Daily Living Skills IEP goals for grades 3 to 5
31 of the daily living skills templates in the library are written for grades 3 to 5. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
31 templates · 1 skill · 3–5 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Daily Living Skills Functional & Independence Skills
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.
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.
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).
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.
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.
Complete the restroom routine at school
Toileting routine
By the annual IEP review date, during scheduled restroom breaks and when the student requests the restroom, the student will complete the restroom routine, performing at least 7 of 8 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at one scheduled restroom break.
Grades 3 to 5 daily living skills goals build on foundational skills and begin to use longer tasks, multi-step work, and independence as the target. Measurement shifts toward curriculum-based probes, work samples, and rubrics the student can see.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 23 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 7 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
Frequently asked questions
What changes in daily living skills goals between the early and upper elementary grades?
Tasks get longer and more independent, and the support level in the goal moves from prompts toward checklists and self-monitoring. The measure often changes too, from direct observation to work samples and probes.
Can an upper elementary goal include self-monitoring?
Yes. Students at this age can check their own work or rate their own behavior, and the goal can measure both the skill and the accuracy of the self-rating.
How do I set a criterion for a grade 3 to 5 student working below grade level?
Use the student's baseline on the measure and expected growth for that measure, not the grade-level benchmark. The goal should be ambitious for the student, as Endrew F. requires, and reachable within the year.
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