Grades 3-5 Functional & Independence Skills IEP goals
169 functional & independence skills templates list grades 3 to 5 among their grade bands, across 8 skills: functional routines, daily living skills, community & safety skills, toileting, functional academics, school-related independence, leisure & recreation, health & self-management. Each opens in the builder with a matching data sheet.
169 templates · 8 skills · 3–5 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
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.
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).
Toileting Functional & Independence Skills
Arrive at bathroom checks with dry clothing
Taking part in a toileting schedule
By the annual IEP review date, at each scheduled dry check during the school day, the student will arrive at the check with dry clothing with no adult reminder between checks in at least 5 of 6 opportunities, on 4 of 5 consecutive school days, as measured by direct observation collected daily, at every scheduled check.
Enter the bathroom using a sensory plan
Toileting routine steps
By the annual IEP review date, during scheduled bathroom trips, with the sensory supports in the plan available (ear defenders, a sticky note over the automatic flush sensor, paper towels instead of the hand dryer), the student will choose a sensory support, enter the bathroom, and use the toilet independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected at every scheduled trip.
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.
School-Related Independence Functional & Independence Skills
Enter assignments as digital calendar reminders
Recording assignments as digital reminders
By the annual IEP review date, when an assignment or due date is posted or announced during a class period, the student will enter the assignment as a digital calendar event or reminder with the due date and an alert time independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly by comparing the device reminders with posted assignments.
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.
Leisure & Recreation Functional & Independence Skills
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.
Play a simple board game to the end
Board and card games with peers
By the annual IEP review date, during a game time with one peer and a short board game with a die or spinner, the student will complete the steps of a simple board game from setup to cleanup, performing at least 5 of 7 steps independently, across 3 consecutive game sessions, as measured by a task-analysis checklist collected twice weekly.
Health & Self-Management Functional & Independence Skills
Rate pain on a faces scale when asked
Reporting illness or pain
By the annual IEP review date, when an adult or the nurse asks about pain after an injury, a complaint of pain, or a nurse visit, the student will point to or say a number on the 0-to-10 faces pain scale that matches their pain independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected at each real or practice opportunity, reviewed weekly.
Show symptoms on a body chart
Reporting illness or pain
By the annual IEP review date, when they show signs of being unwell listed in their health plan (head down, holding the stomach, leaving the group), the student will point to a symptom picture (hurts, itchy, sick to stomach, dizzy) and to the body part on the body chart independently in at least 4 of 5 opportunities, in 4 of 5 consecutive weekly reviews, as measured by opportunity-by-opportunity data collected at each real or practice opportunity.
Grades 3 to 5 functional & independence skills goals build on foundational skills and begin to use longer tasks, multi-step work, and independence as the target. Measurement shifts toward curriculum-based probes, work samples, and rubrics the student can see.
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 75 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 9 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 4 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 56 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 3 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 22 goals here
Frequently asked questions
What changes in functional & independence skills goals between the early and upper elementary grades?
Tasks get longer and more independent, and the support level in the goal moves from prompts toward checklists and self-monitoring. The measure often changes too, from direct observation to work samples and probes.
Can an upper elementary goal include self-monitoring?
Yes. Students at this age can check their own work or rate their own behavior, and the goal can measure both the skill and the accuracy of the self-rating.
How do I set a criterion for a grade 3 to 5 student working below grade level?
Use the student's baseline on the measure and expected growth for that measure, not the grade-level benchmark. The goal should be ambitious for the student, as Endrew F. requires, and reachable within the year.
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