Functional Mobility IEP goals for preschool (ages 3 to 5)
9 of the functional mobility 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.
Functional Mobility Motor & Sensory Skills (OT, PT & Adapted PE)
Stop a power chair at a stop cue
Power wheelchair driving
By the annual IEP review date, when an adult gives the stop cue (the word stop, a raised hand, or a stop sign) while the student drives in the gym or hallway, the student will release the joystick or switch and bring the chair to a full stop with no added cue within 2 seconds, on 3 consecutive practice sessions, as measured by latency recording collected at each power mobility session.
Walk the arrival route with a walker
Walker, crutch or cane use at school
By the annual IEP review date, on arrival, on the route from the bus loop to the classroom, the student will walk the full route using the walker with no adult hands on the walker and no more than two standing rests within 7 minutes, on 4 of 5 timed arrivals, as measured by duration recording collected twice weekly on arrival.
Turn a walker in tight classroom spaces
Walker, crutch or cane use at school
By the annual IEP review date, when moving between tables, cubbies and the group rug in the classroom, the student will turn or back up the walker in small steps to face the new direction without the walker catching on furniture, with no adult hands on the walker in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during classroom transitions.
Stand up from a chair into a walker
Transfers (toilet, chair, bus)
By the annual IEP review date, when getting up from a classroom chair to walk to the next activity, the student will move from sitting to standing in the walker following the sit-to-stand steps, performing at least 5 of 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected three times a week.
Help with each step of the stander routine
Taking part in positioning routines
By the annual IEP review date, when moving into the stander at the scheduled standing time, the student will do their part of each step of the stander routine with one adult giving hands-on help only where the plan requires it, performing at least 4 of 5 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected at each standing time, at least three times a week.
Scoot back in an adaptive seat when cued
Taking part in positioning routines
By the annual IEP review date, when an adult gives the seating cue during a table activity, the student will push through the feet and hands to scoot back in the seat with hips against the backrest with no adult hands-on help in at least 4 of 5 opportunities, on 3 consecutive data days, as measured by opportunity-by-opportunity data collected daily during table work.
Preschool functional mobility 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:
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 5 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
Frequently asked questions
What do functional mobility 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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