Following Adult Directions IEP goals for kindergarten to grade 2
24 of the following adult directions templates in the library are written for kindergarten to grade 2. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
24 templates · 1 skill · K–2 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Following Adult Directions Behavior & Classroom Expectations
Follow a one-step direction the first time it is given
Following a first-time direction
By the annual IEP review date, when given a one-step direction by a familiar adult using the student's name and a 3-second pause, the student will independently begin the direction within 10 seconds without the direction being repeated in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily, first 10 directions in one routine, summarized weekly.
Start a direction within 10 seconds of being asked
Following a first-time direction
By the annual IEP review date, when given a routine direction during class ("take out your notebook," "line up," "put the tablet away"), the student will begin the direction (first visible step) independently within 10 seconds, on 8 of 10 consecutive recorded directions, as measured by latency recording collected daily, 3 to 5 directions, summarized weekly.
Follow a direction given to the whole class
Following a group direction
By the annual IEP review date, when the teacher gives a one-step direction to the whole class, the student will independently follow the group direction within 15 seconds without an individual repeat in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 3 times per week, 10 group directions each, summarized weekly.
Turn, say okay, and start: a taught response to directions
Following a first-time direction
By the annual IEP review date, when a familiar adult gives a one-step direction during a classroom routine, the student will complete the taught response to the direction (orient to the adult, acknowledge, start the task), performing all 4 steps independently, on 8 of 10 consecutive scored directions, as measured by a task-analysis checklist collected daily, 5 scored directions, summarized weekly.
Move to the next activity within 2 minutes of the direction
Transitioning on request
By the annual IEP review date, when directed to end an activity and move to the next one during the daily schedule, the student will transition to the next activity and arrive at the designated spot independently within 2 minutes, on 4 of 5 consecutive recorded transitions, as measured by latency recording collected daily, 2 to 3 transitions, summarized weekly.
Stop a preferred activity when the timer ends
Transitioning on request
By the annual IEP review date, when a visual timer ends a preferred activity and the adult gives the stop direction once, the student will independently stop the activity and hand over or put away the item within 30 seconds without the defined problem behavior in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily at the end of 1 to 2 timed preferred activities.
In kindergarten through grade 2, following adult directions goals target foundational skills and are measured with short probes, word lists, or direct observation that fit a young student's attention span. Criteria usually use small item sets and frequent checks.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 16 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 4 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 3 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
Frequently asked questions
How are following adult directions goals measured in the early grades?
With brief, repeatable measures: a one-minute probe, a 10-item set, or a few observed opportunities per day. The goal's mastery rule states how many measurements must meet the criterion.
Should early-grade goals be tied to grade-level standards?
Goals come from the student's present levels and should enable progress in the general curriculum, but the criterion is set from baseline data, not copied from a standard. The standard can inform what skill to target.
How many goals should a K-2 student have?
One per area of need identified in the evaluation. Young students often have goals across several areas (communication, early literacy, self-regulation), so keeping each goal to one measure keeps data collection realistic.
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