Daily Living Skills IEP goals for kindergarten to grade 2
21 of the daily living skills templates in the library are written for kindergarten to grade 2. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
21 templates · 1 skill · K–2 · 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.
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.
Brush teeth after lunch following a sequence
Toothbrushing
By the annual IEP review date, after lunch at the classroom sink, with a personal toothbrush and toothpaste, the student will brush teeth following the toothbrushing sequence, performing at least 7 of 8 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily after lunch.
Put on and fasten shoes without help
Shoes and fasteners
By the annual IEP review date, when shoes come off for rest time, PE, or a sensory break and the student is asked to put them back on, the student will put on both shoes and fasten them, performing at least 5 of 6 steps independently, on 4 of 5 consecutive observed opportunities, as measured by a task-analysis checklist collected daily at one planned shoe-on time.
Eat lunch using utensils and a napkin
Mealtime skills
By the annual IEP review date, during lunch in the cafeteria or classroom with a packed lunch or school meal, the student will eat the meal using utensils and a napkin, performing at least 6 of 7 steps independently, on 4 of 5 consecutive observed meals, as measured by a task-analysis checklist collected three lunches per week.
In kindergarten through grade 2, daily living skills goals target foundational skills and are measured with short probes, word lists, or direct observation that fit a young student's attention span. Criteria usually use small item sets and frequent checks.
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 17 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 3 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
Frequently asked questions
How are daily living skills goals measured in the early grades?
With brief, repeatable measures: a one-minute probe, a 10-item set, or a few observed opportunities per day. The goal's mastery rule states how many measurements must meet the criterion.
Should early-grade goals be tied to grade-level standards?
Goals come from the student's present levels and should enable progress in the general curriculum, but the criterion is set from baseline data, not copied from a standard. The standard can inform what skill to target.
How many goals should a K-2 student have?
One per area of need identified in the evaluation. Young students often have goals across several areas (communication, early literacy, self-regulation), so keeping each goal to one measure keeps data collection realistic.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.