Preschool Behavior & Classroom Expectations IEP goals
52 behavior & classroom expectations templates list preschool (ages 3 to 5) among their grade bands, across 4 skills: safety behaviors, replacement behaviors, following adult directions, classroom expectations & routines. Each opens in the builder with a matching data sheet.
52 templates · 4 skills · Pre-K · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Safety Behaviors Behavior & Classroom Expectations
Stay with the group during walks inside the building
Staying with the group
By the annual IEP review date, during a class walk between rooms with an adult at the front and back of the line, the student will stay within 2 arm's lengths of the group for the whole walk independently in 5 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily, each walk, summarized weekly.
Hold the adult's hand or the walking ring on walks
Staying with the group
By the annual IEP review date, during a walk from the classroom to the playground while holding an adult's hand or the walking ring, the student will stay holding the adult's hand or the walking ring independently for at least 4 minutes, on 4 of 5 consecutive recorded walks, as measured by duration recording collected daily, 1 to 2 walks.
Replacement Behaviors Behavior & Classroom Expectations
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.
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.
Classroom Expectations & Routines Behavior & Classroom Expectations
Sit in the circle for a preschool group activity
Staying in the assigned area
By the annual IEP review date, during a 10-minute circle time with a carpet square or name spot, the student will sit in the circle spot (seated on the square or in an adult's lap) independently for at least 8 minutes, on 4 of 5 consecutive recorded circle times, as measured by duration recording collected daily during circle time.
Respond during circle time when named or cued
Participating in group routines
By the annual IEP review date, during circle time when the teacher calls the student's name for attendance, a job, or a turn, the student will respond to the name or cue within 5 seconds (answers, raises a hand, does the action, or selects a picture) independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during circle time, first 5 cues.
Preschool behavior & classroom expectations 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 30 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 5 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 7 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 5 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 5 goals here
Frequently asked questions
What do behavior & classroom expectations 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.
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