Functional & Independence Skills IEP goals for Orthopedic Impairment
28 functional & independence skills templates across 7 skills: daily living skills, toileting, health & self-management, preschool & kindergarten readiness, leisure & recreation, community & safety skills, functional academics. Each opens in the builder with a matching data sheet.
28 templates · 7 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 and fasten shoes without help
Shoes and fasteners
By the annual IEP review date, when shoes come off for rest time, PE, or a sensory break and the student is asked to put them back on, the student will put on both shoes and fasten them, performing at least 5 of 6 steps independently, on 4 of 5 consecutive observed opportunities, as measured by a task-analysis checklist collected daily at one planned shoe-on time.
Take off a coat and hang it up
Coat off and hung up
By the annual IEP review date, at arrival, standing at the student's labeled hook with the coat zipped or snapped, the student will take off the coat and hang it on the labeled hook, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival.
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.
Health & Self-Management Functional & Independence Skills
Drink water at planned hydration times
Hydration and repositioning reminders
By the annual IEP review date, during the school day, with a marked water bottle showing the planned drinking times, the student will drink from their water bottle to the next marked line at each planned time independently at least 5 times per school day, on 4 of 5 consecutive school days, as measured by frequency recording collected daily, from the bottle marks or hydration card.
Shift weight or ask for a position change
Hydration and repositioning reminders
By the annual IEP review date, when their pressure relief reminder sounds during class, the student will complete their taught pressure relief (a lean, a push-up, or a tilt) for the time the PT set, or ask an adult for a position change independently in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily.
Preschool & Kindergarten Readiness Functional & Independence Skills
Complete inset puzzles with knobs
Puzzles
By the annual IEP review date, during table time, given a three-to-five-piece knob puzzle, the student will place each piece in its spot in the puzzle board independently with at least 80% accuracy on puzzle pieces placed, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Get out and put away the supply box
Kindergarten entry routines
By the annual IEP review date, at the start of table work, with a supply box in the student's table bin, the student will get the supply box, open it, take out what the task needs, and put everything back at the end, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at one table work time.
Leisure & Recreation Functional & Independence Skills
Use a recreation center or gym on own
Using a recreation center or library
By the annual IEP review date, during community outings to a recreation center or gym, the student will check in, store their things, use the equipment or activity they chose, clean up, and check out, performing at least 6 of 7 steps independently, across 4 consecutive visits, as measured by a task-analysis checklist collected at each visit.
Sign up for a community recreation program
Joining a club or team
By the annual IEP review date, when looking at a parks and recreation guide or a community program website, the student will find a program they want, check the schedule and cost, and complete the sign-up with family approval, performing at least 5 of 6 steps independently, across 2 consecutive program sign-ups, as measured by a task-analysis checklist collected each time a sign-up is planned, with practice sign-ups each quarter.
Community & Safety Skills Functional & Independence Skills
Put on and fasten a bike helmet
Helmet use
By the annual IEP review date, before riding a bike or adapted bike in adapted PE, the student will put on the helmet level on the head, fasten the buckle, and check the fit, performing all 5 steps independently, across 4 consecutive riding sessions, as measured by a task-analysis checklist collected at every riding session.
Check water temperature before a shower or bath
Water safety
By the annual IEP review date, before every shower or bath at home, as reported by the family, the student will run the water, test it with the inside of the wrist or a bath thermometer, and adjust it before getting in independently in 7 of 7 opportunities, across 2 consecutive weeks, as measured by direct observation collected daily, reported by the family weekly.
Functional Academics Functional & Independence Skills
Sign name on the signature line
Signature
By the annual IEP review date, given a form with name, date, and signature lines, such as a field trip or work permission form, the student will find the signature line and sign the same way each time independently in at least 7 of 8 opportunities, across 3 consecutive weekly checks, as measured by opportunity-by-opportunity data collected weekly, from forms and sign-in sheets.
Routines, daily living, functional academics, community safety, toileting, health, and leisure skills. Orthopedic Impairment covers conditions that affect movement, such as cerebral palsy or limb differences. Goals describe school tasks the student will access or complete, often with adapted equipment named in the condition, and they are typically written with the occupational or physical therapist.
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 18 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 7 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 1 goal here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
What goals are written for students with an orthopedic impairment?
Mobility between classroom areas, fine motor access (using a keyboard, switch, or adapted pencil), positioning for work, self-care in the school day, and participation in PE. Academic goals use the student's access method in the condition.
Should equipment be named in the goal?
Yes, when the skill depends on it. 'Using a slant board and pencil grip' or 'with a walker' makes the measurement repeatable and shows what support is expected.
What functional skill goals fit students with orthopedic impairment?
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.
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.