing Good Sportsmanship in Kindergarten Students

Introducing the concept of good sportsmanship in special education is essential for students’ social development and emotional wellbeing. By teaching children how to be a good sport, we encourage positive social interactions and foster a healthy attitude towards competition.

Understanding Good Sportsmanship

Good sportsmanship is the ability to maintain a positive attitude and exhibit fair behavior during competitive activities. It involves accepting outcomes graciously, whether winning or losing, and treating others with respect. Developing good sportsmanship in students significantly impacts their learning experience, social interactions, and emotional wellbeing.

The Role of Specialists

Various specialists play a crucial role in supporting the development of good sportsmanship in students:

Speech-Language Pathologists: They can help students improve their communication skills, enabling them to express their feelings and frustrations in a constructive manner.
Social Workers: They can provide guidance on appropriate social behaviors and help students understand the importance of being a good sport in different situations.
Psychologists: They can offer strategies to manage emotions and cope with the frustration of losing.
School Counselors: They can support students in navigating social situations and fostering positive peer relationships.

IEP Goals for Good Sportsmanship

Here are some SMART IEP goals to improve good sportsmanship in kindergarten students:

Strategies and Activities: Role-play different scenarios, practice deep-breathing exercises, and use social stories to illustrate positive responses to losing.
Strategies and Activities: Teach students to use “I” statements, engage in guided discussions about emotions, and provide visual cues for appropriate language.
Strategies and Activities: Model appropriate behavior, use social stories to demonstrate congratulatory language, and provide opportunities for students to practice during class activities.

Implementing and Measuring Progress

To effectively implement these goals and measure progress, consider the following tips:

Collaborate with specialists to create a comprehensive support plan.
Regularly observe and document student behavior during games and activities.
Provide consistent opportunities for students to practice and reinforce good sportsmanship skills.
Offer constructive feedback and celebrate progress to encourage continued growth.

Developing good sportsmanship in kindergarten students is essential for their social and emotional wellbeing. By implementing these IEP goals and collaborating with specialists, educators can effectively support students in their journey towards becoming gracious competitors. We encourage you to apply these goals in your classroom and invite you to explore more resources at Everyday Speech Sample Materials .

Effective IEP Goals for PreK Students: Developing the Target Skill

In special education, it is crucial to identify and address target skills that can significantly impact a student's learning, social interactions, and overall wellbeing. One such essential skill is controlling strong emotions, which enables students to make better...

Effective IEP Goals for Developing Problem-Solving Skills

Special education plays a crucial role in helping students develop essential life skills. One such skill is problem-solving, which has a significant impact on students' learning, social interactions, and overall wellbeing. In this blog post, we will explore...

FREE MATERIALS

Better doesn’t have to be harder, social skills lessons students actually enjoy.

Be the best educator you can be with no extra prep time needed. Sign up to get access to free samples from the best Social Skills and Social-Emotional educational platform.

Get Started Instantly for Free

Complete guided therapy.

The subscription associated with this email has been cancelled and is no longer active. To reactivate your subscription, please log in.

If you would like to make changes to your account, please log in using the button below and navigate to the settings page. If you’ve forgotten your password, you can reset it using the button below.

Unfortunately it looks like we’re not able to create your subscription at this time. Please contact support to have the issue resolved. We apologize for the inconvenience. Error: Web signup - customer email already exists

Welcome back! The subscription associated with this email was previously cancelled, but don’t fret! We make it easy to reactivate your subscription and pick up right where you left off. Note that subscription reactivations aren't eligible for free trials, but your purchase is protected by a 30 day money back guarantee. Let us know anytime within 30 days if you aren’t satisfied and we'll send you a full refund, no questions asked. Please press ‘Continue’ to enter your payment details and reactivate your subscription

Notice About Our SEL Curriculum

Our SEL Curriculum is currently in a soft product launch stage and is only available by Site License. A Site License is currently defined as a school-building minimum or a minimum cost of $3,000 for the first year of use. Individual SEL Curriculum licenses are not currently available based on the current version of this product.

By clicking continue below, you understand that access to our SEL curriculum is currently limited to the terms above.

IMAGES

Kindergarten Goal Chart
Knowledge Tree
Problem Solving part of our math Learning Goal. Part of every learning
How to Teach Problem Solving in Kindergarten
Behavior Goals
Reasonable Kindergarten Goals

VIDEO

Work on you
Frugal Fit Mom on the Everything and More...Podcast with Tyler Martin
코알남의 코칭교실, 성취목표에 대한 코칭노하우 TRAIN코칭 1세션 진행방법 #1 Coaching Know-How , How to coach Achievement Goals #1
성취목표를 코칭하는 방법, TRAIN코칭 1세션 진행방법 #2 How to coach achievement goals or problem-solving goals
Setting Healthy Goals (Kindergarten, Health Lesson 2 from the Green Our Planet STEM Curriculum)
What are the IEP goals for rhyming words kindergarten?

COMMENTS

Kindergarten IEP Goals: A Comprehensive Guide
Math: Counting to 20, recognizing and writing numbers, and solving essential addition and subtraction problems are potential mathematical objectives for a kindergartener. One of the IEP Goals for Kindergarten could be for the kid to be able to count to 20 with an accuracy of 90 percent by the end of the school year, for instance.
10 Problem Solving IEP Goals For Real Life
Problem-solving requires the ability to evaluate and outline different strategies - aka, planning. They need to be able to take action - task initiation. They might also need to use attentional control, organization, and time management skills. A holistic approach to addressing these problem-solving goals is essential.
Free IEP Goal Bank With More Than 110 Goals
Given a problem-solving checklist, [STUDENT] will use the checklist to solve a one-step or two-step word problem. Writing IEP Goal Bank. Here are writing IEP goals for organization, fluency, and editing. Given a topic, [STUDENT] will write a sentence that accurately addresses the topic.
Math IEP Goals for Kindergarten Skills
Match Addition Sentences (up to 5) Solve Addition Word Problems (sums up to 10) Solve Addition Word Problems (sums up to 5) Math IEP goals for kindergarten: Covering IEP goals for counting, addition, subtraction, measurement, time and money, and word problems, our tailored objectives foster early math skills. Start supporting young learners now!
Effective IEP Goals for Enhancing Problem-Solving Skills in Elementary
IEP Goals for Problem-Solving Skills. Here are some specific SMART IEP goals to enhance problem-solving skills: Goal: The student will identify and define problems in 4 out of 5 situations. Strategies/Activities: Role-playing, group discussions, and problem-solving worksheets. Goal: The student will generate at least two possible solutions to a ...
KINDERGARTEN PROBLEM SOLVING
Start with real objects and move slowly to diagrams and pictures. Any of the following problem solving strategies will help them work through the four steps above: using objects. acting the problem out. looking for patterns. guessing and checking. drawing pictures. making a graph. teach with projects.
How to Teach Problem Solving in Kindergarten
Invite your students to complete an independent practice worksheet to show how they would solve the problem. 5. Repeat and Remind. It's an ongoing process to teach students how to be more independent thinkers and problem solvers. This process of discussing real-life situations will be ongoing in your classroom.
Kindergarten math
The goal of kindergarten math curriculum is to prepare children for first grade math. Please see below a list of objectives and goals for kindergarten math: To count by rote at least to 20, but preferably a little beyond. The concepts of equality, more, and less. To count backwards from 10 to 0. To recognize numbers. To be able to write numbers.
50 Kindergarten IEP Goals including Reading, Writing and Math
Inside: His list a kindergarten IEP goals incl kindergarten math IEP goals, kindergarten reading and writing objects and more. 1. Kindergarten IEP Our and Objectives; 2. Kindergarten Autism IEP. 3. Kindergarten Jump IEP Goals; 4. Kindergarten Science IEP Aims; 5. Kindergarten Writing Objects for an IEP; 6. Kindergarten Gross Motor IEP Goals; 7.
Effective IEP Goals for Classroom Behavior Skills in Kindergarten
Goal 3: Maintaining Self-Control. By the end of the school year, the student will exhibit self-control and refrain from disruptive behaviors during class 85% of the time, as measured by teacher observations. Strategies and Activities: Deep breathing exercises, relaxation techniques, social stories, and self-monitoring charts.
Effective IEP Goals for Kindergarten Students: Focusing on Adaptability
School Counselors: Guide students in problem-solving and decision-making when faced with new circumstances. IEP Goals for Adaptability. Here are some SMART IEP goals to enhance adaptability skills: Goal 1: Student will demonstrate the ability to switch tracks when faced with changes in routine or unexpected events. Strategies and activities:
PDF IEP Goals and Objectives Bank (Redmond, Oregon)
Objective #2 Track words in a one-to-one voice/word match on familiar text. Objective #3 Use framing to assist in decoding isolated letters or words. Objective #4 Use punctuation to gain meaning in context of reading. Objective #5 Read aloud accurately (90% to 100%) material from the grade level sample reading list.
44 Powerful Problem Solving Activities for Kids
By honing their problem-solving abilities, we're preparing kids to face the unforeseen challenges of the world outside. Enhances Cognitive Growth: Otherwise known as cognitive development. Problem-solving isn't just about finding solutions. It's about thinking critically, analyzing situations, and making decisions.
100+ Social-Emotional Skills IEP Goals [The Complete List]
Dive into Positive Action's comprehensive guide featuring over 100 IEP goals for fostering social-emotional skills in children. Covering areas like self-awareness, relationship skills, and problem-solving, this resource emphasizes the importance of SEL for mental health and provides strategies for tracking progress in a behavioral IEP.
13+ Problem Solving Goals Speech Therapy
6. Given a real-life or role-play conflict scenario, STUDENT will remain calm and relaxed, listen to the other person, and determine what they can agree on with 80% accuracy in 4 out of 5 opportunities. 7. Given criticism or feedback, STUDENT will look at the person, say "okay", and not argue with 80% accuracy in 4 out of 5 opportunities. 8.
Math IEP Goals For Special Education
Goal: Student will independently add double digit numbers to double digit numbers with (or without) regrouping with 100% accuracy on 4 out of 5 trials measured quarterly. Adding with Number Line: Goal: Given 10 addition problems and using a number line, Student will independently add single digit numbers with 100% accuracy on 4 out of 5 trials ...
Effective IEP Goals for Self-Regulation in Kindergarten Students
Here are some SMART IEP goals to support self-regulation development in kindergarten students: Goal: The student will demonstrate self-regulation by remaining calm and focused during class activities, even when others are not following the rules, in 4 out of 5 instances for four consecutive weeks. Strategies and Activities: Teach deep breathing ...
Problem Solving
KIDS PICTURE SUDOKU Pokémon Printable Puzzles for Beginners : Critical Thinking & Problem Solving Skills. by Kelli. ★ 1-up on a letter-sized page.★ This file prints on 8.5" W X 11" H letter or A4-sized paper.★ Images and text are NOT editable.INSTANT ♥ DOWNLOADYou will receive a digital PDF file.
Social Emotional IEP Goals
Social and Behavioral Skills IEP Goals. 100 plus free behavior IEP goals designed to enhance social skills, emotional regulation, communication, ADHD management, executive functioning areas and problem-solving. A comprehensive range of targets that educators and professionals can readily access. By utilizing this extensive collection, educators ...
Effective IEP Goals for Kindergarten Students' Self-Control Skills
School Counselors can guide students in developing problem-solving and decision-making skills that promote self-control. IEP Goals for Self-Control Skill. Here are some specific SMART IEP goals to improve self-control in kindergarten students: Goal 1: Self-Awareness. By [date], the student will demonstrate self-awareness by identifying their ...
12 SMART Goals Examples for Problem Solving
Here are 12 examples of SMART goals for better problem solving: 1. Define the Problem. "I'll create a plan to define and describe the problem I'm trying to solve by the end of two weeks. This will allow me to identify the exact issue that needs to be addressed and develop an effective solution promptly.".
4.6 Problem solving and innovating
As children progress through the Kindergarten program, they: 1. communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts. 4. demonstrate an ability to use problem-solving skills in a variety of contexts, including social contexts. 6. demonstrate an awareness of their own health and well-being.
Effective IEP Goals for Developing Good Sportsmanship in Kindergarten
Here are some SMART IEP goals to improve good sportsmanship in kindergarten students: Goal: The student will demonstrate appropriate behavior after losing a game or activity in 4 out of 5 opportunities. Strategies and Activities: Role-play different scenarios, practice deep-breathing exercises, and use social stories to illustrate positive ...