Preschool Functional & Independence Skills IEP goals
93 functional & independence skills templates list preschool (ages 3 to 5) among their grade bands, across 7 skills: preschool & kindergarten readiness, functional routines, toileting, daily living skills, community & safety skills, functional academics, school-related independence. Each opens in the builder with a matching data sheet.
93 templates · 7 skills · Pre-K · How we write and review goals
Goals by skill
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.
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.
Toileting Functional & Independence Skills
Request the bathroom with a picture or sign
Communicating the need to use the bathroom
By the annual IEP review date, when they show the signs of needing the bathroom listed in their toileting plan (holding, squirming, pausing play), the student will tell an adult they need the bathroom by handing over the picture card, signing, saying a word, or pressing a device button before an adult names the bathroom in at least 4 of 6 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily, across the school day.
Go to the bathroom at the schedule cue
Taking part in a toileting schedule
By the annual IEP review date, when the toileting schedule cue is given (a timer, the bathroom picture on their visual schedule, or an adult's spoken cue), the student will stop the current activity and walk to the bathroom with the adult independently in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected at every scheduled trip.
Daily Living Skills Functional & Independence Skills
Wash hands following a step sequence
Handwashing
By the annual IEP review date, before eating snack or lunch and after using the restroom, the student will wash hands at the sink using a picture sequence posted at the sink, performing at least 8 of 9 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected at one planned handwashing time each day.
Put on outdoor clothing before going outside
Dressing for outdoor recess
By the annual IEP review date, when the class gets ready to go outside for recess on a cold day, the student will put on outdoor clothing for cold weather using a picture sequence at the cubby, performing at least 6 of 7 steps independently, on 4 of 5 consecutive observed days, as measured by a task-analysis checklist collected three days per week during cold-weather months.
Community & Safety Skills Functional & Independence Skills
Walk safely through a parking lot with an adult
Parking lot safety
By the annual IEP review date, when walking from the car or bus to the school entrance through the drop-off area, the student will walk through the parking lot following the safety routine beside the adult, performing all 5 steps independently, on 4 of 5 consecutive observed walks, as measured by a task-analysis checklist collected daily at arrival or at each community outing.
Identify who can help when lost or in trouble
Trusted adults and community helpers
By the annual IEP review date, given 10 pictures of people in community and school settings and asked who could help if the student were lost, the student will identify the people who can help in each picture or scenario independently with 100% accuracy on helper items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Functional Academics Functional & Independence Skills
Identify familiar logos and environmental print
Environmental print and logos
By the annual IEP review date, given 10 photographs of familiar logos and signs from the student's community (stores, restaurants, restroom, stop), the student will name or point to the place or item each logo stands for independently with at least 80% accuracy on logos and signs, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
School-Related Independence Functional & Independence Skills
Leave with all personal belongings at the end of the day
Keeping track of belongings
By the annual IEP review date, at dismissal, with the student's personal items (coat, lunchbox, water bottle, folder) in their usual spots, the student will leave with all personal belongings listed on the belongings card independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by direct observation collected daily at dismissal, summarized weekly.
Preschool functional & independence skills 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 33 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 11 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 4 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 29 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 14 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 2 goals here
Frequently asked questions
What do functional & independence skills 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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