100 Functional Life Skills IEP Goals | Independent Functioning

Independent Functioning IEP Goals for Life Skills

Before I get started with this list of Life Skills Functional Goals for an IEP, I want to make one thing clear. That is, remember, IEPs are all about the “I.” Any student who has life skills listed as an area of need can have life skills IEP goals. They do not need to be in the life skills classroom to receive this.

Yes, some students are on a functional path rather than an academic one. However, you can still be in gen ed classes and need extra help with some of your functional life skills. This would include social skills IEP goals, as we all need those to be successful. I have those in another post.

Please make sure you visit my complete listing of IEP Goal Ideas!

And, while it’s completely appropriate for a student to spend their 13th and 14th year working exclusively toward these goals, I’m leery of that idea. The reason is that 2-3 years is not enough time to learn them. That’s why a solid IEP with transition services is so important.

Adding CBI Community Based Instruction can be done at any age. It’s not just for those in a life skills classroom. That may be school policy and practice, but that’s not what IDEA says.

This list of IEP goals is to help you and your team focus on independent functioning. Many students will need supported living situations, but just because a person needs support doesn’t mean we shouldn’t maximize their abilities.

Remember, inclusion means contribution. We want our kids included in society as adults, and that means contributing to the maximum extent possible. Everyone has something to contribute.

It’s important to remember, and encourage our kids, that for some of them, these skills may not be evident right now. But, that doesn’t mean that they are not attainable. Some kids may not be ready for this until age 20, 25, or even later. And that’s ok.

I’ve had several clients over the years who were not ready for these things by age 17 or 18 and felt defeated by that.

Life Skills-IEP Goals and Objectives

You may look at this list and say, “Hey, you said these were IEP transition goals! These are just independent living skills!”

However, it’s easy to form them into transition IEP goals and objectives. To make them measurable, you plug the skill into the formula below.

To make it a goal with objectives, you add the subsets of skills to the main skill.

For example “student will demonstrate independence in completing banking skills necessary for independent living” or something like that. Then, add in the objectives such as creating a budget, explaining the concept of saving, demonstrating how to use a check card, demonstrating what to do if a card is declined, etc.

As always, you can put any skill into the IEP goal formula to make it measurable.

Independent Living Skills

I compiled this list from numerous lists I saw online to make it more comprehensive. The printable list of independent living skills is at the bottom of the post.

It may seem overwhelming. And, you might be doing some of these skills and tasks for your child. That’s fine! That is what supported living is all about. What’s important is that the maximum level of independence is being supported. And that your child is as independent and as safe as possible.

I saw some outdated sentences. Things like referencing payphones and phone books. So I changed those but please let me know if you find another error.

Independent Functioning Reading Goals

The student will identify personal data that have been written by others when this personal information appears on documents.
1. Identify his or her name when it appears in written materials.
2. Identify his or her address when it appears in written materials.
3. Identify his or her social security number when it appears in written materials.
The student will operate tools, appliances, and equipment in response to written information/instructions and markings on buttons, switches, dials, and gauges.
1. Operate appliances and equipment involved in food storage, meal preparation, and meal cleanup activities (refrigerator, food scale, toaster, toaster oven, microwave, stove, oven, blender, electric mixer, and dishwasher etc.).
2. Operate appliances and equipment involved in maintaining clothing and household linens (washer, dryer, and iron).
3. Operate a telephone and a telephone answering machine.
4. Operate appliances involved in grooming activities (hair dryer or blower and electric or battery-operated shaver).
5. Operate equipment involved in recreational/educational activities (toys and games; television; radio; VCR; personal computer; DVD player, video games, cassette tape player, and CD players).
6. Operate equipment and other objects involved in maintaining and monitoring his or her health (bathroom scale, heating pad, and thermometer).
7. Operate appliances and equipment involved in heating and ventilation (thermostat, fan, air conditioner, and electric blanket).
8. Operate tools and appliances involved in household maintenance and repairs (hand vacuum, vacuum cleaner, electric broom, and Swifter/Clorox wet mops).
9. Utilize information as he or she travels in the community, including operating a self-service elevator and paying the correct or most efficient fare when using Van Go or taxi
10. Using information found on labels, identify the contents of containers.
11. Use the size of packages and size notations to determine the quantity of food and other substances in the packages.
12. Using the price labels, tags, and store signs, identify the prices of items being considered for purchase.
13. Identify and obey storing and cooking directions found on food packages.
Locate information in the help wanted and other classified sections of newspapers and magazines (online) and use the information in seeking employment and making purchases.
1. Locate information of interest in printed advertisements and use the information to purchase goods and services.
2. Review pamphlets, brochures, and manuals and use the information to make decisions on recreational, educational, vocational, and other activities.

Independent Living Safety Goals

Will locate familiar school places (nurse, library, vice-principal, cafeteria, elective classes, etc.).
Will identify a home address
Will identify the address and phone number.
Will carry identification in the wallet
Will practice safety rules with reminders.
Will practice safety rules without reminders.
Will follow pedestrian signs and conventions.
Will identify rules regarding interactions with strangers
Will be able to use appropriate transportation.
Will follow safety rules
Will read and follow safety signs
Will demonstrate pedestrian skills.
Will practice stranger safety
The student comprehends and responds appropriately to written information, including symbols, words, and phrases that appear in the community.
1. Locate public bathrooms to use for washing and toileting.
2. Using numeral and destination designations, identify buses for traveling in and out of the community. (public access transportation)
3. Identify and obeys traffic signs.
4. Identify and obey warning signs and avoid places designated as being dangerous.
5. Identify warning words on packages and obey their instructions.
6. Identify and comply with signs that help direct people as they move about the community, such as arrows, detour signs, and signs that contain words such as PUSH, PULL, ENTRANCE, EXIT, IN, and OUT.
7. Locate signs on doors and store windows and then use the information found there to identify the days and hours when the store or business is open. (yes, I see this as safety because you do not want an unattended autistic or otherwise disabled person trying to get into closed businesses!)
8. Locate public telephones and public booths.
9. The student will seek the assistance of a responsible person to decode and explain, when necessary, printed and written material that he or she is unable to read.
Meet buses, carpools, and shuttle services after reviewing written departure schedules.
Pay the correct fare on a taximeter when using a taxi (in special instances) to go to work, and tips the driver appropriately.
Take the correct bus or other public transportation to work, using numeral and destination signs on public transportation vehicles.
Select alternate routes to get to work.
Obey traffic signs and signals and follow prescribed routes while driving to work.

Activities of Daily Living IEP Goals

Ok, this section is super long. At some point, even though a student may actually need dozens of these, you may want to chunk them together as goals with objectives underneath.

Identify the written names and/or relationship names of family members.
Identify the written names of important objects found in and around his or her school and home.
Identify frequently used action words when they are written.
Identify frequently used prepositions when they are written.
Identify the numbers 1 through 12 when they are written.
Identify time notations.
Identify money designations when they are written as numerals.
Follow directions written on packages of food, household cleaning products, and other packages and containers.
Follow instructions on cleaning labels that are found on clothing and other fabrics.
Verify size labels when purchasing clothing and household linens.
Identify the correct value of stamps needed to mail letters and greeting cards.
Identify the cost of admission at public facilities.
Identify the types of stores or businesses by their window displays and by keywords on signs.
Identify and obey storage and cleaning instructions found on packages containing laundry and house cleaning agents.
Locate doorbells and mailboxes of friends and relatives.
Operate vending machines.
Operate coin-operated washers and dryers.

Life Skills Math Goals for an IEP

Please note that I have previously done another post about IEP goals for Money Skills.

Match objects to objects (one-to-one correspondence).
Count with meaning.
Identify and match numerals.
Match objects that occur in pairs.
Identify the basic shapes of a circle, triangle, square, and rectangle when they have functional relevance.
Discriminate between left and right.
Use a number line.
Identify the ordinal positions of people and objects.
Follow oral directions involving a sequence of steps described in their ordinal sequence.
Identify numerals of personal importance (such as birth date, age, address, telephone number, and social security number) when this information appears on written materials and documents.
Write numerals when supplying personal data on various forms and documents.
Identify the written expression for numerals when it appears in written materials.
Write the written expression for numerals when requested to do so on checks, deposit and withdrawal slips, and other financial transactions.
Identify the fractions ½, 1/3, and ¼ when they occur alone and when they are part of simple mixed numbers.
Correctly compute simple subtraction problems when presented with various terms for subtracting: take away, minus, and subtract.
Use the process signs (-) and (+) in addition and subtraction when given simple arithmetic problems.
Identify and use numbers appearing on common equipment, appliances, and materials.
Discriminate between large and small and big and little items.
Discriminate between short and tall and short and long.
Discriminate between full and empty.
Use ruler to measure the dimension of objects and things.
Use measuring cups and spoons in cooking and other functional activities.
Use a scale to measure his or her weight and a food scale to measure in food preparation activities.
Uses a yardstick and a measuring tape to measure length, width, depth, and height.
Measure objects and recipe items using whole numbers, fractions (1/2, 1/3, and ¼), and mixed numbers.
Estimate size, distance, and quantity.

IEP Goals for Telling Time

Identify and name specific times of day (morning, afternoon, and night) and match the time of day with appropriate activities.
Identify and name the days of the week.
Identify and name the months of the year.
Identify and name the current day and date.
Identify and name the current season and the other seasons in sequence.
Identify his or her birthday and birth date.
Identify and name the major holidays.
Identify and name clocks and watches.
Identify and name the time by the hour and half-hour on different types of clocks and watches (digital, wrist, numeral, etc).
Be punctual to school, leisure time, and other appointments and scheduled activities.

Recreation IEP Goals

Yes, recreation is important. Our kids need to know how to constructively spend their down time.

Using a calendar, identify the date, approaching dates, and previous dates.
Use a hand-drawn map to find his or her way around the school building, and use floor plan maps located in stores and office buildings.
Use a hand-drawn map to find his or her way around the community.
Use public transportation maps.
Use diagrams to assemble objects.
Use diagrams to make simple constructions and other arts and crafts projects.
Locate key information on posters and other informational charts.
Locate and record information on charts used for instructional and behavioral management purposed, including those used to assist the student in monitoring his or progress.
Use menus to order meals and snacks.
Participate in games of make-believe and role-playing.
Select durable and safe toys and games.
Engage in water play.
Participate in low-activity games.
Participate in high-activity games.
Participate in target games.
Participate in balance games.
Participate in table games.
Participate in card games.
Participate in games of chance.
Participate in strategy games.
Participate in real-life games.
Participate in knowledge and word games.
Choose a variety of toys and games.
Participate in multiple types of video games
The student will locate and utilize information from directories, schedules, and bulletin boards.
Locate telephone numbers in his or her personal telephone directory.
Locate apartments by using directories located in apartment houses and other homes with multiple living units.
Locate a desired floor from a department store directory.
Locate offices and other locations in various buildings by using their directories.
Identify times of mail pickup on mailbox schedules.
Finds the location of foods and other items from supermarket directories.
Identify foods and food prices from the cafeteria and fast-food bulletin boards.
Locate departure and arrival times from bus, train, and airline schedules, bulletin boards, and television monitors.
The student will correctly carry out directions written on equipment, machinery, games, toys, and items that are to be assembled.
Follow the directions provided with toys and games.
Follow the directions provided with objects to be assembled.
Using a calendar, identify the date, approaching dates, and previous dates.
Use a hand-drawn map to find his or her way around the school building, and use floor plan maps located in stores and office buildings.
Use a hand-drawn map to find his or her way around the community.
Use public transportation maps.
Use diagrams to assemble objects.
Use diagrams to make simple constructions and other arts and crafts projects.
Locate key information on posters and other informational charts.
Locate and record information on charts used for instructional and behavioral management purposed, including those used to assist the student in monitoring his or progress.
Use menus to order meals and snacks.
Participate in games of make-believe and role-playing.
Select durable and safe toys and games.
Engage in water play.
Participate in low-activity games.
Participate in high-activity games.
Participate in target games.
Participate in balance games.
Participate in table games.
Participate in card games.
Participate in games of chance.
Participate in strategy games.
Participate in real-life games.
Participate in knowledge and word games.
Choose a variety of toys and games.
Participate in multiple types of video games
The student will locate and utilize information from directories, schedules, and bulletin boards.
Locate telephone numbers in his or her personal telephone directory.
Locate apartments by using directories located in apartment houses and other homes with multiple living units.
Locate the desired floor from a department store directory.
Locate offices and other locations in various buildings by using their directories.
Identify times of mail pickup on mailbox schedules.
Finds the location of foods and other items from supermarket directories.
Identify foods and food prices from the cafeteria and fast-food bulletin boards.
Locate departure and arrival times from bus, train, and airline schedules, bulletin boards, and television monitors.
The student will correctly carry out directions written on equipment, machinery, games, toys, and items that are to be assembled.
Follow the directions provided with toys and games.
Follow the directions provided with objects to be assembled.
Engage in a variety of activities using park and playground facilities and equipment.
Participate in fishing activities.
Participate in camping activities.
Plan and go on a walk and/or hiking trip.
Participate in nature exploration activities.
Raise and care for houseplants.
Raise and care for a pet.
Collect leaves, rocks, and shells for a collection, crafts, and/or decorating projects.
Engage in photography and other art experiences based on natural themes.
Engage in quiet activities, such as looking at picture books and magazines, playing electronic games, and listening to the radio or stereo.
Watch television, videotapes, and discs.
Play games on computer, television, or hand-held machines.
- Plan and host a party.
Go to fast food restaurants, cafeterias, snack shops, and other restaurants.
Attend movies, puppet shows, concerts and plays.
Plan and participate in picnics, outings, and excursions.
Participate in special events, such as holiday parties, programs, dances, and the Special Olympics.
Locate and participate in clubs, special-interest groups, and events sponsored by schools, recreation councils, and community groups, such as scouts/Indian Guides, 4-H clubs, and garden clubs.
Take vacations and go on other trips.
Visit relatives, friends and neighbors.
The student will identify activities and opportunities to use as hobbies.

Independent Living/Work IEP Skills

The student will identify keywords found on employment applications and other simple blanks and forms, and provide the requested information.
The student will locate and utilize written information found on bills, work time cards, check stubs, and store receipts.
Pay by the due date, the correct amount for goods received and services obtained.
Identify and verify gross pay, net pay, and deduction information found on paycheck stubs.
Check store receipts to verify that they are correct and that any change received is also correct.
Verify information found on work time cards.
Print his or her name and write his or her signature.
Write his or her parent’s names on a card/envelope
Write the date in its various forms.
Write his or her address on an envelope
Write his or her age and birth date using numerals, abbreviations, and words.
Will follow a familiar purchasing routine with assistance (without assistance).
Will demonstrate socially acceptable behavior in the community
Will use community services (post office, library, DMV, etc.) with assistance (without assistance)
Will purchase items in a familiar store.
Will participate in organized school or community service activities.
Will shop for personal clothing items knowing their own sizes.
Correctly address envelopes, postcards, and packages to be mailed
Write shopping and other lists
Identify keywords, abbreviations, and symbols (FIRST NAME, LAST NAME, MAIDEN NAME, M.I.; ADDRESS; DATE; HOME TELEPHONE #, WORK TELEPHONE #; BIRTHDATE; SOCIAL SECURITY #; SEX – M OR F; MARITAL STATUS – M, S, W, OR D; PREVIOUS EMPLOYMENT RECORD; PARENTS’ NAMES; REFERENCES; ACCOUNT NUMBERS; DEPOSIT; WITHDRAWAL; CASH; etc.) found on employment applications, deposit and withdrawal slips, checks, mail order forms, and other simple blanks and forms and provide the requested information.
Identify the skills required in job descriptions and/or brochures.
Locate the help wanted section of newspapers and identify job offerings appropriate to his or her interests, needs, and skills.
Identify common abbreviations used in the help wanted sections of newspapers and determine what they mean.
Locate job announcement information found on business bulletin boards, in work pamphlets, at state and local job banks, and at employment agencies.
Obtain a job application form and identify keywords that request personal data information, including name, address, telephone number, Social Security number, and birth date.
Obtain and review all job-related brochures and forms, including health insurance, pension information, holiday schedules, and other components in an employee benefits package.
Use a calendar to identify workdays and holidays when he or she does not have to go to work.
Follow a daily wake-up schedule that makes it possible for him or her to wash, dress, and groom him- or herself and be ready for work on time.
Identify time by the hour, half-hour, and other intervals, on clocks and watches, to be prepared to leave for work on time.
Select the type of clothing and accessories needed from a specially prepared work-clothing list for specific jobs.
Locate the number of his employer or employer representative in his or her personal telephone directory and call that person if unable to report to work or when he or she will be late.
Follow directions on the time clock and time card and verify the time card after punching in and out to make certain it had been correctly stamped.
Identify work clothing, shop coats, and other personal items by nametags and labels.
Obey health rules pertinent to his or her job.
Obey safety rules pertaining to his or her job.
Follow the directions and safety instructions on flammable and other dangerous substances with which he or she works.
Follow posted directions and routing signs for fire escape procedures and use them during a fire emergency and fire drill.
Follow the operating and safety instructions for electric tools, appliances, and machinery used on the job.
Locate signs leading to the supervisor, nurse, or other significant persons’ offices and go there when necessary.

Personal Hygiene Care IEP Goals

When requiring supervision or assistance, indicates in an acceptable manner, the need to go to the bathroom.
When independent in toileting, closes the bathroom door and/or stall for privacy.
Remove, lower, unfasten, and/or open appropriate clothing before toileting.
When appropriate, either raise the toilet seat for voiding or use a urinal.
Sit on the toilet seat for eliminating or for voiding.
Wipe appropriately after voiding or eliminating.
Flush the toilet after wiping, or flushes the urinal after voiding.
Wash and dry hands after toileting.
Dress and/or arrange clothing after toileting.
Locate and use a bathroom or public restroom independently and safely
Put on and remove clothing with no fasteners.
Put on and remove clothing with zippers.
Put on and remove clothing with snaps.
Put on and remove clothing with buttons.
Put on and remove clothing with Velcro fasteners.
Adjust clothing when necessary.
Choose clothing appropriate for the weather.
Choose clothing appropriate to the time of day, situation, and occasion.
Control the water flow or adjusts the water temperature for washing hands and face.
Wash and dry hands and face.
Wash underarms and uses deodorant.
Brush and floss teeth and rinse mouth.
Clean and care for nails.
Wipe and blow nose.
Take a sponge bath.
Bath in a tub.
Take a shower.
Wash and dry hair.
Comb, set, and/or style hair or have it done professionally.
Shave face or body hair when appropriate.
Use facial blemish treatments when needed.
Apply makeup when appropriate.
Use and care for eyeglasses, hearing aids, and prosthetic devices when appropriate.
Care for herself during menstruation.

I am aware that this is a huge list! However, the family and the school should work together on prioritizing the needs. And, it can point you toward what services are needed for transition and perhaps that 13th and 14th year.