Functional Communication IEP goals for preschool (ages 3 to 5)
16 of the functional communication 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 Communication Social-Emotional & Communication
Request preferred items or activities with two-symbol messages
Requesting with multi-symbol messages in classroom routines (AAC)
By the annual IEP review date, with access to their communication device during snack, play, and choice routines, the student will request a preferred item or activity by combining two symbols (such as "want bubbles," "more music," "go swing") independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week.
Make spontaneous comments during shared activities
Commenting during shared activities
By the annual IEP review date, during a 15-minute shared book reading or structured play activity with an adult or peers, the student will make spontaneous comments (such as "look," "uh oh," "my turn," "I like it," "funny") using speech, sign, AAC, or gestures independently at least 5 times per 15-minute shared activity, across 3 consecutive observed sessions, as measured by frequency recording collected twice weekly.
Ask questions to get information
Asking questions to get information
By the annual IEP review date, during a 30-minute block of classroom routines and activities, the student will ask wh-questions to get information (such as "Where is my bag?", "What's next?", "Who is that?") using speech, sign, or their communication device independently at least 4 times per 30-minute observation, across 3 consecutive observed sessions, as measured by frequency recording collected twice weekly.
Request a wanted item or activity with a word, sign, picture, or symbol
Requesting with a single word, sign, picture, or symbol
By the annual IEP review date, when a preferred item or activity is in sight but out of reach during snack, play, or choice time, the student will request the item or activity by saying or signing its name, handing over its picture, or selecting its symbol 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 and play.
Greet familiar people and respond to their greetings
Greeting and responding to greetings
By the annual IEP review date, at arrival, when a familiar adult or peer greets them, the student will greet the person or respond to the greeting with a word, wave, sign, or device message within 5 seconds independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during arrival.
Say stop, no, or all done instead of pushing, crying, or leaving
Protesting and ending an activity communicatively
By the annual IEP review date, when offered an item or activity they do not want, or when an activity they want to end continues, the student will say, sign, or select "no," "stop," or "all done" directed to the adult independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack, centers, and small-group routines.
Preschool functional communication 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:
Frequently asked questions
What do functional communication 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.