Daily living skills assessment for IEP teams
By the IEP Atlas editorial teamLast updated
Short answer
A daily living skills assessment rates how independently a student completes each self-care routine, using direct observation in the real setting and a fixed rating scale. Score each routine on 3 days, record the help needed and the time taken, then turn the results into present levels and baselines for the goals that matter most.
A daily living skills assessment gives the team a baseline across all self-care routines at once, so goal decisions rest on observed data rather than a general impression that the student "needs help with self-care." It is a teacher-made, criterion-referenced tool, not a standardized test. Use it before an annual review, at a reevaluation, or when a student joins a new program.
Below is a fill-in version, a completed fictional example, and notes on each section. For goal examples by routine, see daily living skills IEP goals. The life skills IEP goals pillar covers the other domains.
How the assessment works
The form rates each routine on a 5-point independence scale, using observation in the place the routine really happens. Each routine gets at least 3 observations on different days. The median rating becomes the baseline.
| Rating | Label | What it looks like |
|---|---|---|
| 4 | Independent | Completes the whole routine with no adult cue, to an acceptable standard |
| 3 | Visual support | Completes it using a picture strip, checklist or timer, no adult cue |
| 2 | Verbal or gesture | Needs spoken or pointed cues on some steps |
| 1 | Physical | Needs hands-on help on some steps |
| 0 | Dependent | Adult does most of the routine, or the routine is not attempted |
This scale is a version of a prompt hierarchy. Keep the same scale all year so ratings can be compared.
The fill-in assessment
Copy this table into a document or print it. Fill one row per routine. Leave rows blank if a routine does not apply.
| Routine | Setting observed | Ratings (day 1, 2, 3) | Median | Time to complete | Steps the student misses | Priority (H, M, L) |
|---|---|---|---|---|---|---|
| Coat and backpack at arrival | ||||||
| Shoes and socks | ||||||
| Fasteners (zipper, buttons, snaps) | ||||||
| Changing for PE | ||||||
| Opening lunch items | ||||||
| Using utensils, cutting food | ||||||
| Mealtime cleanup | ||||||
| Handwashing | ||||||
| Toothbrushing | ||||||
| Face washing, nose blowing | ||||||
| Hair brushing, grooming check | ||||||
| Toileting routine | ||||||
| Requesting the restroom | ||||||
| Morning routine (family report) | ||||||
| Choosing clothes for weather |
Add a short notes section under the table:
- Student preferences and dislikes (textures, products, noise):
- Family priorities (from the parent input form or a call):
- Equipment in use (adaptive utensils, step stool, button hook):
- Health or safety notes (from the nurse or health plan):
- Observers and dates:
Completed example
Jada (fictional) is 9, in a grade 4 resource and self-contained blend. Her teacher and OT completed the form over 4 days in September. Times are illustrations.
| Routine | Setting observed | Ratings (day 1, 2, 3) | Median | Time to complete | Steps the student misses | Priority |
|---|---|---|---|---|---|---|
| Coat and backpack at arrival | Classroom hook | 2, 2, 3 | 2 | 8 min | Unzipping, hanging coat by the loop | M |
| Shoes and socks | After gym | 1, 2, 1 | 1 | 11 min | Heel of sock, Velcro tightness | H |
| Fasteners | Art smock, coat | 1, 1, 2 | 1 | Not finished | Starting the zipper | H |
| Changing for PE | Locker room | 2, 2, 2 | 2 | 15 min | Order of garments, socks | M |
| Opening lunch items | Cafeteria | 3, 3, 4 | 3 | 4 min | Yogurt lid | L |
| Using utensils | Cafeteria | 3, 4, 4 | 4 | n/a | None | L |
| Mealtime cleanup | Cafeteria | 2, 3, 2 | 2 | 3 min | Wiping table | M |
| Handwashing | Classroom sink | 3, 3, 3 | 3 | 30 sec | Scrub time | L |
| Toothbrushing | Not done at school | n/a | n/a | n/a | Family reports help needed | M |
| Toileting routine | Restroom (coded data) | 4, 4, 4 | 4 | n/a | None | L |
| Morning routine | Family report | 2, 2, 2 | 2 | 50 min | Socks and shoes, hair | H |
Summary for present levels: "Jada completes mealtime, handwashing and toileting routines with visual supports or independently. Dressing is her main barrier: she needs physical help with socks, Velcro and starting zippers (median rating 1 of 4 across 3 observations), which adds 11 minutes after gym and 8 minutes at arrival. Her family reports the same pattern at home and names shoes and socks as their top priority."
Goal chosen: "After PE, seated on a bench, Jada will put on socks with the heel in place and fasten Velcro shoes, completing 8 of 8 steps independently on 3 consecutive probes." The baseline is 3 of 8 steps on the matching task analysis data sheet, collected the week after the assessment. A matching template is on the shoes and fasteners template page.
Section-by-section notes
Setting observed
Observe where the routine really happens. A coat routine practiced in a quiet room at 2 p.m. tells you little about the crowded hallway at 8:05. Reviewers and families notice when a baseline came from a setting that does not match the goal's condition.
Ratings across 3 days
One observation can catch a rough morning. Three on different days, with the median reported, gives a fair picture. For routines that vary a lot, take 5. The baseline data guide explains why the median beats the average for small sets.
Time to complete
Time is often the real barrier. A student who dresses independently in 20 minutes still misses recess. Record minutes even when the rating is high, because it can point to a duration goal later.
Steps the student misses
This column turns a rating into a teaching target. "Starting the zipper" is a plan. "Needs help dressing" is not. Use it to write the first task analysis for the routine you pick.
Priority
Mark priorities with the family. Parents often rank routines differently from staff, and their reasons matter: a 50-minute morning routine affects the whole household. The IEP team must consider the parents' concerns when it develops the IEP.[2]
Health and equipment notes
Note any adaptive equipment, and any health plan detail that affects the routine, such as a feeding plan or skin checks. The nurse or OT confirms these. Do not write medical detail into the rating rows.
What reviewers and parents look for
- Dates and observers. A baseline without a date cannot anchor a progress graph.
- Real settings. The setting column should match the goal's condition.
- Numbers, not adjectives. "Median rating 1 of 4, 11 minutes" reads better than "struggles significantly."
- A clear link to the goals. Each goal should trace back to a high-priority row.
- Strengths. Name the routines the student does well. They show what supports already work.
From assessment to goals
Pick 2 or 3 high-priority routines. For each, write a task analysis, collect 3 baseline probes with it, and write the goal from that baseline. The independent living skills checklist covers the home and community routines older students need, and the independent living goals page has examples for transition-age students.
Templates are on the daily living goals page, the functional skills hub and the transition independent living goals page. The baseline glossary entry defines the term for families. Present levels must describe how the disability affects functional performance, and this assessment gives the team the facts to write that statement.[1]
Frequently asked questions
Is a daily living skills assessment a standardized test?
No. It is a teacher-made, criterion-referenced observation tool. It rates the student against the steps of each routine, not against other students. Some teams also use standardized adaptive behavior scales during evaluations, which answer a different question.
How long does a daily living skills assessment take?
Plan 3 to 5 school days, since each routine is observed during its natural time on at least 3 days. Most of the observation fits into the regular schedule, so the extra staff time is small.
What is a life skills baseline?
It is the student's current performance on a life skills routine, measured the same way the goal will be measured. Usually it is the number of task analysis steps done independently, the median of 3 observations, with the date and setting.
Use it in IEP Atlas
- Functional skills IEP goals
- Daily living goals (functional skills)
- Independent living goals (transition)
- Baseline in the IEP glossary
- Task analysis data sheet
Related guides
- Life skills IEP goals: the complete map by domain
- Daily living skills IEP goals
- Independent living skills checklist for transition planning
- Independent living IEP goals
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- 34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.