Preschool IEP goals
745 templates list preschool (ages 3 to 5) among their grade bands, across 79 skills in 11 areas, led by speech & language, motor & sensory skills (OT, PT & adapted PE), and functional & independence skills. The band is a starting point; the baseline and target come from the student's own data.
745 templates · 79 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Preschool & Kindergarten Readiness Functional & Independence Skills
Say goodbye to the caregiver and join the classroom
Separating from a caregiver
By the annual IEP review date, at morning drop-off at the classroom door, with the caregiver following the agreed goodbye routine, the student will complete the drop-off routine and join the first activity, performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at drop-off.
Sit and attend during circle time
Attending during circle time
By the annual IEP review date, during the daily circle time on the carpet with the whole class, the student will remain in the circle area and take part in the activity in their usual way (such as responding, singing, or using the materials) independently for at least 8 minutes, on 4 of 5 consecutive circle times, as measured by duration recording collected daily during circle time.
Early Communication Speech & Language
Follow a partner's point to a toy
Responding to joint attention
By the annual IEP review date, during floor play with 3 to 5 toys placed around the student, when the partner points to a toy within 3 feet and names it, the student will turn their head or body toward the pointed-to object and then touch it, reach for it, move to it, or vocalize about it independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly during play sessions.
Show a toy to share interest
Initiating joint attention by showing
By the annual IEP review date, during a 15-minute play session with novel or cause-and-effect toys (such as a spinning top, a pop-up toy, or a toy that lights up) and an adult sitting nearby, the student will show an object to a partner by holding it up toward them, bringing it to them, or placing it in front of them to share interest (not to ask for help) independently at least 3 times per 15-minute play session, across 3 consecutive play sessions, as measured by frequency recording collected twice weekly.
Print Concepts & Early Literacy Reading
Handle a book from front to back
Book handling
By the annual IEP review date, during independent book time, given an unfamiliar picture book handed to the student closed and upside down, the student will look through the book from the front cover to the back cover following the book handling steps, performing at least 6 of 7 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Turn the page when the adult finishes reading
Book handling
By the annual IEP review date, during one-to-one shared reading of a picture book when the adult reads the last word on a page and pauses, the student will turn to the next page at the pause independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Play & Social Participation Social-Emotional & Communication
Play with a toy the way it is designed for several minutes
Functional play with toys
By the annual IEP review date, during free play with a set of 3 familiar toys that have a clear action (such as a car, a shape sorter, a toy phone), the student will play with a toy using its designed action (such as rolling the car, putting shapes in the sorter, holding the phone to an ear) independently for at least 5 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times per week during free play.
Play next to peers with similar materials
Parallel play near peers
By the annual IEP review date, during centers when peers are playing with the same type of materials (such as blocks, playdough, cars), the student will play within arm's reach of a peer using similar materials independently for at least 6 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times per week during centers.
Fine Motor Skills Motor & Sensory Skills (OT, PT & Adapted PE)
Hold a crayon or pencil with a tripod grasp
Pencil and crayon grasp
By the annual IEP review date, during a coloring, drawing, or writing activity lasting at least 5 minutes, the student will hold the writing tool with a tripod grasp (thumb, index, and middle finger) and an open web space for the whole activity independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during a classroom writing or coloring activity.
Move small objects from palm to fingertips
In-hand manipulation
By the annual IEP review date, given five coins or counters placed in the palm of the dominant hand, the student will independently move the objects one at a time from the palm to the fingertips and place each in a container without using the other hand or the table in at least 4 of 5 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly during OT or a math manipulatives activity.
Gross Motor Skills Motor & Sensory Skills (OT, PT & Adapted PE)
Balance on one foot during classroom and PE activities
Static balance
By the annual IEP review date, when asked to stand on one foot on a flat floor during PE or a therapy session, the student will independently stand on one foot without the other foot touching the floor and without holding on, with arms free for at least 8 seconds, on 3 consecutive weekly trials on each foot, as measured by duration recording collected weekly during PE or therapy.
Walk along a line or low balance beam
Dynamic balance
By the annual IEP review date, given a 10-foot taped line on the floor, the student will walk the full length with no more than one step off independently with arms free in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE or therapy.
Visual-Motor & Visual-Perceptual Skills Motor & Sensory Skills (OT, PT & Adapted PE)
Copy basic shapes from a printed model
Copying basic shapes
By the annual IEP review date, given a printed model of a circle, square, triangle, and cross and a pencil, the student will independently copy each shape so that it is closed, has the correct number of sides and corners, and is recognizable without the model with at least 85% accuracy on shapes copied correctly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly during a writing center or OT session.
Build a block structure to match a model
Block and construction models
By the annual IEP review date, given a built model of 5 blocks and a matching set of blocks, the student will build a structure that matches the model in the number, position, and orientation of blocks independently in at least 4 of 5 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly during a block center or OT session.
AAC & Augmentative Communication Speech & Language
Hand a picture to a partner to request a preferred item
Picture exchange to request
By the annual IEP review date, given a preferred item in view and a single picture of it within reach, during snack or play, the student will pick up the picture and release it into the partner's open hand independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or play.
Build a two-symbol request such as "I want" plus an item
Two-symbol requests
By the annual IEP review date, given a sentence strip, an "I want" symbol, and pictures of 5 or more available items during snack or play, the student will combine the request symbol and the item symbol and give or show the message to the partner independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or play.
All 79 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Speech & Language
- Early Communication34
- AAC & Augmentative Communication24
- Motor Speech (Apraxia & Dysarthria)11
- Phonological Processes27
- Receptive Language22
- Expressive Language19
- Vocabulary & Semantics11
- Articulation18
- Grammar, Syntax & Morphology11
- Listening Comprehension & Auditory Processing7
- Narrative Language & Retelling6
- Pragmatic Language6
- Speech Fluency (Stuttering)2
- Voice1
Motor & Sensory Skills (OT, PT & Adapted PE)
Functional & Independence Skills
Social-Emotional & Communication
Reading
Behavior & Classroom Expectations
Vision, Hearing & Assistive Technology
Math
Executive Function
Science, Social Studies & Digital Literacy
Preschool goals span communication, play, early literacy and math, motor skills, self-care, and taking part in classroom routines. Each skill is taught and measured inside play, circle, snack, and centers, with small criteria and support levels written in.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 187 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 378 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 58 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 30 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 53 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 36 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 3 goals here
Frequently asked questions
What areas do preschool IEP goals cover?
Most preschool IEPs include goals in communication, social and play skills, self-care, motor skills, and readiness skills such as following routines. Early literacy and math goals are added when assessment shows a need.
How is progress measured for preschoolers?
Through short observations in daily routines, using opportunities, task-analysis steps, and frequency in a play session. Families can add notes about skills at home.
Do preschool IEP goals need to be measurable?
Yes. Every IEP includes measurable annual goals (34 CFR 300.320(a)(2)). For preschool, goals often focus on taking part in appropriate activities.
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