IEP goals for Intellectual Disability
1,763 templates across 88 skills in 12 areas, led by functional & independence skills, transition & postsecondary skills, and social-emotional & communication. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
1,763 templates · 88 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
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.
Independent Living Transition & Postsecondary Skills
Cook a stovetop meal from a picture recipe
Cooking from a recipe
By the annual IEP review date, given a picture recipe for a one-pan meal the student chose (such as scrambled eggs and toast, or pasta with sauce) in the school or training apartment kitchen, the student will cook the meal from start to finish, performing at least 10 of 11 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected twice weekly during cooking lessons.
Bake a sheet-pan dinner in the oven
Cooking from a recipe
By the annual IEP review date, given a written recipe with photos for a sheet-pan dinner (such as chicken and vegetables) in the training apartment kitchen, the student will prepare, bake, and serve the sheet-pan dinner, performing at least 9 of 10 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly during cooking lessons.
Functional Routines Functional & Independence Skills
Complete the morning arrival routine
Morning arrival routine
By the annual IEP review date, upon entering the classroom at the start of the school day, the student will complete the morning arrival routine without a visual task list, performing at least 7 of 8 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily during the arrival routine.
Pack up and get ready for dismissal
End-of-day dismissal routine
By the annual IEP review date, when the end-of-day pack-up signal is given, the student will complete the end-of-day pack-up routine using a written pack-up checklist, performing at least 8 of 9 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at dismissal.
Daily Living Skills Functional & Independence Skills
Wash hands following a step sequence
Handwashing
By the annual IEP review date, before eating snack or lunch and after using the restroom, the student will wash hands at the sink using a picture sequence posted at the sink, performing at least 8 of 9 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected at one planned handwashing time each day.
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.
School-Related Independence Functional & Independence Skills
Open a combination locker and complete a locker stop
Using a combination locker
By the annual IEP review date, at the assigned hallway locker between classes, the student will open the combination lock and complete a locker stop from memory, performing at least 7 of 8 steps independently, on 4 of 5 consecutive observed school days, as measured by a task-analysis checklist collected twice weekly.
Find the correct classroom using a schedule
Navigating the school building
By the annual IEP review date, during passing periods between classes, using a printed class schedule with room numbers, the student will travel to the correct room for the next scheduled class by a direct route independently in at least 5 of 6 opportunities, on 3 consecutive observation days, as measured by direct observation collected two days per week.
Community & Safety Skills Functional & Independence Skills
Cross the street at a signalized crosswalk
Crossing at a signal
By the annual IEP review date, at a signalized crosswalk during a community-based instruction walk, the student will cross the street following the crosswalk routine with an adult walking behind, performing all 7 steps independently, on 4 of 5 consecutive crossings, as measured by a task-analysis checklist collected at each community walk (at least weekly).
Cross a street without a signal after checking for traffic
Crossing without a signal
By the annual IEP review date, at a residential street crossing without a signal during a community walk, the student will cross the street after stopping and checking for traffic in both directions with an adult walking behind, performing all 6 steps independently, on 4 of 5 consecutive crossings, as measured by a task-analysis checklist collected at each community walk (at least weekly).
Leisure & Recreation Functional & Independence Skills
Choose a free-time activity from a choice board
Choosing a leisure activity from options
By the annual IEP review date, at the start of free choice time, with a choice board of three to four activities the student likes, the student will choose an activity by pointing to, touching, or naming a picture on the choice board and go to it independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily at free choice time.
Play on own with a chosen activity
Independent leisure for a set time
By the annual IEP review date, during free choice time, after choosing an activity from the choice board, the student will independently play with the chosen activity by using the materials in their own way, without needing an adult to keep them going for at least 8 minutes, on 4 of 5 consecutive school days, as measured by duration recording collected daily during free choice time.
Toileting Functional & Independence Skills
Request the bathroom with a picture or sign
Communicating the need to use the bathroom
By the annual IEP review date, when they show the signs of needing the bathroom listed in their toileting plan (holding, squirming, pausing play), the student will tell an adult they need the bathroom by handing over the picture card, signing, saying a word, or pressing a device button before an adult names the bathroom in at least 4 of 6 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily, across the school day.
Go to the bathroom at the schedule cue
Taking part in a toileting schedule
By the annual IEP review date, when the toileting schedule cue is given (a timer, the bathroom picture on their visual schedule, or an adult's spoken cue), the student will stop the current activity and walk to the bathroom with the adult independently in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected at every scheduled trip.
All 88 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Functional & Independence Skills
Transition & Postsecondary Skills
Social-Emotional & Communication
Math
Speech & Language
Reading
Executive Function
Behavior & Classroom Expectations
Science, Social Studies & Digital Literacy
Motor & Sensory Skills (OT, PT & Adapted PE)
Writing
Vision, Hearing & Assistive Technology
Goals for functional academics, daily living, communication, and independence. Goals for students with an intellectual disability focus on skills that carry into daily life: functional academics, routines, communication, self-care, and community participation. Task-analysis checklists and opportunity data make small, real steps visible.
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 587 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 55 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 551 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 385 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 96 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 28 goals here
- Reading fluency trackerWords attempted, errors, words correct per minute, and accuracy for each probe.Used by 3 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 58 goals here
Frequently asked questions
What kinds of goals fit students with an intellectual disability?
Functional academics (money, time, reading signs and schedules), daily living and self-care routines, functional communication, school and community independence, and vocational readiness for older students. Academic goals are written at the student's instructional level.
How do task-analysis goals work?
The routine is broken into ordered steps, and the data sheet records which steps the student completes independently. The criterion is a number of steps (for example, 9 of 10 steps) across several sessions.
Are short-term objectives required?
Under 34 CFR 300.320(a)(2)(ii), benchmarks or short-term objectives are required for students who take alternate assessments aligned to alternate achievement standards. Many students with an intellectual disability do, so check the assessment decision in the IEP.
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