School psychologist Functional & Independence Skills IEP goals

• 3-5, 6-8Opportunities

  Join a group game already in progress

  Joining a club or team

  By the annual IEP review date, during recess, when a group game they like is already being played, the student will walk up to the game, ask to join or wait at the line or the side, and take part when let in independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected during three recess periods a week.

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• 3-5, 6-8Opportunities

  Pick an after-school activity with family

  Choosing a leisure activity from options

  By the annual IEP review date, after school at home, with a family choice board of four activities, the student will choose an activity from the family choice board and start it independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected on school days, from the family log.

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• 3-5, 6-8Opportunities

  Request a counselor visit with a request slip

  Using the nurse or counseling office

  By the annual IEP review date, when the student wants to talk to the counselor about something that is not urgent, with request slips and a drop box in the classroom, the student will fill out a counselor request slip and put it in the drop box independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by direct observation collected at each request or planned practice, summarized each grading period.

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• 6-8, 9-12Task-analysis steps

  Sign in at the counseling office

  Using the nurse or counseling office

  By the annual IEP review date, during a drop-in time at the counseling office, with a sign-in sheet or tablet at the front desk, the student will sign in at the counseling office, wait in the waiting area, and tell the counselor the reason for the visit, performing at least 5 of 6 steps independently, across 3 consecutive visits, as measured by a task-analysis checklist collected at each visit, reported by the counseling office.

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See all 35 school-related independence goals

• K-2, 3-5, 6-8Opportunities

  Respond to an unfamiliar adult's approach in a role-play

  Stranger safety

  By the annual IEP review date, during a planned role-play in which a staff member the student does not know well approaches and asks the student to come with them, the student will say no, move away, and tell a trusted adult independently in 5 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected one role-play per week, summarized every five role-plays.

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• 6-8, 9-12Percent accuracy

  Identify unsafe online requests and the safe response

  Online safety

  By the annual IEP review date, given 10 sample messages, posts, or pop-ups and asked which are unsafe and what to do, the student will identify each unsafe request and state the safe response independently with 100% accuracy on online safety items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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• 6-8, 9-12Opportunities

  Record bedtime and wake time each morning

  Exercise and sleep log

  By the annual IEP review date, each school morning during homeroom or the first period, using a paper or phone sleep log, the student will write their bedtime, wake time, and a one-word sleep rating in the log independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected daily, reviewed weekly.

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• 9-12, 6-8Task-analysis steps

  Follow a bedtime wind-down routine

  Exercise and sleep log

  By the annual IEP review date, on school nights at home, as recorded by the student and checked by the family, the student will complete the steps of their chosen wind-down routine by their planned lights-out time, performing at least 5 of 6 steps independently, on 4 of 5 school nights for 3 consecutive weeks, as measured by a task-analysis checklist collected nightly, reviewed weekly.

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• PK, K-2Task-analysis steps

  Say goodbye to the caregiver and join the classroom

  Separating from a caregiver

  By the annual IEP review date, at morning drop-off at the classroom door, with the caregiver following the agreed goodbye routine, the student will complete the drop-off routine and join the first activity, 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 drop-off.

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See all 45 preschool & kindergarten readiness goals