High School Functional & Independence Skills IEP goals
239 functional & independence skills templates list high school (grades 9 to 12) among their grade bands, across 8 skills: functional academics, health & self-management, community & safety skills, daily living skills, leisure & recreation, school-related independence, functional routines, toileting. Each opens in the builder with a matching data sheet.
239 templates · 8 skills · 9–12 · How we write and review goals
Goals by skill
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.
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.
Complete the glucose check steps with the nurse
Glucose check routine with the nurse
By the annual IEP review date, at scheduled glucose checks in the nurse's office, with the nurse supervising, the student will complete their part of the glucose check routine and report the number to the nurse, performing all 8 steps independently, on 5 consecutive scheduled checks, as measured by a task-analysis checklist collected at each scheduled check.
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).
Daily Living Skills Functional & Independence Skills
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).
Buy an item from a vending machine
Using a vending machine
By the annual IEP review date, given a school or community vending machine and a set of bills and coins, the student will purchase an item from a vending machine using a picture or written task card, performing at least 6 of 8 steps independently, on 3 consecutive purchasing opportunities, as measured by a task-analysis checklist collected weekly.
Leisure & Recreation Functional & Independence Skills
Listen to music on headphones at set volume
Music, art and hobbies
By the annual IEP review date, during free time or a break, with a school device or their own music player, the student will set up their music with headphones, choose what to play, and keep the volume at the marked level, performing at least 5 of 6 steps independently, across 4 consecutive sessions, as measured by a task-analysis checklist collected twice weekly.
Sign up for a school club
Joining a club or team
By the annual IEP review date, during the club fair or the start of a semester, with the school's club list, the student will find a club they want to join, complete the sign-up, and put the first meeting in their planner, performing at least 5 of 6 steps independently, across 2 consecutive sign-up periods, as measured by a task-analysis checklist collected at each sign-up period.
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.
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.
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.
Check a personal schedule and move to the next activity
Using a personal schedule
By the annual IEP review date, when a scheduled activity ends, using a full-day picture or written schedule, the student will check the personal schedule and move to the next scheduled activity or location independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily.
Toileting Functional & Independence Skills
Transfer to the toilet using grab bars
Accessible restrooms and adaptive equipment
By the annual IEP review date, during restroom trips to an accessible stall with grab bars, the student will complete the transfer steps from the wheelchair to the toilet and back using the grab bars, performing all 8 steps independently, across 5 consecutive school days, as measured by a task-analysis checklist collected daily at one restroom trip.
Ask privately for period supplies or nurse help
Menstrual care routine
By the annual IEP review date, during the school day, when they need period supplies, a change of clothes, or a nurse visit, the student will ask a chosen staff member privately for supplies or a nurse visit using their agreed words in at least 4 of 5 opportunities, in 3 of 4 consecutive monthly reviews, as measured by frequency recording collected during each period, reviewed monthly with the nurse.
High school functional & independence skills goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
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 95 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 75 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 9 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 5 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 49 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 5 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
Frequently asked questions
How do functional & independence skills goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
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