Replacement Behaviors IEP goals for kindergarten to grade 2
37 of the replacement behaviors 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.
37 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.
Replacement Behaviors Behavior & Classroom Expectations
Ask for a break instead of leaving the task
Requesting a break
By the annual IEP review date, during a non-preferred academic task when the student shows a defined precursor (pushing materials away, putting the head down, or saying the work is too hard), the student will request a break using the taught form (spoken "break please," signed BREAK, or a break card handed to the adult) before leaving the seat or stopping work independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during the target work period, summarized weekly.
Use a break symbol on a communication device or board
Requesting a break
By the annual IEP review date, during a table-top task with the student's communication device or core board within reach, the student will touch or hand over the BREAK symbol to request a break before engaging in the defined problem behavior independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during two planned routines.
Get an adult's attention with a taught signal
Requesting adult attention
By the annual IEP review date, when the student wants an adult's attention while the adult is working with another student, the student will use the taught attention signal (tap on the arm, "excuse me," raised hand, or attention card) and wait for the adult to respond before speaking or acting further independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during two attention-rich routines, summarized weekly.
Ask a peer to play or talk instead of provoking them
Requesting adult attention
By the annual IEP review date, during recess or free-choice time when the student approaches a peer, the student will invite the peer with a taught phrase ("want to play?", "look at this," the peer's name) before touching the peer or the peer's materials independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 3 times per week during recess or partner work.
Request an item with words, sign, or a picture instead of grabbing
Requesting an item or activity
By the annual IEP review date, during snack or center time when a preferred item is visible but out of reach, the student will request the item using the taught form (word, sign, picture exchange, or device) before reaching for or grabbing it independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack and one play routine.
Ask for help on a hard item before giving up or acting out
Requesting help
By the annual IEP review date, during independent work when the student has made no progress on an item for 30 seconds or shows a defined precursor (erasing hard, sighing, pushing the paper), the student will ask for help using the taught form (raised hand, help card, or "I need help with this") before crumpling, throwing, or leaving the work independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during one independent work period, summarized weekly.
In kindergarten through grade 2, replacement behaviors 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 23 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 5 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 2 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 6 goals here
Frequently asked questions
How are replacement behaviors 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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