OT Functional & Independence Skills IEP goals
62 functional & independence skills templates tagged for the occupational therapist, across 8 skills: daily living skills, toileting, school-related independence, functional routines, community & safety skills, functional academics, leisure & recreation, preschool & kindergarten readiness. Each opens in the builder with a matching data sheet.
62 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
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.
Toileting Functional & Independence Skills
Follow picture steps for a toileting trip
Toileting routine steps
By the annual IEP review date, during scheduled toileting trips in the classroom bathroom, the student will complete the steps of the toileting trip shown on the picture sequence, performing at least 5 of 6 steps independently, across 5 consecutive school days, as measured by a task-analysis checklist collected daily at one scheduled trip.
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.
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.
Take a scheduled break and return to work
Scheduled breaks
By the annual IEP review date, when the scheduled break time shows on the student's schedule during independent work, the student will complete the break routine and return to the assigned work, performing at least 5 of 6 steps independently, on 4 of 5 consecutive scheduled breaks, as measured by a task-analysis checklist collected daily at one scheduled break.
Functional Routines Functional & Independence Skills
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.
Come in from outdoor play and get ready
Coming in from outdoor play
By the annual IEP review date, when the outdoor-play signal sounds and the class lines up at the door, the student will complete the coming-in routine from the door to the next activity, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily after outdoor play.
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).
Functional Academics Functional & Independence Skills
Set a timer for the time shown in the directions
Timers and elapsed time in cooking
By the annual IEP review date, given a package or recipe direction with a cooking time and a kitchen timer or microwave, the student will set the timer or microwave for the time in the directions and start it independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly during cooking lessons.
Measure ingredients with cups and spoons for a recipe
Measuring ingredients
By the annual IEP review date, given a recipe with 5 measured ingredients (1 cup, 1/2 cup, 1 tablespoon, 1 teaspoon) and a set of labeled measuring cups and spoons, the student will measure each ingredient using the tool and amount the recipe shows independently with at least 90% accuracy on measured ingredients, on 3 consecutive cooking sessions, as measured by opportunity-by-opportunity data collected weekly during cooking lessons.
Leisure & Recreation Functional & Independence Skills
Continue a chosen art or craft project
Music, art and hobbies
By the annual IEP review date, during free art time with materials the student chose (drawing, clay, beads, collage), the student will independently continue drawing, building, or crafting the chosen project without adult direction for at least 15 minutes, on 3 of 4 consecutive art sessions, as measured by duration recording collected twice weekly.
Follow a video tutorial for a craft
Music, art and hobbies
By the annual IEP review date, during free time at school or home, with a tutorial video and materials ready, the student will complete a craft project by following a video tutorial, pausing and replaying as needed, performing at least 5 of 7 steps independently, across 3 consecutive projects, as measured by a task-analysis checklist collected weekly.
Preschool & Kindergarten Readiness Functional & Independence Skills
Remain at a table activity until it is finished
Staying at a table activity
By the annual IEP review date, during a teacher-led table activity in a small group of 3 to 4 children, the student will remain seated at the table and engage with the activity independently for at least 6 minutes, on 4 of 5 consecutive table activities, as measured by duration recording collected daily during one table activity.
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.
Routines, daily living, functional academics, community safety, toileting, health, and leisure skills. This goal bank for school-based occupational therapists covers fine motor, handwriting, visual-motor, self-care, and classroom participation skills. Each goal describes a school task the student will perform, measured with accuracy, task-analysis steps, or rubric scores.
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 45 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 6 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 9 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 2 goals here
Frequently asked questions
What makes an OT goal educationally relevant?
It describes a task the student needs for school: writing legibly, managing a lunch tray, using scissors, or opening materials. Clinical exercises are supports, not goals.
How are handwriting goals measured?
By a rubric for legibility (letter formation, size, spacing, line placement), by percent of letters formed correctly on a sample, or by words per minute when speed is the concern.
Should sensory strategies be IEP goals?
Strategies the student uses to stay regulated can be written as a self-monitoring or regulation goal when the behavior is observable, such as requesting a movement break. Sensory supports themselves belong in accommodations.
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.