This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students.
This resource aims to inspire the development of IEP goals that address the needs of students, not a substitute for the detailed, student-centered IEP goal setting process. Educators and IEP teams are urged to use this as a tool for ideation, basing final goals on student assessments and collaborative IEP team insights.
Supporting students with diverse cognitive needs requires creativity, patience, and a personalized approach. Their needs often require specialized attention and an individualized approach that standard classrooms rarely provide.
But here’s the thing—a well-written Individual Education Program (IEP) can make all the difference. Not just for the student, but also for you as the teacher.
If you’re struggling to come up with effective goals for your students who require higher levels of support (i.e. “low functioning”–more about that below), you’re not alone. While the terminology can feel reductive, the reality is these students just need more support in developing the skills that will help them succeed in their day-to-day lives.
This guide will help you better understand this group of learners and provide you with actionable IEP goals across key developmental categories such as social-emotional growth, communication, academics, and even life skills.
By the end, you’ll have 40 solid examples of IEP goals for students who require higher levels of support, as well as strategies to help you better meet your students’ needs.
Click here to jump down to the IEP goals.
What Do We Mean By “Low Functioning”?
Before we continue on with our IEP goals and tips on how to write them, let’s get one thing out of the way—the elephant in the room, if you will.
Labels like “low functioning” are often used to describe student support needs, but they don’t capture the full picture of a student’s abilities and potential.
And if anything, they can sometimes create more problems than they solve! For instance, a student who doesn’t perform well on standardized tests might still have talents or abilities that tests can’t measure.
Standardized assessments are one of the primary ways these students are identified. However, research shows these tools are deeply flawed when it comes to capturing what children are truly capable of in the long term.
A student who requires significant support may develop the skills to hold a job, live semi-independently, or engage meaningfully with their community when provided with the right resources and opportunities.
More importantly, broad labels like “high functioning” and “low functioning” often fail to capture the unique strengths and challenges of individuals with autism and cognitive disabilities, as support needs can fluctuate and vary across different environments. Instead, individualized assessments provide a clearer picture of the specific support a student may need. A so-called high-functioning student might struggle in social contexts, while a student labeled low-functioning could surprise you with their aptitude in specific activities.
Generally speaking, students who require higher levels of support may experience significant challenges with social and academic tasks, as well as difficulties communicating in ways that are commonly understood. These difficulties can sometimes lead to behaviors like physical aggression.
Addressing these barriers isn’t just about teaching them how to behave. It’s also about recognizing why those behaviors occur in the first place and helping them find better alternatives.
Ultimately, the goal for any IEP, regardless of a student’s support needs, is to focus on their strengths. It should help them develop skills they can apply and generalize in their home, school, and community settings.
What Are Examples of Functional IEP Goals for Low Functioning Students?
There are a few categories that functional IEP goals for low functioning students might fall into. Before we provide you with some of these examples of IEP goals, here are a few examples of how you might categorize them:
Social and Emotional Development
Social and emotional growth entails teaching students to interact with others, regulate emotions, and develop basic social skills. For a student who requires significant support, this could mean engaging in a way that is meaningful to them, such as using gestures, vocalizations, assistive communication, or other forms of interaction.
Communication Development
Students with limited verbal communication may rely on alternative tools like picture boards or speech-generating devices. Communication goals should strive to give these students a “voice,” whatever form that voice may take.
Academic and Cognitive Skills
These goals involve helping students develop basic academic skills like matching, sorting, and identifying letters, numbers, or objects. It’s less about academic rigor and more about laying a foundation for functional learning.
Motor Development
Physical skills (both fine and gross) are essential for everyday functioning. Goals like teaching a student to grasp a pencil, walk without assistance, or even stack blocks can have big payoff.
Daily Living Skills
Teaching self-care and independence is life-changing for students and their families. Daily living goals could range from learning to brush teeth to completing simple chores like wiping down a table, fostering independence while respecting the student’s autonomy and preferences.
Content Areas (Math, Reading, etc.)
For content areas, it’s important to focus on functional academics—skills students can actually use in their daily lives.
For instance, you might teach a student struggling with mathematics how to identify coins by name and value, or one who has challenges with reading how to follow along with a simple 5-sentence story and answer two basic yes/no comprehension questions.
Why Are IEP Goals for Low Functioning Students Important?
It’s easy to view IEP goals as checklists, but they’re so much more than that, serving as a roadmap to help students with significant challenges build meaningful, functional skills.
Imagine a student who was once unable to communicate now using a picture to express their wants. Or a student once known for frequent meltdowns now uses calming techniques independently. These “small” wins create lasting impacts on both the students and their families.
For teachers, practical IEP goals provide you with some much-needed focus. They make sure your time in the classroom is spent teaching skills that matter rather than simply managing behavior. After all, students labeled as low-functioning still have boundless potential—and it’s our job to maximize it.
By crafting thoughtful and functional goals, you’re opening doors for these students to live more independent, fulfilling lives. Labels like “low functioning” do not define a student’s potential—each individual has unique strengths and abilities that can be nurtured with the right support. For example, a student who initially struggles with verbal communication might develop strong skills using assistive technology, enabling them to express themselves effectively.
40 IEP Goals for Low Functioning Students
Social and Emotional Development
- By the end of the IEP period, when given a preferred activity, [Student Name] will appropriately request to participate with 80% accuracy in 4 out of 5 trials in classroom or therapy sessions as measured by teacher data collection.
- By the end of the IEP period, when an opportunity to engage with peers is available, [Student Name] will acknowledge others through verbal or non-verbal means (e.g., eye contact, greeting) with 70% accuracy in 3 out of 5 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when presented with a new task, [Student Name] will express appropriate emotions using speech or augmentative communication with 80% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when provided a sensory break, [Student Name] will return to the task calmly and independently with 90% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when upset, [Student Name] will use an agreed-upon coping strategy (e.g., deep breathing, requesting a break) with 75% accuracy in 3 out of 5 instances in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when instructed to take turns during group activities, [Student Name] will participate appropriately with 70% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
Communication Development
- By the end of the IEP period, when presented with a choice board, [Student Name] will select a preferred option using pictures or words with 80% accuracy in 4 out of 5 trials in therapy sessions as measured by teacher data collection.
- By the end of the IEP period, when asked a basic “what” or “where” question, [Student Name] will respond using one- or two-word answers with 75% accuracy in 3 out of 5 trials in classroom sessions as measured by teacher data collection.
- By the end of the IEP period, when provided visual or verbal prompts, [Student Name] will use 2- to 3-word phrases to express wants or needs with 70% accuracy in 4 out of 5 trials in classroom sessions as measured by teacher data collection.
- By the end of the IEP period, when engaged in a familiar activity, [Student Name] will follow one-step verbal instructions (e.g., “Get your book”) with 80% accuracy in 5 out of 5 trials in classroom sessions as measured by teacher data collection.
- By the end of the IEP period, when presented with greeting scenarios, [Student Name] will appropriately use “hello” or “good-bye” with 70% accuracy in 3 out of 5 opportunities in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when shown an unfamiliar item, [Student Name] will select a matching picture from an array of three with 80% accuracy in 4 out of 5 attempts in therapy sessions as measured by teacher data collection.
Academic and Cognitive Skills
- By the end of the IEP period, when presented with five identical objects, [Student Name] will match each object to its picture with 90% accuracy in 4 out of 5 trials in classroom sessions as measured by teacher data collection.
- By the end of the IEP period, when given numbers 0-10, [Student Name] will place them in correct order with 80% accuracy in 3 out of 5 tasks in classroom sessions as measured by teacher data collection.
- By the end of the IEP period, when asked to identify colors, [Student Name] will point to the requested color from an array of three with 80% accuracy in 4 out of 5 attempts in classroom sessions as measured by teacher data collection.
- By the end of the IEP period, when instructed, [Student Name] will complete a 3- to 5-piece inset puzzle with 85% accuracy in 3 out of 5 instances in classroom or therapy sessions as measured by teacher data collection.
- By the end of the IEP period, when using a visual schedule, [Student Name] will transition between four activities independently with 90% accuracy in 3 out of 5 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when presented a simple sequence (e.g., first, then, next), [Student Name] will arrange pictures in correct order with 70% accuracy in 3 out of 5 attempts in classroom sessions as measured by teacher data collection.
For students who struggle to complete tasks on time, these task initiation and work completion goals may help.
Motor Development
- By the end of the IEP period, when given simple gross-motor instructions, [Student Name] will perform actions such as jumping, clapping, and sitting with 70% accuracy in 3 out of 5 trials in PE or therapy sessions as measured by teacher data collection.
- By the end of the IEP period, when using an adaptive writing or drawing tool, [Student Name] will trace basic shapes independently with 80% accuracy in 4 out of 5 trials in classroom or OT sessions as measured by teacher data collection.
- By the end of the IEP period, when provided a model, [Student Name] will cut along a straight line with scissors with 75% accuracy in 3 out of 5 opportunities in OT sessions as measured by teacher data collection.
- By the end of the IEP period, when asked to stack objects, [Student Name] will stack at least five blocks with 85% accuracy in 4 out of 5 attempts in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when shown a pegboard, [Student Name] will place all pegs in the correct holes with 80% accuracy in 3 out of 5 trials in therapy sessions as measured by teacher data collection.
- By the end of the IEP period, when asked, [Student Name] will kick or throw a ball to a peer or teacher with 75% accuracy in 4 out of 5 trials in PE or therapy sessions as measured by teacher data collection.
Daily Living Skills IEP Goals
- By the end of the IEP period, when directed to a sink, [Student Name] will complete a three-step hand-washing sequence (turn on water, wash hands, turn off water) with 80% accuracy in 4 out of 5 trials in classroom or life-skills settings as measured by teacher data collection.
- By the end of the IEP period, when provided a picture prompt, [Student Name] will identify a requested clothing item with 80% accuracy in 4 out of 5 tasks in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when prompted, [Student Name] will remove and put on a jacket with minimal assistance with 75% accuracy in 3 out of 5 attempts in life-skills sessions as measured by teacher data collection.
- By the end of the IEP period, when provided materials, [Student Name] will follow a two-step cleanup task list with 90% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when asked to use utensils, [Student Name] will feed themself using a spoon or fork with 85% accuracy in 4 out of 5 trials in cafeteria settings as measured by teacher data collection.
- By the end of the IEP period, when given a visual or verbal prompt, [Student Name] will gather all required materials for a task (e.g., toothbrush and toothpaste) with 80% accuracy in 3 out of 5 opportunities in life-skills sessions as measured by teacher data collection.
Here are a few more independent functioning IEP goals to inspire you.
Social Studies IEP Goals for Low Functioning Students
- By the end of the IEP period, when provided with a map, [Student Name] will identify at least three major countries or regions with 80% accuracy in 4 out of 5 attempts in classroom geography sessions as measured by teacher data collection.
- By the end of the IEP period, when asked about key historical events or figures, [Student Name] will state two accurate facts with 85% accuracy in 3 out of 5 trials in classroom discussions as measured by teacher data collection.
Reading IEP Goals for Low Functioning Students
- By the end of the IEP period, when presented with a short passage, [Student Name] will answer comprehension questions with 90% accuracy in 4 out of 5 attempts in classroom reading sessions as measured by teacher data collection.
- By the end of the IEP period, when given a list of five sight words, [Student Name] will read and pronounce each word correctly with 85% accuracy in 4 out of 5 trials in classroom reading sessions as measured by teacher data collection.
You can find more spelling, reading fluency, and decoding IEP goals here as well.
Functional Math IEP Goals
- By the end of the IEP period, when provided visual aids, [Student Name] will solve addition and subtraction problems within 10 with 80% accuracy in 4 out of 5 trials in classroom math sessions as measured by teacher data collection.
- By the end of the IEP period, when given manipulatives, [Student Name] will identify and continue an AB pattern with 85% accuracy in 4 out of 5 opportunities in classroom math sessions as measured by teacher data collection.
Science Goals for Low Functioning Students
- By the end of the IEP period, when provided prompts, [Student Name] will identify at least three types of weather (e.g., sunny, rainy, snowy) with 90% accuracy in 3 out of 5 trials in classroom science sessions as measured by teacher data collection.
- By the end of the IEP period, when shown images or models, [Student Name] will categorize animals into land, water, or air groups with 85% accuracy in 4 out of 5 opportunities in classroom science sessions as measured by teacher data collection.
Social Skills Goals for Low Functioning Students
- By the end of the IEP period, when in a group activity, [Student Name] will take turns appropriately with minimal prompts in 4 out of 5 opportunities in classroom social-skills sessions as measured by teacher data collection.
- By the end of the IEP period, when given a conversational prompt, [Student Name] will respond appropriately to questions or comments with 80% accuracy in 3 out of 5 interactions in classroom social-skills sessions as measured by teacher data collection.
How Do You Write an IEP Goal for Low Functioning Students?
A good IEP goal is specific, measurable, and catered to the student’s unique needs. A helpful formula you can use is:
When given [instruction/task], the student will [demonstrate skill/behavior] with __% accuracy in __ out of __ trials within [time period].
Here’s an example:
Why use this kind of structure? For one, it helps you make sure you’re consistently setting clear objectives while also tracking meaningful progress. To write a goal, think about the specific skills your student needs to thrive—not just academically, but also functionally.
Focus on developmental priorities like communication, social interactions, or motor skills. And remember, every IEP should reflect the child’s individual strengths and challenges. There’s no cookie-cutter template, even though the formula above can help make the process of putting pen to paper a little easier.
9 Evidence-Based Tips for Teaching Low Functioning Students
Now that you know how to write IEP goals for low functioning students, how do you go about making sure those goals actually get achieved? Here are a few tips to help you teach to the best of your ability:
1. Get to Know the Student
Forget the idea of “low functioning” or “high functioning” when writing an IEP. Instead, focus on using data and strengths-based language that highlights individual support needs and capabilities. It’s all about individual needs, not fitting into some preset category. Tailor the program to what your student needs to succeed in their unique way.
Take some time to build rapport and a strong relationship with your student. Knowing what motivates them is incredibly important, so don’t cut corners here. Leverage their interests and strengths to help you make more of an impact with your lessons.
For example, if a child loves cars, you can use car-themed materials during lessons to keep them engaged. Establishing trust means fewer behavioral challenges and more successful learning outcomes, so take the time to connect.
2. Create a Structured Environment
The majority of students will thrive in structured settings. This means predictable schedules, clear routines, and consistent locations for classroom materials. Using tools like visual schedules or first-then boards can help reduce anxiety and support smoother transitions between activities.
3. Use a Functional Approach for Challenging Behaviors
It’s not a matter of “if” challenging behaviors will arise, but instead, of when. When this happens, focus on the function behind them.
Is the student seeking attention, avoiding tasks, or overwhelmed? Once you know the “why,” you can teach alternative, more appropriate behaviors to meet the same need. For example, a student who has tantrums to avoid work might learn to use a card to request a break.
4. Focus on Real World Settings and Applications as Much as Possible
Whenever possible, tie your lessons back into reality. Activities like grocery shopping, ordering or preparing food, or navigating social situations should be a central part of instruction. This makes learning feel relevant and prepares students for independence later on in life.
5. Work Closely With Parents
Parents are your greatest allies, providing you with insights you won’t find in the classroom and reinforcing skills you teach outside of school. Stay in touch with them, and keep them up to speed on what their child has accomplished and might need more help with.
6. Identify Needed Supports and Don’t Remove Them Immediately When a Student Masters a Task
Once a student masters a task, don’t rush to remove the supports you’ve given them.
For example, if visual cues help a student stay organized, they might always need those supports to be successful, and that’s okay! It’s fine to work on weaning a student off certain supports if you feel it would be beneficial to do so, but remember that it doesn’t need to be the end-all, be-all for your IEP plans.
7. Be Prepared to Shift Activities
Students who require higher levels of support may experience variability in attention span and engagement during extended tasks. Therefore, you should be prepared to alternate between easy and challenging tasks. Avoid adding to their frustration by including breaks and using hands-on activities wherever and whenever possible.
8. Break Tasks Down Into Smaller Units
Large tasks can easily overwhelm students, so break them into smaller, manageable steps. For example, instead of “complete a worksheet,” start with “write your name,” then “answer the first question.”
9. Try Role Playing and Modeling In Addition to Direct Teaching
Beyond direct teaching, role-playing and modeling are powerful tools. Demonstrate a skill—such as shaking hands or ordering food—and then practice together. Social stories can also be helpful in this regard.
Data Tracking Methods for Your IEP Goals
Before you can assess how your students are progressing, you need a solid plan for tracking data. The good news? Fortunately, there are plenty of practical ways to manage this without spending your entire weekend buried in spreadsheets.
For example, using simple tally charts during lessons or activities can give you quick, real-time insights into how often a student meets specific goals, whether it’s following a one-step direction or identifying a color.
Digital tools like tablets can also streamline this process, as can apps that are uniquely designed to make it easy to record and organize the data you’re collecting daily.
You don’t need to reinvent the wheel or become overly reliant on tech, either.
Something as simple as handwritten anecdotal notes can make a world of difference, as keeping a running record of observations during class provides qualitative data that numbers can’t always capture – like a student showing improved patience or increased engagement with peers.
While it may sound overwhelming, setting aside just a few minutes after each session to jot down these moments can give you valuable context.
No matter the method you choose, consistency is key. Make sure you’re using the same approaches over time so you can notice patterns and adjust strategies as needed.
Measuring Progress for Your IEP Goals
Tracking data is one thing—turning it into meaningful insights is another. Measuring progress means figuring out whether your students are moving closer to their IEP goals—and it doesn’t have to involve complicated metrics.
Think about breaking big goals into smaller steps. For instance, if the goal is for a student to identify numbers 1-10, start with recognizing 1-3, build to 1-5, and work up from there. By monitoring these smaller milestones, you’ll see how steadily they’re progressing, even if the ultimate goal feels far off.
Another approach is to use benchmark assessments at regular intervals—maybe weekly or monthly. This could mean creating mini-tests or skill reviews for each student. Celebrate every win, no matter how small—whether it’s completing a task independently or even showing a spark of excitement when achieving something new.
For students who require higher levels of support, progress isn’t always linear, so it’s important to look at trends over time rather than expecting perfection each week. Sometimes the “aha moments” come after periods of plateaus, and staying flexible about how success looks makes all the difference.
Final Thoughts
Writing IEP goals for low-functioning students shouldn’t feel like an impossible hurdle you have to overcome. Instead, try to view the process as your best effort at setting your students up for lifelong success.
While it might not seem like an IEP goal for crossing the street makes a huge difference in your students’ overall education, it’s the small victories like this that lead to big successes down the road. So take a deep breath, use these tips as a guide, and keep your students’ needs at the forefront of your planning.
Remember, being an exceptional teacher means being adaptable and finding creative solutions to help each and every student reach their full potential. With these IEP goals for low functioning students, you can do just that.
FAQ
What is low-functioning behavior?
Low-functioning behavior refers to the challenges students face in areas like communication, social interaction, or adaptive skills. It’s important to note that this type of behavior does not define their potential; with the right supports, students who might be considered “low functioning” can nonetheless thrive in their daily lives.
How do you teach low-functioning students?
The key is to teach with patience and flexibility. Focus on personalized instruction, structured environments, functional life skills, and consistent supports to meet each student’s unique needs.
What is an example of executive functioning IEP goals?
An example of an executive functioning goal would be, “When given a visual schedule, the student will complete three tasks in a sequential order with 80% accuracy in 3 out of 4 trials each week.”
What are examples of functional needs in an IEP?
Functional needs in an IEP tend to focus on life skills, such as safely crossing the street, grocery shopping, personal hygiene, or using assistive devices for communication.
Further Reading
- Hanson, Chris: 7 Questions Parents Should Ask At IEP Meetings
- Allen, Suzan: 3 Ways SMART Goals Can Improve Your Meal Prep Skills
- Pierce, Rebekah: 100 IEP Goals For Autism: Follow This Template For Success
- Indiana Resource Center for Autism: Teaching Students Who Are Low Functioning: Who Are They and What Should We Teach?
- IRIS Center: What should teachers consider when working with students with autism spectrum disorder?
- National Association of Special Education Teachers: Effective Teaching Strategies for Students with LD
- Life Skills Advocate: 100+ Free Executive Functioning IEP Goals
- Sippl, Amy: How To Help Your Learner Develop Goals About Safety