Following Adult Directions IEP goals for preschool (ages 3 to 5)
10 of the following adult directions templates in the library are written for preschool (ages 3 to 5). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
10 templates · 1 skill · Pre-K · 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.
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.
Line up when directed and stay in line
Transitioning on request
By the annual IEP review date, when the class is directed to line up for a transition, the student will complete the line-up routine (put away materials, walk to the spot, face forward, keep hands at sides, wait for the walk signal), performing at least 4 of 5 steps independently, on 4 of 5 consecutive scored line-ups, as measured by a task-analysis checklist collected daily, 1 to 2 line-ups.
Stop an activity when told to stop
Stopping on request
By the annual IEP review date, when an adult gives the taught stop cue ("stop," a hand signal, or a STOP card) during play or classwork, the student will stop the activity (hands still, body still, voice off) independently within 3 seconds, on 8 of 10 consecutive recorded cues, as measured by latency recording collected daily, 5 cues in a game plus natural cues, summarized weekly.
Follow a two-step direction in order
Following directions in sequence
By the annual IEP review date, when given a two-step direction during a classroom routine ("hang up your coat and sit on the carpet"), the student will independently complete both steps in the order given without a repeat in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily, 5 two-step directions in routines.
Preschool following adult directions goals are measured inside daily routines rather than with worksheets, and the criteria are small: a few opportunities a day, a handful of steps, short periods of time. Conditions name the routine (circle, centers, snack) so any adult in the room can take the data.
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 7 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 2 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
Frequently asked questions
What do following adult directions goals look like for preschool?
They describe a readiness or developmental skill performed during a classroom routine, with a criterion in opportunities or steps. The support level is written in, since most preschool goals start with prompting and fade it.
How often should preschool goals be measured?
A few opportunities on most days, recorded on a trial or task-analysis sheet. Short, frequent samples match how young children show skills.
Does a preschool IEP need the same parts as a school-age IEP?
Yes. Measurable annual goals, present levels, and progress reporting are required at every age under 34 CFR 300.320. Preschool IEPs may also address participation in appropriate activities rather than the general curriculum.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.