Following Multi-Step Directions IEP goals for preschool (ages 3 to 5)
9 of the following multi-step 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.
9 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 Multi-Step Directions Executive Function
Follow three-step oral directions in order
Following oral multi-step directions
By the annual IEP review date, when given a three-step oral direction by an adult during classroom routines, the student will complete all three steps of the direction in the order given without a repetition of the direction in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Follow a one-step direction during play or routines
One-step directions in play and routines
By the annual IEP review date, when given a one-step direction with familiar words during play, the student will carry out the direction within 10 seconds without a repetition in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Follow two-step directions during preschool routines
Two-step directions in preschool routines
By the annual IEP review date, when given a two-step direction during arrival, snack, or cleanup, the student will complete both steps of the direction in order without a repetition in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Follow two-step directions that include location words
Directions with location words
By the annual IEP review date, when given a two-step direction containing a location word during classroom activities, the student will carry out both steps with the items placed in the stated locations without a repetition in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Follow a direction that starts after a wait or cue
Delayed directions
By the annual IEP review date, when given a direction to carry out after a cue (when the timer rings, put the blocks away), the student will wait for the cue and then carry out the direction independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Act on directions that apply only to some
Directions with embedded conditions
By the annual IEP review date, when the teacher gives a two-step group direction that applies only to children who meet a condition (if you have a red folder, put it in the bin and sit down), the student will carry out both steps when the condition fits them and stay in place when it does not independently in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected three times per week.
Preschool following multi-step 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
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 1 goal here
Frequently asked questions
What do following multi-step 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.
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