What are functional IEP goals?

Functional goals teach skills used in daily routines: self-care, getting around school, safety, money, communication for needs, and work habits. They still follow the same measurable structure as academic goals.

When should a student have functional goals?

When present levels show that daily-living or access skills need specially designed instruction. Age and disability label do not decide it by themselves.

How are functional goals different from academic goals?

The content is a life or access skill rather than a reading, math, or writing standard. Measurement is often a task analysis or an observation checklist instead of a paper probe.

Can transition-age goals be in this list?

Yes. Filter to Transition for workplace directions, pay stubs, shopping, transit, and cooking tasks. Tie any goal you adopt to the transition assessment, not only to this list.

Should a functional goal include prompts?

State the prompt level you will count. These examples score an independent or specifically requested response. If physical prompts are still in use, an objective can count a lighter prompt before independence.

Section 6 of 6

Functional IEP Goals: 50 Examples by Grade

Draft a goal for your studentLast updated October 5, 2026

This page has 50 functional IEP goals for school routines, self-care, safety, money, community skills, and early workplace habits. Each goal names the task, the steps or action, and how it will be scored.

Functional goals are for needs the evaluation shows. They sit alongside academic goals when the student also has academic needs. The transition band focuses on community and work tasks.

Grade

50 entries

School routines and organization

001
PreK-K · school routines
Within 36 instructional weeks, given the arrival routine and a labeled hook, [Student] will hang a backpack and sit at the assigned spot by completing 6 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to hang a backpack and sit at the assigned spot by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given the arrival routine and a labeled hook, with a visual cue, [Student] will hang a backpack and sit at the assigned spot by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given the arrival routine and a labeled hook, with a new adult in another room, [Student] will hang a backpack and sit at the assigned spot by completing 4 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
002
PreK-K · school routines
By the annual review date, given a finished snack and a labeled bin, [Student] will throw a snack wrapper in the bin by completing 7 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to throw a snack wrapper in the bin by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a finished snack and a labeled bin, with one verbal prompt, [Student] will throw a snack wrapper in the bin by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a finished snack and a labeled bin, with the same adult in an unscheduled setting, [Student] will throw a snack wrapper in the bin by completing 5 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
003
PreK-K · organization
By the end of the IEP period, given a personal item and a labeled cubby, [Student] will match a personal item to a labeled cubby by completing 5 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to match a personal item to a labeled cubby by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a personal item and a labeled cubby, with the first step modeled, [Student] will match a personal item to a labeled cubby by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a personal item and a labeled cubby, during an unscheduled class period, [Student] will match a personal item to a labeled cubby by completing 3 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
004
1-2 · school routines
By the end of the IEP period, given the cafeteria routine, [Student] will walk to the cafeteria line and pick up a tray by completing 5 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to walk to the cafeteria line and pick up a tray by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given the cafeteria routine, with a visual cue, [Student] will walk to the cafeteria line and pick up a tray by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given the cafeteria routine, with a new adult and a moved seating location, [Student] will walk to the cafeteria line and pick up a tray by completing 3 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
005
3-5 · school routines
By the annual review date, given a picture or written schedule, [Student] will read a simple schedule and move to the next class by completing 7 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to read a simple schedule and move to the next class by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a picture or written schedule, with a visual cue, [Student] will read a simple schedule and move to the next class by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a picture or written schedule, in a setting the student does not choose, [Student] will read a simple schedule and move to the next class by completing 5 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
006
3-5 · organization
By the end of the IEP period, given a two-sided folder, [Student] will place papers in a home side and a school side of a folder by completing 5 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to place papers in a home side and a school side of a folder by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a two-sided folder, with one verbal prompt, [Student] will place papers in a home side and a school side of a folder by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a two-sided folder, with a different adult and no visual cue, [Student] will place papers in a home side and a school side of a folder by completing 3 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
007
3-5 · time
Within 36 instructional weeks, given a clock and a schedule, [Student] will tell time to the hour and the half hour to start the next class with no more than 1 gesture prompt on 4 of 5 opportunities.
Present level
Currently, [Student] is able to tell time to the hour and the half hour to start the next class with about 3 gesture prompts on most opportunities.
1. 1By the first progress review, given a clock and a schedule, with one gestural prompt, [Student] will tell time to the hour and the half hour to start the next class with no more than 3 gesture prompts on 3 of 5 opportunities.
2. 2By the second progress review, given a clock and a schedule, with a new adult and a moved seating location, [Student] will tell time to the hour and the half hour to start the next class with no more than 2 gesture prompts on 4 of 5 opportunities.
Measurement
prompt-level checklist
008
6-8 · organization
By the end of the IEP period, given a dismissal list, [Student] will pack the materials listed on the board before dismissal by completing 5 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to pack the materials listed on the board before dismissal by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a dismissal list, with the first step modeled, [Student] will pack the materials listed on the board before dismissal by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a dismissal list, in a setting the student does not choose, [Student] will pack the materials listed on the board before dismissal by completing 3 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
009
6-8 · school routines
Within 36 instructional weeks, given a locker and a key, [Student] will open a locker and return a key to a set pocket with no more than 1 gesture prompt on 4 of 5 opportunities.
Present level
Currently, [Student] is able to open a locker and return a key to a set pocket with about 3 gesture prompts on most opportunities.
1. 1By the first progress review, given a locker and a key, with a written task list, [Student] will open a locker and return a key to a set pocket with no more than 3 gesture prompts on 3 of 5 opportunities.
2. 2By the second progress review, given a locker and a key, with a different adult and no visual cue, [Student] will open a locker and return a key to a set pocket with no more than 2 gesture prompts on 4 of 5 opportunities.
Measurement
prompt-level checklist
010
6-8 · organization
By the annual review date, given a two-class checklist, [Student] will pack materials for two classes from a checklist by completing 7 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to pack materials for two classes from a checklist by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a two-class checklist, with the first step modeled, [Student] will pack materials for two classes from a checklist by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a two-class checklist, with the same adult in an unscheduled setting, [Student] will pack materials for two classes from a checklist by completing 5 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
011
9-12 · time
By the annual review date, given a weekly calendar, [Student] will name the first appointment on the next day with no more than 1 gesture prompt on 4 of 5 opportunities.
Present level
Currently, [Student] is able to name the first appointment on the next day with about 3 gesture prompts on most opportunities.
1. 1By the first progress review, given a weekly calendar, with one gestural prompt, [Student] will name the first appointment on the next day with no more than 3 gesture prompts on 3 of 5 opportunities.
2. 2By the second progress review, given a weekly calendar, during an unscheduled class period, [Student] will name the first appointment on the next day with no more than 2 gesture prompts on 4 of 5 opportunities.
Measurement
prompt-level checklist
012
3-5 · school routines
By the annual review date, given a cubby and a requested item, [Student] will open a cubby, take one item, and close it by completing 7 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to open a cubby, take one item, and close it by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a cubby and a requested item, with a visual cue, [Student] will open a cubby, take one item, and close it by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a cubby and a requested item, with a new adult and a moved seating location, [Student] will open a cubby, take one item, and close it by completing 5 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist

Self-care, safety, and daily living

013
PreK-K · self care
Within 36 instructional weeks, given a toileting visual, [Student] will follow a toileting routine and request help when needed with no more than 1 gesture prompt on 4 of 5 opportunities.
Present level
Currently, [Student] is able to follow a toileting routine and request help when needed with about 3 gesture prompts on most opportunities.
1. 1By the first progress review, given a toileting visual, with a written task list, [Student] will follow a toileting routine and request help when needed with no more than 3 gesture prompts on 3 of 5 opportunities.
2. 2By the second progress review, given a toileting visual, in a setting the student does not choose, [Student] will follow a toileting routine and request help when needed with no more than 2 gesture prompts on 4 of 5 opportunities.
Measurement
prompt-level checklist
014
PreK-K · dressing
By the annual review date, given shoes and a model of the first step, [Student] will put on shoes after a model by completing 7 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to put on shoes after a model by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given shoes and a model of the first step, with one gestural prompt, [Student] will put on shoes after a model by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given shoes and a model of the first step, with a different adult and no visual cue, [Student] will put on shoes after a model by completing 5 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
015
1-2 · hygiene
By the annual review date, given a tissue and a sink visual, [Student] will use a tissue and then wash hands by completing 7 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to use a tissue and then wash hands by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a tissue and a sink visual, with the first step modeled, [Student] will use a tissue and then wash hands by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a tissue and a sink visual, with a new adult in another room, [Student] will use a tissue and then wash hands by completing 5 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
016
1-2 · dressing
Within 36 instructional weeks, given a jacket, [Student] will zip a jacket or ask for help with one spoken request by completing 6 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to zip a jacket or ask for help with one spoken request by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a jacket, with one gestural prompt, [Student] will zip a jacket or ask for help with one spoken request by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a jacket, during an unscheduled class period, [Student] will zip a jacket or ask for help with one spoken request by completing 4 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
017
3-5 · safety
Within 36 instructional weeks, given a safety drill question and no private number, [Student] will state a full name and the role of an emergency contact when asked on all opportunities across 5 consecutive drills.
Present level
Currently, [Student] is able to state a full name and the role of an emergency contact when asked on about 3 of 5 drill opportunities.
1. 1By the first progress review, given a safety drill question and no private number, with a visual route posted, [Student] will state a full name and the role of an emergency contact when asked on all opportunities across 2 consecutive drills.
2. 2By the second progress review, given a safety drill question and no private number, with the same adult in an unscheduled setting, [Student] will state a full name and the role of an emergency contact when asked on all opportunities across 4 consecutive drills.
Measurement
safety drill checklist
018
3-5 · safety
By the annual review date, given a supervised crosswalk practice, [Student] will stop, look, wait, and walk at a crosswalk during a supervised practice on 100% of opportunities across 4 consecutive drills.
Present level
Currently, [Student] is able to stop, look, wait, and walk at a crosswalk during a supervised practice on about 80% of drill opportunities.
1. 1By the first progress review, given a supervised crosswalk practice, with a partner nearby, [Student] will stop, look, wait, and walk at a crosswalk during a supervised practice on 100% of opportunities across 2 consecutive drills.
2. 2By the second progress review, given a supervised crosswalk practice, during an unscheduled class period, [Student] will stop, look, wait, and walk at a crosswalk during a supervised practice on 100% of opportunities across 3 consecutive drills.
Measurement
safety drill checklist
019
6-8 · hygiene
By the end of the IEP period, given a hygiene checklist, [Student] will follow a hygiene routine before physical education by completing 5 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to follow a hygiene routine before physical education by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a hygiene checklist, with a visual cue, [Student] will follow a hygiene routine before physical education by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a hygiene checklist, with a different adult in a second setting, [Student] will follow a hygiene routine before physical education by completing 3 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
020
9-12 · daily living
Within 36 instructional weeks, given a microwave meal and the package steps, [Student] will follow the package steps for a microwave meal by completing 6 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to follow the package steps for a microwave meal by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a microwave meal and the package steps, with one gestural prompt, [Student] will follow the package steps for a microwave meal by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a microwave meal and the package steps, in a setting the student does not choose, [Student] will follow the package steps for a microwave meal by completing 4 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
021
9-12 · daily living
By the annual review date, given posted washer steps, [Student] will wash one load of clothing using posted machine steps by completing 7 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to wash one load of clothing using posted machine steps by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given posted washer steps, with a visual cue, [Student] will wash one load of clothing using posted machine steps by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given posted washer steps, with a different adult and no visual cue, [Student] will wash one load of clothing using posted machine steps by completing 5 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
022
9-12 · safety
By the end of the IEP period, given a sample label and an adult, [Student] will read a dose line on a label to an adult and not take it alone on all opportunities across 5 consecutive drills.
Present level
Currently, [Student] is able to read a dose line on a label to an adult and not take it alone on about 3 of 5 drill opportunities.
1. 1By the first progress review, given a sample label and an adult, with the routine explained once, [Student] will read a dose line on a label to an adult and not take it alone on all opportunities across 2 consecutive drills.
2. 2By the second progress review, given a sample label and an adult, with a new adult and a moved seating location, [Student] will read a dose line on a label to an adult and not take it alone on all opportunities across 4 consecutive drills.
Measurement
safety drill checklist
023
transition · daily living
Within 36 instructional weeks, given a picture recipe and the foods, [Student] will prepare a packed lunch from a picture recipe by completing 6 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to prepare a packed lunch from a picture recipe by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a picture recipe and the foods, with a written task list, [Student] will prepare a packed lunch from a picture recipe by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a picture recipe and the foods, with a new adult and a moved seating location, [Student] will prepare a packed lunch from a picture recipe by completing 4 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
024
transition · safety
By the annual review date, given a store practice and a help script, [Student] will find a trusted adult and ask for help in a store practice on 100% of opportunities across 4 consecutive drills.
Present level
Currently, [Student] is able to find a trusted adult and ask for help in a store practice on about 80% of drill opportunities.
1. 1By the first progress review, given a store practice and a help script, with a partner nearby, [Student] will find a trusted adult and ask for help in a store practice on 100% of opportunities across 2 consecutive drills.
2. 2By the second progress review, given a store practice and a help script, during an unscheduled visit, [Student] will find a trusted adult and ask for help in a store practice on 100% of opportunities across 3 consecutive drills.
Measurement
safety drill checklist
025
transition · daily living
Within 36 instructional weeks, given a mixed basket of clothes, [Student] will sort laundry into lights and darks by completing 6 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to sort laundry into lights and darks by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a mixed basket of clothes, with one verbal prompt, [Student] will sort laundry into lights and darks by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a mixed basket of clothes, with the same adult in an unscheduled setting, [Student] will sort laundry into lights and darks by completing 4 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
026
PreK-K · daily living
By the end of the IEP period, given a place setting model, [Student] will set a place with a plate, a cup, and a utensil by completing 5 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to set a place with a plate, a cup, and a utensil by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a place setting model, with one verbal prompt, [Student] will set a place with a plate, a cup, and a utensil by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a place setting model, with a different adult in a second setting, [Student] will set a place with a plate, a cup, and a utensil by completing 3 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
027
PreK-K · daily living
By the end of the IEP period, given a weather card and two clothing choices, [Student] will choose a coat or no coat after checking the weather card with no more than 1 gesture prompt on 4 of 5 opportunities.
Present level
Currently, [Student] is able to choose a coat or no coat after checking the weather card with about 3 gesture prompts on most opportunities.
1. 1By the first progress review, given a weather card and two clothing choices, with the task modeled once, [Student] will choose a coat or no coat after checking the weather card with no more than 3 gesture prompts on 3 of 5 opportunities.
2. 2By the second progress review, given a weather card and two clothing choices, during an unscheduled class period, [Student] will choose a coat or no coat after checking the weather card with no more than 2 gesture prompts on 4 of 5 opportunities.
Measurement
prompt-level checklist
028
3-5 · daily living
By the end of the IEP period, given a spray bottle and a cloth, [Student] will clean a table with a spray, wait, and wipe sequence by completing 5 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to clean a table with a spray, wait, and wipe sequence by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a spray bottle and a cloth, with the first step modeled, [Student] will clean a table with a spray, wait, and wipe sequence by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a spray bottle and a cloth, with a new adult and a moved seating location, [Student] will clean a table with a spray, wait, and wipe sequence by completing 3 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
029
3-5 · safety
Within 36 instructional weeks, given an alarm drill and a posted exit, [Student] will walk to the posted exit when the alarm sounds on all opportunities across 5 consecutive drills.
Present level
Currently, [Student] is able to walk to the posted exit when the alarm sounds on about 3 of 5 drill opportunities.
1. 1By the first progress review, given an alarm drill and a posted exit, with a visual route posted, [Student] will walk to the posted exit when the alarm sounds on all opportunities across 2 consecutive drills.
2. 2By the second progress review, given an alarm drill and a posted exit, with a different adult in a second setting, [Student] will walk to the posted exit when the alarm sounds on all opportunities across 4 consecutive drills.
Measurement
safety drill checklist

Community, money, and work

030
1-2 · communication
Within 36 instructional weeks, given two lunch choices, [Student] will state a lunch choice from two options with no more than 1 gesture prompt on 4 of 5 opportunities.
Present level
Currently, [Student] is able to state a lunch choice from two options with about 3 gesture prompts on most opportunities.
1. 1By the first progress review, given two lunch choices, with a visual cue, [Student] will state a lunch choice from two options with no more than 3 gesture prompts on 3 of 5 opportunities.
2. 2By the second progress review, given two lunch choices, with a different adult in a second setting, [Student] will state a lunch choice from two options with no more than 2 gesture prompts on 4 of 5 opportunities.
Measurement
prompt-level checklist
031
1-2 · community
By the end of the IEP period, given a room-number card, [Student] will walk to a classroom that shows a posted room number with no more than 1 gesture prompt on 4 of 5 opportunities.
Present level
Currently, [Student] is able to walk to a classroom that shows a posted room number with about 3 gesture prompts on most opportunities.
1. 1By the first progress review, given a room-number card, with a written task list, [Student] will walk to a classroom that shows a posted room number with no more than 3 gesture prompts on 3 of 5 opportunities.
2. 2By the second progress review, given a room-number card, with the same adult in an unscheduled setting, [Student] will walk to a classroom that shows a posted room number with no more than 2 gesture prompts on 4 of 5 opportunities.
Measurement
prompt-level checklist
032
3-5 · money
By the annual review date, given a price under 5 dollars and coins, [Student] will count bills and coins to pay a school-store price by completing 7 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to count bills and coins to pay a school-store price by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a price under 5 dollars and coins, with a written task list, [Student] will count bills and coins to pay a school-store price by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a price under 5 dollars and coins, during a second visit to the same place, [Student] will count bills and coins to pay a school-store price by completing 5 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
033
3-5 · work habits
By the end of the IEP period, given a three-step job card, [Student] will follow a three-step classroom job by completing 5 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to follow a three-step classroom job by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a three-step job card, with one gestural prompt, [Student] will follow a three-step classroom job by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a three-step job card, with a new supervisor on a different task, [Student] will follow a three-step classroom job by completing 3 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
034
6-8 · money
By the annual review date, given a lunch line and a pay plan, [Student] will order lunch and pay with a practiced method by completing 7 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to order lunch and pay with a practiced method by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a lunch line and a pay plan, with one gestural prompt, [Student] will order lunch and pay with a practiced method by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a lunch line and a pay plan, with a new adult and a moved seating location, [Student] will order lunch and pay with a practiced method by completing 5 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
035
6-8 · communication
Within 36 instructional weeks, given a message template, [Student] will send a short message to report an absence with no more than 1 gesture prompt on 4 of 5 opportunities.
Present level
Currently, [Student] is able to send a short message to report an absence with about 3 gesture prompts on most opportunities.
1. 1By the first progress review, given a message template, with a visual cue, [Student] will send a short message to report an absence with no more than 3 gesture prompts on 3 of 5 opportunities.
2. 2By the second progress review, given a message template, with a new adult in another room, [Student] will send a short message to report an absence with no more than 2 gesture prompts on 4 of 5 opportunities.
Measurement
prompt-level checklist
036
9-12 · money
By the end of the IEP period, given a price tag and cash, [Student] will compare a price with cash on hand and decide to buy or wait with no more than 1 gesture prompt on 4 of 5 opportunities.
Present level
Currently, [Student] is able to compare a price with cash on hand and decide to buy or wait with about 3 gesture prompts on most opportunities.
1. 1By the first progress review, given a price tag and cash, with a written task list, [Student] will compare a price with cash on hand and decide to buy or wait with no more than 3 gesture prompts on 3 of 5 opportunities.
2. 2By the second progress review, given a price tag and cash, during an unscheduled class period, [Student] will compare a price with cash on hand and decide to buy or wait with no more than 2 gesture prompts on 4 of 5 opportunities.
Measurement
prompt-level checklist
037
9-12 · communication
Within 36 instructional weeks, given one saved contact and a planned time, [Student] will call or text a saved contact at a planned time with no more than 1 gesture prompt on 4 of 5 opportunities.
Present level
Currently, [Student] is able to call or text a saved contact at a planned time with about 3 gesture prompts on most opportunities.
1. 1By the first progress review, given one saved contact and a planned time, with one gestural prompt, [Student] will call or text a saved contact at a planned time with no more than 3 gesture prompts on 3 of 5 opportunities.
2. 2By the second progress review, given one saved contact and a planned time, with a different adult in a second setting, [Student] will call or text a saved contact at a planned time with no more than 2 gesture prompts on 4 of 5 opportunities.
Measurement
prompt-level checklist
038
9-12 · community
By the annual review date, given a form and an office route, [Student] will turn a form in at the school office by completing 7 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to turn a form in at the school office by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a form and an office route, with a written task list, [Student] will turn a form in at the school office by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a form and an office route, with a different staff member at the same site, [Student] will turn a form in at the school office by completing 5 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
039
transition · vocational
By the end of the IEP period, given a blank time sheet and a clock, [Student] will complete a time sheet with hours in and hours out by completing 5 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to complete a time sheet with hours in and hours out by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a blank time sheet and a clock, with one gestural prompt, [Student] will complete a time sheet with hours in and hours out by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a blank time sheet and a clock, during a second shift at the work site, [Student] will complete a time sheet with hours in and hours out by completing 3 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
040
transition · vocational
Within 36 instructional weeks, given a two-step workplace direction, [Student] will follow a two-step workplace direction and ask if a step is unclear with no more than 1 gesture prompt on 4 of 5 opportunities.
Present level
Currently, [Student] is able to follow a two-step workplace direction and ask if a step is unclear with about 3 gesture prompts on most opportunities.
1. 1By the first progress review, given a two-step workplace direction, with one verbal prompt, [Student] will follow a two-step workplace direction and ask if a step is unclear with no more than 3 gesture prompts on 3 of 5 opportunities.
2. 2By the second progress review, given a two-step workplace direction, with a new supervisor on a different task, [Student] will follow a two-step workplace direction and ask if a step is unclear with no more than 2 gesture prompts on 4 of 5 opportunities.
Measurement
prompt-level checklist
041
transition · money
By the annual review date, given a gift card and a checkout, [Student] will pay with a gift card and wait for the approved prompt by completing 7 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to pay with a gift card and wait for the approved prompt by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a gift card and a checkout, with one verbal prompt, [Student] will pay with a gift card and wait for the approved prompt by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a gift card and a checkout, in a setting the student does not choose, [Student] will pay with a gift card and wait for the approved prompt by completing 5 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
042
transition · community
By the end of the IEP period, given an item name and aisle signs, [Student] will locate an item using an aisle sign with no more than 1 gesture prompt on 4 of 5 opportunities.
Present level
Currently, [Student] is able to locate an item using an aisle sign with about 3 gesture prompts on most opportunities.
1. 1By the first progress review, given an item name and aisle signs, with one gestural prompt, [Student] will locate an item using an aisle sign with no more than 3 gesture prompts on 3 of 5 opportunities.
2. 2By the second progress review, given an item name and aisle signs, with a different adult and no visual cue, [Student] will locate an item using an aisle sign with no more than 2 gesture prompts on 4 of 5 opportunities.
Measurement
prompt-level checklist
043
transition · vocational
By the end of the IEP period, given a sample pay stub, [Student] will read the hours line and the pay line on a sample pay stub with no more than 1 gesture prompt on 4 of 5 opportunities.
Present level
Currently, [Student] is able to read the hours line and the pay line on a sample pay stub with about 3 gesture prompts on most opportunities.
1. 1By the first progress review, given a sample pay stub, with one verbal prompt, [Student] will read the hours line and the pay line on a sample pay stub with no more than 3 gesture prompts on 3 of 5 opportunities.
2. 2By the second progress review, given a sample pay stub, with a supervisor present, [Student] will read the hours line and the pay line on a sample pay stub with no more than 2 gesture prompts on 4 of 5 opportunities.
Measurement
prompt-level checklist
044
6-8 · community
By the end of the IEP period, given a school form and a practiced address card, [Student] will copy a practiced address line onto a school form by completing 5 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to copy a practiced address line onto a school form by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a school form and a practiced address card, with a written task list, [Student] will copy a practiced address line onto a school form by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a school form and a practiced address card, in a setting the student does not choose, [Student] will copy a practiced address line onto a school form by completing 3 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
045
1-2 · community
Within 36 instructional weeks, given a line and a staff member, [Student] will move forward when a line moves by completing 6 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to move forward when a line moves by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a line and a staff member, with one gestural prompt, [Student] will move forward when a line moves by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a line and a staff member, with a different adult and no visual cue, [Student] will move forward when a line moves by completing 4 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
046
1-2 · community
Within 36 instructional weeks, given a restroom sign and a return route, [Student] will use the restroom sign and return to class with no more than 1 gesture prompt on 4 of 5 opportunities.
Present level
Currently, [Student] is able to use the restroom sign and return to class with about 3 gesture prompts on most opportunities.
1. 1By the first progress review, given a restroom sign and a return route, with one gestural prompt, [Student] will use the restroom sign and return to class with no more than 3 gesture prompts on 3 of 5 opportunities.
2. 2By the second progress review, given a restroom sign and a return route, during an unscheduled visit, [Student] will use the restroom sign and return to class with no more than 2 gesture prompts on 4 of 5 opportunities.
Measurement
prompt-level checklist
047
6-8 · community
By the annual review date, given a bus-routine checklist, [Student] will wait, board, sit, and signal the stop on a bus routine by completing 7 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to wait, board, sit, and signal the stop on a bus routine by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a bus-routine checklist, with a written task list, [Student] will wait, board, sit, and signal the stop on a bus routine by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a bus-routine checklist, on a second route or location, [Student] will wait, board, sit, and signal the stop on a bus routine by completing 5 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
048
transition · communication
Within 36 instructional weeks, given a phone with one saved number, [Student] will call one saved number from a contact list with no more than 1 gesture prompt on 4 of 5 opportunities.
Present level
Currently, [Student] is able to call one saved number from a contact list with about 3 gesture prompts on most opportunities.
1. 1By the first progress review, given a phone with one saved number, with one verbal prompt, [Student] will call one saved number from a contact list with no more than 3 gesture prompts on 3 of 5 opportunities.
2. 2By the second progress review, given a phone with one saved number, in a setting the student does not choose, [Student] will call one saved number from a contact list with no more than 2 gesture prompts on 4 of 5 opportunities.
Measurement
prompt-level checklist
049
transition · vocational
By the annual review date, given a picture list and the station, [Student] will stock a work station from a picture list by completing 7 of 8 task steps with no prompt on 4 of 5 days.
Present level
Currently, [Student] is able to stock a work station from a picture list by completing about 2 of 8 task steps with no prompt.
1. 1By the first progress review, given a picture list and the station, with one verbal prompt, [Student] will stock a work station from a picture list by completing 1 of 8 task steps with no prompt on 3 of 5 days.
2. 2By the second progress review, given a picture list and the station, with a new supervisor on a different task, [Student] will stock a work station from a picture list by completing 5 of 8 task steps with no prompt on 3 of 5 days.
Measurement
task-analysis checklist
050
9-12 · self advocacy
By the annual review date, given a community outing and one direction, [Student] will ask for a direction to be repeated during a community outing with no more than 1 gesture prompt on 4 of 5 opportunities.
Present level
Currently, [Student] is able to ask for a direction to be repeated during a community outing with about 3 gesture prompts on most opportunities.
1. 1By the first progress review, given a community outing and one direction, with the task modeled once, [Student] will ask for a direction to be repeated during a community outing with no more than 3 gesture prompts on 3 of 5 opportunities.
2. 2By the second progress review, given a community outing and one direction, with a new adult in another room, [Student] will ask for a direction to be repeated during a community outing with no more than 2 gesture prompts on 4 of 5 opportunities.
Measurement
prompt-level checklist

Drafter

Draft a goal for one student

Nothing entered yet

A useful present level names the task, the support the student currently needs, and roughly how often they succeed. "Reads at a low second-grade level with 3 unknown words per minute" gives the drafter more to work with than "reading is hard."

Adapting an example

An example is a starting point, not a finished goal. Four things have to change before it belongs on a student's IEP.

Write the task the way it happens at school or in the community site the team uses. A checklist for a locker is not a goal for independent apartment living unless that setting is the one you will measure.

Use a task analysis for multi-step skills and report percent of steps correct. That shows growth before the student finishes the whole routine alone.

Safety goals must stay within what school staff will practice: drills, street-crossing instruction on campus policy, or reading a label to an adult. Do not write a goal the school cannot observe.

Money and time goals should use real schedules, prices, and clocks. Change the amounts to the ones in the student's baseline probes.

Questions teachers ask

01What are functional IEP goals?: Functional goals teach skills used in daily routines: self-care, getting around school, safety, money, communication for needs, and work habits. They still follow the same measurable structure as academic goals.
02When should a student have functional goals?: When present levels show that daily-living or access skills need specially designed instruction. Age and disability label do not decide it by themselves.
03How are functional goals different from academic goals?: The content is a life or access skill rather than a reading, math, or writing standard. Measurement is often a task analysis or an observation checklist instead of a paper probe.
04Can transition-age goals be in this list?: Yes. Filter to Transition for workplace directions, pay stubs, shopping, transit, and cooking tasks. Tie any goal you adopt to the transition assessment, not only to this list.
05Should a functional goal include prompts?: State the prompt level you will count. These examples score an independent or specifically requested response. If physical prompts are still in use, an objective can count a lighter prompt before independence.