Functional & Independence Skills IEP goals for Down Syndrome
111 functional & independence skills templates across 8 skills: daily living skills, functional academics, community & safety skills, toileting, functional routines, preschool & kindergarten readiness, leisure & recreation, school-related independence. Each opens in the builder with a matching data sheet.
111 templates · 8 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Daily Living Skills Functional & Independence Skills
Put on outdoor clothing before going outside
Dressing for outdoor recess
By the annual IEP review date, when the class gets ready to go outside for recess on a cold day, the student will put on outdoor clothing for cold weather using a picture sequence at the cubby, performing at least 6 of 7 steps independently, on 4 of 5 consecutive observed days, as measured by a task-analysis checklist collected three days per week during cold-weather months.
Prepare a no-cook snack from a recipe card
Preparing a simple snack
By the annual IEP review date, given a picture recipe card for a no-cook snack during a cooking or life-skills lesson, the student will prepare a simple no-cook snack following the recipe card with ingredients and tools in their usual storage places, performing at least 8 of 10 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected at each cooking session (at least weekly).
Functional Academics Functional & Independence Skills
Read safety signs and state what each means
Safety and survival signs
By the annual IEP review date, given a set of 20 printed safety and information signs (stop, exit, danger, restroom, poison, no entry) shown one at a time, the student will read each sign aloud and state what to do when it is seen independently with at least 90% accuracy on signs, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Follow the direction given by a sign in the building or community
Following signs in the environment
By the annual IEP review date, during a walk through the school building past planned signs (exit, push, pull, restroom, keep out, office), the student will follow the direction given by each sign encountered independently in at least 5 of 6 opportunities, across 3 consecutive observed walks, as measured by direct observation collected weekly during a planned walk or community trip.
Community & Safety Skills Functional & Independence Skills
Respond to an unfamiliar adult's approach in a role-play
Stranger safety
By the annual IEP review date, during a planned role-play in which a staff member the student does not know well approaches and asks the student to come with them, the student will say no, move away, and tell a trusted adult independently in 5 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected one role-play per week, summarized every five role-plays.
State full name, phone number, and address when asked
Personal information
By the annual IEP review date, when asked by a familiar adult for own full name, phone number, and address, the student will state own full name, a caregiver's phone number, and home address independently with 100% accuracy on personal information items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Toileting Functional & Independence Skills
Set up a step stool and seat insert
Accessible restrooms and adaptive equipment
By the annual IEP review date, during toileting trips in a bathroom with an adult-size toilet, a seat insert and a step stool kept in the same place, the student will set up the step stool and seat insert, climb up, and sit with both feet on the stool, performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at one scheduled trip.
Fasten buttons, snaps, and zippers after toileting
Managing clothing
By the annual IEP review date, after using the toilet, while wearing pants with a button and zipper, the student will pull up and fasten their pants, performing all 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at one bathroom trip, with practice twice weekly.
Functional Routines Functional & Independence Skills
Complete the cafeteria lunch routine
Cafeteria lunch routine
By the annual IEP review date, during the school lunch period in the cafeteria, the student will complete the cafeteria lunch routine using a pocket-sized picture card, performing at least 7 of 8 steps independently, on 4 of 5 consecutive observed lunch periods, as measured by a task-analysis checklist collected three lunch periods per week.
Complete the snack routine from table to clean-up
Snack time routine
By the annual IEP review date, when the class is called to the table for snack, the student will complete the snack routine using a picture sequence posted at the table, performing at least 6 of 7 steps independently, on 4 of 5 consecutive snack times, as measured by a task-analysis checklist collected daily during snack.
Preschool & Kindergarten Readiness Functional & Independence Skills
Use a tissue and throw it away
Using a tissue
By the annual IEP review date, when the child's nose is running during the school day, with a tissue box within reach, the student will complete the tissue routine, performing at least 4 of 5 steps independently, on 4 of 5 consecutive observed opportunities, as measured by a task-analysis checklist collected daily when opportunities occur.
Recognize numerals 1 to 5
Numerals
By the annual IEP review date, given numeral cards 1 to 5 in a field of three, when asked to find one, the student will point to or name the numeral asked for independently with at least 80% accuracy on numeral trials, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Leisure & Recreation Functional & Independence Skills
Finish a full unified or intramural game
Fitness as leisure
By the annual IEP review date, during a unified sports or intramural game, the student will remain in the game, taking part in plays or turns independently for at least 30 minutes, on 3 of 4 consecutive games, as measured by duration recording collected at each game.
Walk or jog a planned route for exercise
Fitness as leisure
By the annual IEP review date, during a community fitness outing on a familiar route (a track, a park loop, a neighborhood path), the student will continue walking or jogging the planned route, pausing for planned rests independently for at least 25 minutes, on 3 of 4 consecutive outings, as measured by duration recording collected weekly.
School-Related Independence Functional & Independence Skills
Deliver a message or item to the office
Classroom errands
By the annual IEP review date, when the teacher sends the student to the front office with an attendance folder or a written note, the student will take the item to the office, hand it over with the message, and return with any reply, performing at least 6 of 7 steps independently, across 4 consecutive errands, as measured by a task-analysis checklist collected at each errand, about twice per week.
Routines, daily living, functional academics, community safety, toileting, health, and leisure skills. Down syndrome is not an IDEA category on its own; students are usually served under Intellectual Disability, Speech or Language Impairment, or Developmental Delay. The goals below are the ones teams most often write: speech intelligibility, expressive language, fine and gross motor skills, and daily living routines.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 58 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 24 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 27 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 2 goals here
Frequently asked questions
Which eligibility category applies to a student with Down syndrome?
The evaluation team decides based on the student's needs. Common categories are Intellectual Disability, Speech or Language Impairment, and, for young children, Developmental Delay. The category does not limit which goals can be written.
How are intelligibility goals measured?
Usually by percent of words understood by an unfamiliar listener in a short sample, or by accuracy on target sounds in words and phrases. The SLP picks the measure that matches the student's speech profile.
What functional skill goals fit students with Down syndrome?
Daily living routines, school independence (arrival, materials, transitions), functional academics (money, time, schedules), community safety, and vocational readiness for older students, measured with task-analysis checklists and opportunity data.
How do I write a routine as a goal?
Break the routine into ordered steps, record which steps the student completes independently, and set the criterion as a number of steps across several sessions.
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