Early Communication IEP goals for preschool (ages 3 to 5)
34 of the early 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.
34 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.
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.
Point to share something interesting
Initiating joint attention by pointing
By the annual IEP review date, during a 10-minute shared picture-book time with an adult, with books chosen from the student's interests, the student will point (with a finger, whole hand, or other defined body movement) to something interesting to share it with the partner independently at least 4 times per 10-minute shared book or outdoor session, on 4 of 5 observed sessions, as measured by frequency recording collected twice weekly.
Stay with a shared picture book
Shared book reading
By the annual IEP review date, during one-to-one shared reading with a familiar adult, using a board book or lift-the-flap book the student chose from 2 options, the student will remain with the shared book and the adult, turning pages, pointing, lifting flaps, or vocalizing about the pictures, from the first page until the student moves away or pushes the book aside independently for at least 5 minutes, across 3 consecutive sessions, as measured by duration recording collected 3 times per week during book time.
Reach toward a wanted item to request it
Reaching to request
By the annual IEP review date, during snack, when the partner holds up two small pieces of a preferred food just out of reach, the student will reach an open hand or arm toward the item the partner is holding to request it 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.
Give a container to an adult for help
Giving to request help
By the annual IEP review date, during play, given a clear container with a preferred item inside and a lid the student cannot open, the student will hand or push the container or toy to the adult to request help independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 3 times per week.
Preschool early 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:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 24 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 7 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 3 goals here
Frequently asked questions
What do early 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.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.