How to write IEP goals for preschoolers

Preschool goals are written the same way as any IEP goal, with one big difference: the classroom is play and routines, not worksheets. So the goal has to live in the routine. This page walks through the process with one fictional child, from the first file review to the finished goals.

For finished examples by area, see the preschool IEP goals pillar. This page is about the method.

What you need before you start

Gather four things before you draft a single goal.

• The evaluation report. It names the eligibility, often developmental delay for children ages 3 through 9 in states that use it.^[2]
• The IFSP, if the child had one. Its outcomes and family priorities are the best starting point. For a child leaving early intervention, the IEP or IFSP must be in place by the third birthday.^[3]
• What the family wants. Ask which home routines are hardest: meals, bath, the car seat, bedtime.
• Two or three observations in the classroom. Watch the routines, not a test table.

Step-by-step

Step 1: Describe how the delay affects participation

For a preschool child, the present levels statement describes how the disability affects participation in appropriate activities.^[1] Write it in routine terms. "During snack, Jonah reaches and cries for food; he used a sign or word in 2 of 14 chances across 2 days" is a present level. "Expressive language is at the 18-month level" is a test score with no picture of the day.

The preschool present levels examples show full statements for each area.

Step 2: Build a routine matrix

List the daily routines across the top and the child's needs down the side. Mark each cell where the need shows up. The rows with the most marks are where a goal will get the most practice.

This is the routine-based planning the Division for Early Childhood recommends: instruction embedded within and across the activities children already do.^[4] The worked example below shows a full matrix.

Step 3: Pick the skill that opens the most doors

Choose 3 to 6 skills. Favor skills that let the child join more routines with less adult help: asking for things, moving between activities, playing near peers, a self-care routine. A child who learns to ask for help uses it 20 times a day. A child who learns to name 10 colors uses it at circle.

Step 4: Take an opportunity baseline

Count the chances the routine gives and what the child does with each one. Mark independent, prompted or no response. Do this on at least 3 days. The opportunity trial data sheet has one row per chance. For more on probes and medians, see how to collect baseline data.

Step 5: Write the condition as a routine

The condition tells adults when to watch. "During snack and table play" or "at arrival, given a picture schedule" works. "In the therapy room, given 10 trials" only measures the therapy room.

Step 6: Write one behavior anyone can see

Name what the child does: requests, hangs up, follows, takes a turn, stays. Avoid "understands", "improves" and "will be able to". Accept the child's real modes: a word, a sign, a picture or a device.

Step 7: Set the help level and the criterion from the baseline

Say how much help still counts, such as "with no more than 1 gesture prompt". Then set the criterion. A child at 2 of 14 chances does not jump to 9 of 10 in a year on most skills. A child at 6 of 10 with a model may well reach 8 of 10 without one.

Step 8: Check the goal against the family and the child outcomes

Read each goal to the family. Ask whether it would matter at home. Many states also report three child outcomes for preschoolers in special education: social relationships, using knowledge and skills, and taking action to meet needs.^[5] A good goal set touches more than one.

Worked example from start to finish

Jonah is 3 years 10 months old. He moved from early intervention in the spring. His IFSP outcome was "Jonah will let us know what he wants at meals." His mother says getting him out of the car is the hardest part of the day.

Observation. The teacher and SLP observed arrival, centers, snack and outdoor play on 3 mornings in September. Here is the routine matrix they built.

Baseline. They counted chances in the rows with the most marks.

From baseline to goals. Jonah requests with a model about half the time, so independent requesting is within reach. Transitions are the family's priority too, since the car is a transition. Play is the third need. Handwashing is close to the age-expected skill and can wait for a later IEP.

1. During snack, centers and outdoor play, Jonah will request a desired item or action using a sign, word or picture, without a model, in 7 of 10 opportunities across 3 consecutive data days.
2. Given a first-then card and a 1-minute warning, Jonah will move to the next activity within 2 minutes without crying or dropping to the floor in 4 of 5 transitions a day for 2 consecutive weeks.
3. During center time, Jonah will stay in shared play with 1 peer for 4 consecutive minutes with no more than 1 adult reminder on 4 of 5 days.

The team adds a home piece to goal 2: his mother uses the same first-then card at the car and logs 5 transitions a week. Each goal has a matching template in the library: requesting a want, moving between centers and continuing play without an adult.

Common mistakes in preschool goals

Weak: "Jonah will improve his communication skills."

Better: "During snack and centers, Jonah will request a desired item using a sign, word or picture, without a model, in 7 of 10 opportunities across 3 data days."

The weak version gives no routine, behavior or finish line.

Weak: "Jonah will be given visual supports during transitions."

Better: "Given a first-then card, Jonah will move to the next activity within 2 minutes in 4 of 5 transitions a day."

A support the adult provides is an accommodation. The goal is what the child does. See preschool accommodations for how to write supports.

Weak: "In 10 trials at the table, Maya will label 8 of 10 picture cards."

Better: "During shared book reading and play, Maya will name a pictured or real object when asked 'What's that?' in 8 of 10 opportunities."

Table drills measure the table. The routine is where the skill has to work.

Weak: "Leo will engage in age-appropriate play."

Better: "During centers, Leo will link 3 related pretend actions with a doll or toy animal on 4 of 5 probes, with adult modeling faded to none."

"Age-appropriate" changes with every reader. Count actions.

Weak: "Ava will follow directions with 80% accuracy."

Better: "During circle and clean-up, Ava will follow a one-step group direction within 10 seconds, with no gesture, in 8 of 10 directions across 2 weeks."

A percent with no denominator and no setting is hard to score the same way twice.

Templates and tools

• Templates by area: the preschool IEP goals page groups templates by area, and the preschool readiness goals page holds 45 classroom routine templates, from joining circle songs to cleaning up toys.
• Setting: goals for the early childhood setting.
• Measurement: the opportunities measurement page and the task analysis page for self-care routines.
• Checking: paste each draft into the goal checker to catch a missing condition or criterion.

For goals by area, see gross motor goals for preschoolers, fine motor goals for preschoolers and speech IEP goals for preschool. If the child is still in early intervention, IEP vs IFSP explains how the plans differ at age 3.

Frequently asked questions

Use it in IEP Atlas

• Preschool IEP goals
• Preschool readiness goals (functional skills)
• Goals for the early childhood setting
• Preschool special education in the IEP glossary
• Opportunity trial data sheet
• IEP goal checker

Related guides

• IEP goals for preschoolers: examples by area
• Present levels examples for preschoolers
• Preschool accommodations: 12 examples written for the IEP
• IEP vs IFSP: early intervention and preschool plans compared
• Gross motor goals for preschoolers

Sources

1. 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
2. 34 CFR §300.8: Child with a disability, Legal Information Institute, Cornell Law School
3. 34 CFR §300.124: Transition of children from the Part C program to preschool programs, U.S. Department of Education (IDEA website)
4. DEC Recommended Practices, Division for Early Childhood, Council for Exceptional Children
5. Part B, Section 619 of IDEA, Early Childhood Technical Assistance Center

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.