Gross Motor Skills IEP goals for preschool (ages 3 to 5)
24 of the gross motor skills 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.
24 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.
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.
Go up and down stairs alternating feet
Stairs
By the annual IEP review date, when going up and down a flight of at least 8 stairs with a handrail during a class transition, the student will climb and descend the flight placing one foot on each step with one hand on the handrail in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during a class transition on the stairs.
Walk with the class in the hallway keeping pace and position
Walking with the class
By the annual IEP review date, during the class transition from the classroom to the cafeteria or gym, the student will independently complete the walk staying within one arm's length of the student ahead without stopping within 3 minutes, on 4 of 5 consecutive observed transitions, as measured by duration recording collected twice weekly on a fixed route.
Get up from the floor and sit back down with control
Floor-to-stand transitions
By the annual IEP review date, when the class moves from circle time to centers, the student will independently stand up from the floor without using hands on furniture or an adult in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during circle time transitions.
Sit upright on the carpet or in a chair for group instruction
Sitting posture and endurance
By the annual IEP review date, during a 15-minute carpet-time lesson, the student will sit upright with the trunk off the floor, legs crossed or to the side, and hands free independently for at least 8 minutes, on 4 of 5 consecutive observed lessons, as measured by duration recording collected twice weekly during carpet time.
Preschool gross motor 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:
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 5 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 16 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 1 goal here
Frequently asked questions
What do gross motor 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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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.