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Daily Living Skills IEP goals

Daily living skills are the self-care, food, and money tasks a student uses at school and in the community. Most are best written as task analyses, with each step defined so any adult can mark it the same way. Work with the occupational therapist where motor, sensory, or dressing skills are involved, and with families so methods match at home and school.

6 templates · Not yet educator-reviewed · How we write and review goals

Sample daily living skills goals

Numbers are illustrative. Set targets from the student's own baseline data.

  • Unreviewed draftK-2, 3-5Task-analysis steps

    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.

    Customize this goalTask-analysis checklist
  • Unreviewed draftK-2, 3-5Task-analysis steps

    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.

    Customize this goalTask-analysis checklist
  • Unreviewed draft3-5, 6-8Task-analysis steps

    Prepare a no-cook snack from a recipe card

    Preparing a simple snack

    By the annual IEP review date, given a picture recipe card for a no-cook snack during a cooking or life-skills lesson, the student will prepare a simple no-cook snack following the recipe card with ingredients and tools in their usual storage places, performing at least 8 of 10 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected at each cooking session (at least weekly).

    Customize this goalTask-analysis checklist
  • Unreviewed draft3-5, 6-8Task-analysis steps

    Buy an item from a vending machine

    Using a vending machine

    By the annual IEP review date, given a school or community vending machine and a set of bills and coins, the student will purchase an item from a vending machine using a picture or written task card, performing at least 6 of 8 steps independently, on 3 consecutive purchasing opportunities, as measured by a task-analysis checklist collected weekly.

    Customize this goalTask-analysis checklist
  • Unreviewed draft3-5, 6-8Opportunities

    Pay for an item using the next-dollar strategy

    Paying with the next-dollar strategy

    By the annual IEP review date, given a price under $20.00 on a price tag, menu, or receipt during a classroom store or community-based instruction activity, the student will count out dollar bills using the next-dollar strategy to pay for the item independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.

    Customize this goalOpportunity tracker
  • Unreviewed draft6-8Duration

    Change for PE within the class time allowed

    Changing for physical education

    By the annual IEP review date, when given the signal to change into PE clothes in the locker room, the student will complete changing into PE clothes and storing school clothes in the assigned locker independently within 6 minutes, on 4 of 5 consecutive PE days, as measured by duration recording collected each PE class.

    Customize this goalDuration tracker

Functional & Independence Skills · Daily Living Skills

Customize a goal

Student reference

Use a generic label rather than a student's name. Review goals within your school's approved IEP system.

Current baseline

Sample numbers are illustrative. Set the baseline and target from the student's own assessment data and team judgment.

Condition

Setting, materials, or situation, such as a passage level or a work period.

Observable behavior

Something an adult can see, count, or time. Avoid “understand,” “improve,” or “know.”

Level of support

Say exactly what support counts, such as “with one verbal prompt.” Leave “independently” if none.

Criterion

Number of routine steps performed independently.

Task-analysis steps

Write each step so an observer can mark it done or not done.

Measurement method

A routine is broken into ordered steps; each step is recorded as independent, supported, or not completed.

Mastery rule
Timeframe and monitoring

You can type a date, such as “By May 15, 2027”.

Match the schedule to the skill. Fluency often uses weekly probes. Writing rubrics may be scored every few weeks.

Live goal preview

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.

Baseline: 4 of 9 steps independently.

  • Condition
  • Observable behavior
  • Criterion
  • Measurement method
Add objectivesMatching data sheet

Measurability check10 of 10 met

All structural checks are met.

  • Met: Observable behavior. The behavior is stated as an action.

  • Met: Condition. The goal states when or under what conditions the behavior occurs.

  • Met: Unit fits the behavior. Task-analysis steps is a reasonable way to quantify this behavior.

  • Met: Explicit criterion. The success criterion is stated with a number and unit.

  • Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.

  • Met: Method produces the metric. Task-analysis checklist can produce task-analysis steps data.

  • Met: Review timeframe. The goal includes a timeframe.

  • Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.

  • Met: Aligned with area of need. The wording still relates to Daily Living Skills.

  • Met: Level of support. The level of support is defined.

What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.

Short-term objectives (optional)

When are objectives required?

Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.

Build objectives by

Matching data sheet

Task-analysis checklist. Your goal counts steps done independently, so the sheet marks each step in each session.

Task-analysis checklist

Task-analysis steps
Student label:
 
Target:
performing at least 8 of 9 steps independently
Mastery rule:
on 4 of 5 consecutive school days
Collection schedule:
at one planned handwashing time each day
Method:
Task-analysis checklist
Data collector:
 

Goal: 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.

Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed

Task-analysis checklist
StepSession 1 Date:Session 2 Date:Session 3 Date:Session 4 Date:Session 5 Date:Session 6 Date:Session 7 Date:Session 8 Date:
1. Turns on the water and adjusts it to a comfortable temperature
2. Wets both hands
3. Gets soap from the dispenser
4. Rubs palms, backs of hands, and between fingers
5. Keeps scrubbing until the timer or song ends
6. Rinses all soap off
7. Turns off the water
8. Dries hands with a paper towel or air dryer
9. Throws the paper towel in the trash
Steps independent (I)
Initials / notes

Preview shows 4 of 12 rows.

  • Write the date at the top of each session column. Mark each step I, S, or N.
  • Total the number of I marks for the session. The goal counts steps completed independently (target: 8 of 9).
  • Use the least intrusive prompt first and record the prompt actually needed.

The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.

Prefer more room? Open this template in the full builder.

skill_page

What daily living skills involves

  • Personal care routines such as handwashing and dressing for the weather
  • Simple food preparation following a picture or written recipe
  • Using money to buy items, including the next-dollar strategy
  • Using vending machines, school stores, and other community settings
  • Using adapted tools or clothing when they make a task possible

Baseline and measurement considerations

  • Task analysis is the usual measure: list 5–12 observable steps and record each as independent, completed with support, or not completed.
  • Purchasing skills that occur as separate trials, such as paying a price with the next-dollar strategy, fit an opportunities measure.
  • Keep the materials and setting stable during baseline and progress checks, or note changes, because a new recipe or machine changes difficulty.
  • Plan personal-care data collection to protect privacy, for example by timing from outside a changing area.

Progress-monitoring methods used in these templates

  • Task-analysis checklist: A routine is broken into ordered steps; each step is recorded as independent, supported, or not completed.
  • Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.
  • Duration recording: The length of time a behavior lasts is timed from a defined start to a defined end.

Matching data sheets

Each template links to a blank sheet built for its measure. You can also download these sheets on their own:

  • Task-analysis checklist: Marks each step of a routine as independent, with support, or not completed across sessions.
  • Opportunity tracker: Records each opportunity as independent, prompted, or not demonstrated.
  • Duration tracker: Times how long a behavior lasts and compares it with the target duration.

Common mistakes when writing daily living skills goals

  • Writing "will improve self-care skills" without naming the routine and its steps.
  • Using adult-convenient settings only, so the skill never transfers to the restroom, cafeteria, or community.
  • Skipping OT input on fasteners, utensils, or sensory barriers that are blocking progress.
  • Writing personal-care goals in language that is not respectful of the student's age and dignity.

Frequently asked questions

Should the OT write daily living goals or the special education teacher?

Either can, depending on the team and who provides the service. Many teams write a shared goal: the OT addresses the motor or sensory components and adapted tools, and classroom staff collect daily data during the natural routine.

What is the next-dollar strategy?

The student pays one more dollar than the dollar amount of the price, so a price of $3.45 is paid with four dollars. It lets students make purchases without counting coins. Decide in advance how whole-dollar prices and sales tax will be handled.

How do we collect data on personal care respectfully?

Observe at the classroom sink when possible, time routines from outside private spaces, and use the least intrusive staff presence the student needs. Students and families should know what is being measured and why.

Do short-term objectives have to be written for these goals?

Federal rules require benchmarks or short-term objectives for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Some states and districts require them for more students, so check local policy.

References

IEP Atlas is a drafting aid. Every goal is a starting point that needs to be individualized from assessment data and reviewed by the IEP team. It does not determine compliance or appropriateness for any student.