Functional Routines IEP goals for preschool (ages 3 to 5)
16 of the functional routines 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.
16 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.
Functional Routines Functional & Independence Skills
Complete the morning arrival routine
Morning arrival routine
By the annual IEP review date, upon entering the classroom at the start of the school day, the student will complete the morning arrival routine without a visual task list, performing at least 7 of 8 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily during the arrival routine.
Pack up and get ready for dismissal
End-of-day dismissal routine
By the annual IEP review date, when the end-of-day pack-up signal is given, the student will complete the end-of-day pack-up routine using a written pack-up checklist, performing at least 8 of 9 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at dismissal.
Return from recess or lunch within a set time
Transition from recess or lunch to class
By the annual IEP review date, when the end-of-recess signal is given on the playground, the student will transition from the recess area to the assigned seat in the classroom independently within 4 minutes, on 4 of 5 consecutive observed days, as measured by duration recording collected three days per week.
Start clean-up promptly after a transition signal
Responding to a transition signal
By the annual IEP review date, when the teacher gives the class-wide signal to end one activity and begin the next, the student will begin putting away materials for the current activity independently within 20 seconds, in 4 of 5 recorded transitions across 3 consecutive data collection days, as measured by latency recording collected during three scheduled transitions, three days per week.
Check a personal schedule and move to the next activity
Using a personal schedule
By the annual IEP review date, when a scheduled activity ends, using a full-day picture or written schedule, the student will check the personal schedule and move to the next scheduled activity or location independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily.
Complete the snack routine from table to clean-up
Snack time routine
By the annual IEP review date, when the class is called to the table for snack, the student will complete the snack routine using a picture sequence posted at the table, performing at least 6 of 7 steps independently, on 4 of 5 consecutive snack times, as measured by a task-analysis checklist collected daily during snack.
Preschool functional routines 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:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 9 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 3 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 3 goals here
Frequently asked questions
What do functional routines 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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