120 Independent Functioning IEP Goals for Classroom and Daily Living Success

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 kids in building independence.

That’s the ultimate goal, isn’t it? A meaningful step in their ongoing process of growth?As a teacher, independent functioning IEP goals are likely at the crux of what you do for your students. These goals are the backbone of fostering skills that students can carry into their daily lives to grow and learn with confidence.

From organizing materials to following multi-step instructions, the goal is to boost their ability to seamlessly interact with their world.

But here’s the thing—writing effective, measurable IEP goals for independent functioning can often feel like an uphill climb.

What’s the formula? How do you make goals actionable yet realistic? And, most importantly, how do you teach and measure progress effectively?

We’ll break down everything you need to know about how to write IEP independent functioning goals in this guide, and give you some helpful examples to get started.

Click here to jump down to the IEP goals.

What is Independent Functioning?

Independent functioning refers to a student’s ability to manage activities that are essential for daily life without constant supervision or assistance. The objective isn’t perfection. Instead, it’s about recognizing how differences can be strengths and celebrating individual abilities while supporting meaningful progress. Instead, it’s progress toward managing responsibilities, solving daily challenges, and living with more confidence.

Independent functioning encompasses a range of skills that go beyond academic knowledge. This might include time management, self-care routines, managing personal belongings, or navigating social settings. These skills are tailored to each student’s needs and are designed to meet them where they are.

An IEP that focuses on independent functioning breaks these skills into achievable objectives. Again, these differ widely depending on the student’s age, needs, strengths, and so much more.

Consider a student who struggles with organization. Instead of aiming for complete independence immediately, an IEP could include steps like learning to use color-coded folders for different subjects or setting reminders for assignments.

Ultimately, independent functioning is about equipping students with tools and habits that help them succeed beyond the classroom. Helping students develop these abilities doesn’t just give them confidence at school—it sets the foundation for their future independence.

What Are Examples of Independent Functioning?

Here are some key areas where independent functioning goals may be useful:

Independent Functioning IEP Goals for the Classroom

These goals focus on helping students better manage their school life. For instance, establishing routines like unpacking their bag each morning, keeping track of their pencils and notebooks, or remembering to raise their hand during lessons.

Examples include goals like, “By the end of the semester, [Students] will independently use a checklist to prepare their supplies for math class 4 out of 5 days.”

Cleaning and Housekeeping IEP Goals

Housekeeping skills might sound small, but for many students, these are the building blocks of independence. Goals could address tidying up their workspace, putting away materials after a project, or even wiping down desks at the end of the day.

For younger children, this might translate to organizing toys, while older students might work on managing a more complex classroom chore system.

Daily Living Activities

Daily living goals play a critical role in fostering autonomy by equipping students with practical skills that enable them to navigate daily challenges, build confidence, and participate more fully in their communities. This could mean learning to put on a jacket independently, tying shoelaces, or packing a lunch box. For older students, it might include things like going to the store or counting back change.

Recreation and Leisure Skills

Students also benefit from developing hobbies and leisure activities. Setting goals to help students join in on recess games, learn basic yoga poses, or even pick up coloring can encourage relaxation and creativity.

Why is Independent Functioning Important?

You might think academics are the primary focus in education, and you’re not wrong. However, independent functioning skills lay the groundwork for lifelong success in ways that directly impact a student’s ability to thrive outside the classroom.

For starters, promoting independence helps build a student’s confidence, but it’s important to acknowledge that confidence can also stem from other areas, such as mastering strengths and finding community support. When students learn to care for themselves, manage their time, or complete tasks with minimal help, they feel empowered. That confidence spills into other areas of their learning, leading to growth both academically and personally.

Independent functioning also reduces reliance on adults over time. For students, this means decreasing frustration as they gain practical tools for navigating their world.

And for teachers, it means freeing up time to focus on instruction rather than continually assisting with everyday basics.

If that’s not convincing enough as it is, think about the long term. The skills you focus on with your students, like packing their own lunch, handling basic hygiene, and managing responsibilities prepare these students for adult life. It supports parents and caregivers by transferring some responsibilities back to the child in developmentally appropriate ways.

It also helps teens transition smoothly into post-secondary life, whether that’s further education, vocational training, or employment.

By focusing on these goals now, you give your students a meaningful head start on successfully living as adults—because that’s the ultimate aim, isn’t it? To give them independence, one step at a time.

120 Independent Functioning IEP Goals

Independent Functioning IEP Goals for the Classroom

1. By the end of the IEP period, when given a verbal or visual prompt, [Student Name] will follow a one-step direction with 80 % accuracy in 4 of 5 classroom trials as measured by teacher data collection.
2. By the end of the IEP period, when transitioning between activities, [Student Name] will independently gather and organise required materials with 75 % accuracy in 3 of 5 classroom opportunities as measured by teacher observation.
3. By the end of the IEP period, when faced with a challenging classroom task, [Student Name] will request assistance using a pre-taught verbal or non-verbal cue in 80 % of opportunities as measured by teacher‐kept frequency data.
4. By the end of the IEP period, when navigating classroom routines (e.g., lining up or preparing for lunch), [Student Name] will comply with teacher directions within two minutes in 80 % of opportunities as measured by time-sample recording.
5. By the end of the IEP period, when provided with a visual schedule, [Student Name] will independently follow visual cues to transition between tasks in 4 of 5 opportunities as measured by teacher checklist.
6. By the end of the IEP period, when engaged in a group activity, [Student Name] will take turns and contribute at least one idea with 80 % accuracy in 4 of 5 sessions as measured by teacher rubric.
7. By the end of the IEP period, when presented with a non-preferred task, [Student Name] will use a self-regulation strategy (e.g., deep breathing or requesting a break) in 80 % of opportunities as measured by self-monitoring logs.
8. By the end of the IEP period, during independent work time, [Student Name] will complete assigned tasks with no more than one redirection in 4 of 5 opportunities as measured by work-completion records.
9. By the end of the IEP period, when interacting with peers, [Student Name] will initiate or respond to social communication in 3 of 5 opportunities in natural settings as measured by teacher observation.
10. By the end of the IEP period, when presented with behavioural feedback, [Student Name] will respond appropriately without argument in 4 of 5 instances as measured by teacher tally.
11. By the end of the IEP period, during transitions between settings, [Student Name] will maintain expected behaviour with no more than one verbal prompt in 80 % of occurrences as measured by event recording.
12. By the end of the IEP period, when faced with a challenging academic task, [Student Name] will remain engaged for at least five consecutive minutes with one or fewer prompts in 4 of 5 trials as measured by interval recording.
13. By the end of the IEP period, when provided with a choice board, [Student Name] will independently select and initiate the chosen activity in 4 of 5 opportunities as measured by teacher data.
14. By the end of the IEP period, during unstructured times (e.g., recess or free choice), [Student Name] will engage in appropriate play or socialisation with peers without redirection in 3 of 5 opportunities as measured by behaviour sampling.
15. By the end of the IEP period, when encountering a conflict with a peer, [Student Name] will use an agreed-upon problem-solving strategy to resolve the issue appropriately in 75 % of incidents as measured by teacher documentation.

Work completion a challenge? Take a look at these examples of IEP goals.

General Independent Functioning IEP Goals

1. By the end of the IEP period, given laces, [Student Name] will tie shoelaces with 80 % accuracy in 4 of 5 attempts in functional settings as measured by task analysis.
2. By the end of the IEP period, when given a three-step verbal instruction, [Student Name] will complete all steps with 90 % accuracy in 4 of 5 opportunities as measured by teacher checklist.
3. By the end of the IEP period, during group activities, [Student Name] will raise a hand and wait to be called on before speaking in 85 % of opportunities as measured by frequency count.
4. By the end of the IEP period, [Student Name] will organise school supplies into designated desk sections with 90 % accuracy in 4 of 5 trials as measured by organisational rubric.
5. By the end of the IEP period, when provided a visual daily schedule, [Student Name] will transition to each activity independently in 100 % of opportunities as measured by teacher observation.
6. By the end of the IEP period, [Student Name] will button or unbutton a shirt with 80 % accuracy in 4 of 5 attempts as measured by task analysis.
7. By the end of the IEP period, when engaging with peers, [Student Name] will use appropriate greetings and farewells in 90 % of 10 monitored instances as measured by teacher tally.
8. By the end of the IEP period, [Student Name] will count coins and make correct change up to $1 with 75 % accuracy in 3 of 5 trials as measured by work samples.
9. By the end of the IEP period, [Student Name] will recognise and sequence numbers 1–20 in order with 90 % accuracy across 5 sessions as measured by teacher records.
10. By the end of the IEP period, when given a writing task, [Student Name] will hold a pencil with an appropriate grip in 85 % of 5 observed opportunities as measured by fine-motor checklist.
11. By the end of the IEP period, [Student Name] will sort objects by a stated category (e.g., colour or shape) with 90 % accuracy in 4 of 5 trials as measured by data sheet.
12. By the end of the IEP period, [Student Name] will sustain attention to a task for at least 10 minutes without redirection in 80 % of three weekly sessions as measured by interval recording.
13. By the end of the IEP period, during free-choice, [Student Name] will share materials and take turns with 70 % accuracy in 4 of 5 opportunities as measured by teacher observation.
14. By the end of the IEP period, when decoding an unfamiliar word, [Student Name] will apply phonetic strategies with 75 % accuracy in 3 of 5 trials as measured by reading probes.
15. By the end of the IEP period, [Student Name] will pour a drink from a pitcher to a glass without spilling with 90 % accuracy in 4 of 5 functional trials as measured by task analysis.
16. By the end of the IEP period, [Student Name] will locate and retrieve materials needed for assignments with 85 % accuracy in 4 of 5 classroom trials as measured by teacher checklist.
17. By the end of the IEP period, [Student Name] will correctly spell high-frequency words from a provided list with 90 % accuracy across 5 spelling probes as measured by work samples.
18. By the end of the IEP period, when prompted, [Student Name] will state the main idea of a short passage read aloud with 80 % accuracy in 3 of 5 trials as measured by comprehension checks.
19. By the end of the IEP period, [Student Name] will follow school safety rules (e.g., hallway walking) in 100 % of school-day opportunities as measured by behaviour checklist.
20. By the end of the IEP period, [Student Name] will pack a school bag with required supplies with 85 % accuracy in 4 of 5 morning routines as measured by teacher observation.
21. By the end of the IEP period, during discussions, [Student Name] will contribute a relevant comment or question in 70 % of 10 monitored opportunities as measured by participation tally.
22. By the end of the IEP period, when shown emotion images, [Student Name] will label the emotion with 90 % accuracy in 4 of 5 trials as measured by teacher records.
23. By the end of the IEP period, [Student Name] will follow social-distancing cues in 100 % of monitored interactions as measured by event recording.
24. By the end of the IEP period, [Student Name] will recognise and state the meaning of common community signs with 90 % accuracy in 4 of 5 probes as measured by flash-card data.
25. By the end of the IEP period, [Student Name] will complete a simple recipe with minimal adult assistance in 75 % of 4 observed sessions as measured by task analysis.
26. By the end of the IEP period, when frustrated, [Student Name] will use a self-regulation strategy to calm within two minutes with 80 % success in 3 of 5 opportunities as measured by behaviour logs.
27. By the end of the IEP period, [Student Name] will follow a two-part verbal direction without additional prompts with 85 % accuracy across 5 classroom trials as measured by teacher checklist.
28. By the end of the IEP period, [Student Name] will match uppercase to lowercase letters with 80 % accuracy in 4 of 5 literacy trials as measured by work samples.
29. By the end of the IEP period, when completing maths tasks, [Student Name] will solve single-digit addition problems within 10 with 90 % accuracy in 5 classroom opportunities as measured by teacher assessments.
30. By the end of the IEP period, [Student Name] will transition between activities within two minutes of prompt with 85 % accuracy in 4 of 5 transitions as measured by timer logs.
31. By the end of the IEP period, using a daily planner, [Student Name] will record homework or schedule items with 90 % accuracy in 4 of 5 planner checks as measured by teacher review.
32. By the end of the IEP period, [Student Name] will brush teeth independently with 80 % accuracy across 5 observed routines as measured by hygiene checklist.
33. By the end of the IEP period, when given food options, [Student Name] will identify healthy choices with 75 % accuracy in 3 of 5 health lessons as measured by teacher tally.
34. By the end of the IEP period, [Student Name] will use a calculator to solve two-digit subtraction with 90 % accuracy in 5 maths probes as measured by work samples.
35. By the end of the IEP period, [Student Name] will maintain proper seated posture for 15 minutes in 3 of 5 classroom sessions as measured by postural rubric.
36. By the end of the IEP period, during outdoor play, [Student Name] will engage in moderate physical activity for at least 10 minutes in 4 of 5 recess periods as measured by teacher log.
37. By the end of the IEP period, [Student Name] will sort laundry items by colour or type with 85 % accuracy in 4 of 5 home-skills trials as measured by task analysis.
38. By the end of the IEP period, when recounting a familiar story, [Student Name] will sequence events correctly with 75 % accuracy in 3 of 5 language trials as measured by story-retell rubric.
39. By the end of the IEP period, [Student Name] will use a ruler to measure objects to the nearest inch with 90 % accuracy in 4 of 5 maths trials as measured by teacher checklist.
40. By the end of the IEP period, [Student Name] will respond appropriately to non-verbal teacher cues (e.g., raised hand for quiet) with 80 % accuracy across all observed opportunities as measured by frequency count.
41. By the end of the IEP period, using technology, [Student Name] will log in to a school program independently with 85 % accuracy in 4 tech sessions as measured by teacher records.
42. By the end of the IEP period, [Student Name] will identify and apply an appropriate problem-solving strategy with 80 % accuracy in 3 of 5 situational role-plays as measured by teacher checklist.
43. By the end of the IEP period, during reading, [Student Name] will recognise grade-level sight words with 90 % accuracy across 5 reading probes as measured by curriculum-based assessment.
44. By the end of the IEP period, when working in pairs or small groups, [Student Name] will remain on task and contribute to the activity with 85 % engagement in 4 of 5 cooperative-learning sessions as measured by teacher rubric.

If you’re working with autistic students, these 100 IEP Goals for Autism might prove to be helpful.

Cleaning and Housekeeping IEP Goals

1. By the end of the IEP period, when finishing a meal, [Student Name] will clean their eating area with 90% accuracy in 4 of 5 trials in the classroom as measured by a task-analysis checklist.
2. By the end of the IEP period, when given a visual or verbal reminder, [Student Name] will place trash in the garbage can with 100% accuracy in 5 of 5 classroom opportunities as measured by teacher observation.
3. By the end of the IEP period, when presented with a specific classroom chore, [Student Name] will follow all required steps with 75% accuracy in 3 of 5 opportunities as measured by a step-completion chart.
4. By the end of the IEP period, when completing an assigned task, [Student Name] will return items to their designated places with 80% accuracy in 3 of 5 trials during school routines as measured by teacher data.
5. By the end of the IEP period, when asked to assist in group cleanup, [Student Name] will follow multi-step directions with 85% accuracy across a three-week span as measured by teacher checklist.
6. By the end of the IEP period, when given a written checklist, [Student Name] will independently complete all listed steps with 80% accuracy in 4 of 5 trials as measured by checklist review.
7. By the end of the IEP period, when instructed to organise personal belongings, [Student Name] will place items in appropriate locations with 75% accuracy in 3 of 5 opportunities as measured by teacher observation.
8. By the end of the IEP period, when provided a visual schedule of chores, [Student Name] will complete assigned tasks in sequence with 85% accuracy in 4 of 5 occasions as measured by teacher data.
9. By the end of the IEP period, when asked to sort classroom items, [Student Name] will separate them into designated categories with 90% accuracy in 3 of 5 trials as measured by a sorting rubric.
10. By the end of the IEP period, when prompted to tidy a shared workspace, [Student Name] will follow procedural cleaning steps with 80% accuracy in 3 of 4 opportunities as measured by teacher checklist.
11. By the end of the IEP period, when presented a new organisational task, [Student Name] will execute required steps with 70% accuracy in 2 of 3 attempts as measured by task-analysis data.
12. By the end of the IEP period, when participating in classroom cleanup routines, [Student Name] will collaborate with peers and complete assigned responsibilities with 90% engagement in 4 of 5 group tasks as measured by teacher rubric.
13. By the end of the IEP period, when given verbal instructions to prepare for dismissal, [Student Name] will arrange belongings efficiently with 85% accuracy in 4 of 5 trials as measured by teacher observation.
14. By the end of the IEP period, when taught to use labelled storage bins, [Student Name] will place items in the correct bin with 75% accuracy in 3 of 5 attempts as measured by teacher data collection.
15. By the end of the IEP period, when engaged in routine maintenance tasks, [Student Name] will perform duties (e.g., sharpening pencils) with 80% accuracy in 4 of 5 occurrences as measured by a task log.
16. By the end of the IEP period, during structured group cleanup, [Student Name] will follow all steps of a multi-task process with 90% accuracy in 3 of 5 trials as measured by a step-completion chart.
17. By the end of the IEP period, when asked to organise materials, [Student Name] will sort and store items properly with 85% accuracy in 4 of 5 opportunities as measured by an organisational checklist.
18. By the end of the IEP period, when preparing for an academic task, [Student Name] will independently gather required materials with 80% accuracy in 3 of 4 trials as measured by teacher observation.
19. By the end of the IEP period, when prompted to check assigned tasks, [Student Name] will verify and report completion with 90% accuracy in 3 of 4 opportunities as measured by a self-checklist.
20. By the end of the IEP period, when using a visual-aid checklist, [Student Name] will adhere to all steps with 85% accuracy in 4 of 5 instances as measured by checklist review.
21. By the end of the IEP period, when instructed to clean or organise a specific area, [Student Name] will fulfil the task with 80% consistency in 3 of 5 trials as measured by teacher data.
22. By the end of the IEP period, when preparing a group activity, [Student Name] will arrange materials as directed with 75% accuracy in 4 of 5 situations as measured by teacher observation.
23. By the end of the IEP period, when completing a recurring daily task, [Student Name] will demonstrate independence and accuracy at 85% in 3 of 5 attempts as measured by a task-analysis log.
24. By the end of the IEP period, when practising a new organisation skill, [Student Name] will demonstrate competency with 80% success in 3 of 4 practice sessions as measured by teacher checklist.
25. By the end of the IEP period, when working under minimal supervision, [Student Name] will manage assigned responsibilities and complete them with 90% accuracy in 4 of 5 trials as measured by teacher observation.

If your students struggle with time management or problem solving, these IEP goals might be able to help.

Activities of Daily Living IEP Goals

1. By the end of the IEP period, when preparing to go outdoors, [Student Name] will put on appropriate outerwear independently 90% of the time in 4 of 5 trials as measured by task analysis.
2. By the end of the IEP period, during daily grooming, [Student Name] will perform the assigned activity with 85% accuracy across five consecutive days as measured by a self-care checklist.
3. By the end of the IEP period, after restroom use, [Student Name] will wash hands with soap and water 100% of opportunities across one week as measured by a hygiene log.
4. By the end of the IEP period, when served a meal, [Student Name] will use utensils correctly with 75% accuracy in 4 of 5 trials as measured by teacher observation.
5. By the end of the IEP period, when selecting clothing, [Student Name] will choose weather-appropriate items with 70% accuracy in 3 of 5 opportunities as measured by teacher data.
6. By the end of the IEP period, [Student Name] will prepare a simple meal independently with 80% accuracy in 3 of 5 attempts as measured by a cooking-task checklist.
7. By the end of the IEP period, when grocery shopping, [Student Name] will locate and select five listed items with 90% accuracy in 4 of 5 outings as measured by teacher log.
8. By the end of the IEP period, [Student Name] will clean personal space (make bed, organise belongings) with 85% accuracy in 4 of 5 days as measured by housekeeping checklist.
9. By the end of the IEP period, when given a laundry task, [Student Name] will sort clothes by colour or fabric with 80% accuracy in 3 of 5 trials as measured by task analysis.
10. By the end of the IEP period, [Student Name] will brush teeth for two minutes using proper technique 100% of observed opportunities across one week as measured by hygiene log.
11. By the end of the IEP period, when dressing, [Student Name] will match weather-appropriate clothing with 85% accuracy in 4 of 5 opportunities as measured by teacher checklist.
12. By the end of the IEP period, [Student Name] will pack a bag with required outing supplies with 75% accuracy in 3 of 5 attempts as measured by a packing checklist.
13. By the end of the IEP period, when managing hygiene items, [Student Name] will select and use correct products with 90% accuracy in 3 of 5 trials as measured by teacher observation.
14. By the end of the IEP period, [Student Name] will follow a morning routine independently, completing all tasks 80% of the time across five consecutive days as measured by a routine checklist.
15. By the end of the IEP period, when given receipts or budgets, [Student Name] will calculate total cost and change with 80% accuracy in 3 of 5 opportunities as measured by work samples.
16. By the end of the IEP period, [Student Name] will follow basic public-transport guidelines (identify correct route and board safely) with 70% accuracy in 2 of 5 trials as measured by community-based assessment.
17. By the end of the IEP period, when eating independently, [Student Name] will use proper table manners with 90% accuracy in 4 of 5 meals as measured by behaviour checklist.
18. By the end of the IEP period, [Student Name] will use a checklist or planner to organise and complete daily tasks with 75% accuracy in 3 of 5 days as measured by planner review.
19. By the end of the IEP period, when preparing to leave, [Student Name] will identify and take essential items with 85% accuracy in 4 of 5 opportunities as measured by teacher observation.
20. By the end of the IEP period, [Student Name] will vacuum a designated area, including corners, with 80% accuracy in 3 of 5 attempts as measured by task checklist.
21. By the end of the IEP period, [Student Name] will select appropriate footwear for specified activities with 85% accuracy in 4 of 5 trials as measured by teacher data.
22. By the end of the IEP period, when given an emergency scenario, [Student Name] will state an appropriate action (e.g., call 911) with 90% accuracy in 3 of 5 opportunities as measured by role-play rubric.
23. By the end of the IEP period, [Student Name] will follow meal clean-up procedures with 75% accuracy in 3 of 5 meals as measured by task analysis.
24. By the end of the IEP period, when identifying expiration dates, [Student Name] will evaluate freshness of perishable items with 80% accuracy in 3 of 5 trials as measured by teacher checklist.
25. By the end of the IEP period, [Student Name] will appropriately answer or take messages on the phone with 85% accuracy in 4 of 5 trials as measured by role-play assessment.
26. By the end of the IEP period, when given a simple recipe, [Student Name] will follow all steps with 75% accuracy in 3 of 5 cooking opportunities as measured by task checklist.
27. By the end of the IEP period, [Student Name] will schedule an appointment using a calendar or phone with 80% accuracy in 3 of 5 attempts as measured by teacher verification.
28. By the end of the IEP period, [Student Name] will identify and purchase a ticket for a public event with 85% accuracy in 4 of 5 trials as measured by community-based observation.
29. By the end of the IEP period, [Student Name] will set an alarm or reminder to complete a task on time with 90% accuracy in 4 of 5 opportunities as measured by planner review.
30. By the end of the IEP period, when using a microwave, [Student Name] will adjust time and power settings correctly with 75% accuracy in 3 of 5 trials as measured by task analysis.

For students who need help with personal safety, these IEP goals may be useful.

Recreation and Leisure IEP Goals

1. By the end of the IEP period, when offered choices, [Student Name] will select and engage in a preferred activity for 10 continuous minutes in 3 of 5 trials as measured by duration recording.
2. By the end of the IEP period, when participating in a group game, [Student Name] will follow established rules with 80% accuracy and minimal prompts during weekly activities as measured by teacher rubric.
3. By the end of the IEP period, when provided downtime, [Student Name] will independently choose and initiate a recreational activity with 85% accuracy in 4 of 5 opportunities as measured by teacher observation.
4. By the end of the IEP period, when playing a turn-based game, [Student Name] will wait for their turn while maintaining attention 90% of the time across two weeks as measured by interval recording.
5. By the end of the IEP period, during free time, [Student Name] will recognise and use materials for designated leisure activities with 75% accuracy in 5 of 7 days as measured by teacher data.
6. By the end of the IEP period, during collaborative tasks, [Student Name] will contribute relevant ideas or actions with 80% accuracy in 3 of 4 opportunities as measured by a group-work rubric.

Want to help your students build social skills? Check out these IEP goals.

How Do You Write an IEP Goal for Independent Functioning?

The best goals are specific, measurable, and directly tied to the student’s unique needs.

Use this formula to draft a clear and actionable goal:

“When given [instruction or task], the student will [demonstrate skill or behavior] with __% accuracy in __ out of __ trials [within a specified time period].”

For example:

This structure guarantees that the goal will outline specific expectations, but it also defines how progress will be measured, and sets clear timeframes for achievement.

The key to success when writing any goal, but especially a goal related to independent functioning, is collaborating with other professionals, caregivers, and the student (when appropriate) to make sure the goal matches the student’s developmental level and needs. Use data from assessments and observations to make these goals as relevant and effective as possible.

5 Evidence-Based Tips for Teaching Independent Functioning

Teaching independent functioning skills is all about consistency, reinforcement, and understanding where each student is starting. Here are five proven methods:

1. Use Visual Supports

Visual aids, such as schedules, task cards, or checklists, can make abstract concepts more tangible for students. Research suggests that visuals help students, particularly those with learning needs, process information more efficiently. Place these tools in accessible areas where students often need reminders, like on their desks or in transition spaces.

2. Focus on Task Analysis

Break down complex tasks into smaller, manageable steps. For example, instead of asking a student to “get ready for class,” which might be too complex or too overwhelming for some students, guide them to first gather materials, then organize their desks, and finally sit down quietly.

By breaking up these steps in a task analysis, you’re providing clear direction about what’s expected and helping your students build confidence as they master each step.

3. Provide Consistent Positive Reinforcement

Positive reinforcement can motivate students to practice and repeat behaviors. Offer specific praise or small rewards when they meet independent functioning goals.

For instance, if a student independently follows their morning routine, praise them with “Great job getting your materials and sitting at your desk on your own today!”

4. Practice Real-Life Scenarios

Give students opportunities to practice independent skills in real-world settings. If a goal involves making a simple purchase, simulate this in the classroom before moving to an actual store. Simulations create a safe space for students to make mistakes and learn without pressure.

5. Build Independence Gradually

Introduce independence in increments. This is where it’s especially important to have a baseline understanding of where your students’ starting points are. You don’t want to make things too easy for them, but you also need to avoid inundating them with tasks that are beyond their capabilities.

Begin with high levels of support, such as prompts or guided practice, and slowly fade assistance as the student becomes comfortable. This gradual release process fosters growth without leading to overwhelm.

Data Tracking Methods for Independent Functioning

Tracking progress with independent functioning IEP goals might feel daunting, but using the right methods can dramatically simplify the process. The data you collect will paint a clear picture of how well a student is progressing and provide actionable insights for the student and their family.

One effective method is frequency tracking. For example, you keep a tally of how often a student completes a task such as transitioning between activities without prompting.

Another approach, percentage-based tracking, involves calculating the percentage of successful attempts during defined time periods. For instance, record the number of times a student independently follows their checklist out of total opportunities.

Observational notes can capture qualitative data that numbers may miss. These notes might include comments on how a student responds when prompted or their level of engagement in specific tasks. When you can, combine objective measures with these observations to form a complete view of progress.

Remember there are plenty of technology tools at your disposal, too. Even something as simple as spreadsheets, apps, or digital trackers can streamline this process and make it even easier to share progress with caregivers and other members of the IEP team.

Measuring Progress for Independent Functioning

Measuring progress takes careful planning and consistency, but admittedly, it can be tough to measure progress for seemingly subjective skills like those related to daily living and independent functioning.

Perhaps the most effective method to track your students’ progress is benchmarking, which involves setting smaller, measurable milestones that guide the student toward achieving their main goal.

For instance, if the ultimate goal is to complete tasks using a schedule independently, benchmarks might start with completing the schedule with verbal prompts, then moving to visual cues, and finally to total independence.

Regular progress monitoring sessions—held at least bi-weekly—can also help you make sure that data is up-to-date and reflect changes in the student’s abilities. You can use charts or graphs to visualize trends over time, helping you quickly see whether the student is improving or if adjustments to the IEP are needed.

Finally, be sure to involve the student in self-assessment whenever possible. Encouraging them to reflect on their ability to complete tasks raises their self-awareness and supports the development of their autonomy, another important area when it comes to independent living.

Final Thoughts

Independent functioning skills are non-negotiable when it comes to preparing students to succeed, both in school and in life. By setting thoughtful IEP goals and using evidence-based strategies, you can accelerate your students’ progress in this oh-so critical area.

Don’t forget that individualized support is the heart of special education, and no two paths are the same. Flexibility and creativity in your teaching methods, paired with consistent monitoring, will lead to the most meaningful results.

While these independent functioning goals IEP examples can certainly provide you with the inspiration you need to get started, they should be seen as just that—a starting point. Make sure you tailor these to your students’ unique needs and strengths.

As Robert Collier emphasized, success often involves recognizing and building on small efforts while adapting to individual strengths and needs. With these independent functioning IEP goals, you’ll make small steps that contribute to meaningful progress.

For goals that extend beyond the classroom, neurodivergent-affirming life skills coaching can help young adults continue building independence after high school.

FAQ

What is an example of functional needs for an IEP?

Functional needs tend to include the most essential skills required for daily life, such as self-care, communication, and social interactions. For instance, a functional need might focus on learning how to use public transportation independently or managing one’s schedule effectively.

What are independent work IEP goals?

Independent work goals address skills that help students complete tasks independently without constant guidance. For example, “When given a daily checklist, the student will complete assignments with 90% accuracy and minimal prompts in 4 out of 5 trials per week.”

What is an example of a functional goal?

A functional goal focuses on practical, everyday skills. One example is, “Given visual instructions, the student will independently prepare their lunch in 4 out of 5 opportunities with 80% accuracy over one month.”

Further Reading

• Grand Valley State University: Independent Living
• Sippl, Amy: Daily Living Skills By Age: A Guide For Parents & Teachers + Developmental Chart
• Sippl, Amy: How To Use SMART Goal Setting To Teach Daily Living Skills
• Sippl, Amy: 11 Evidence-Based Ways to Teach Daily Living Skills
• Pratt, Cathy: Applied Behavior Analysis: The Role of Task Analysis and Chaining: Articles
• Killian, Shaun: Top 10 evidence-based teaching strategies