250 Functional Life Skills IEP Goals including Independent Functioning

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.

For the purposes of this giant list of IEP goals, I use the terms independent functioning IEP goals, life skills IEP goals and independent living IEP goals. Of course there is a bit of overlap among those terms and so I wanted to include them all.

A person in a green sweatshirt and jeans is independently reaching for a beverage on a grocery store shelf, practicing life skills IEP goals.

Yes, some students are on a functional path rather than an academic one. However, you can still be in general education 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.

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.

IEP Goals for Life Skills

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.

Teachers and Staff

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A row of industrial washing machines with a shallow depth of field, demonstrating independent functioning as part of life skills IEP goals.

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.

An image of a structured goal setting form template outlining the Transition IEP Goals Bank, which is designed to help educators set specific, measurable, achievable, relevant, and time-bound individualized education program goals

Independent Functioning IEP Goals

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.

Transition IEP Goals

Independent Functioning Reading Goals

  1. 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.
    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.
    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.

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    Independent Living Safety IEP Goals

    1. Will locate familiar school places (nurse, library, vice-principal, cafeteria, elective classes, etc.).
    2. Will identify a home address
    3. Will identify the address and phone number.
    4. Will carry identification in the wallet
    5. Will practice safety rules with reminders.
    6. Will practice safety rules without reminders.
    7. Will follow pedestrian signs and conventions.
    8. Will identify rules regarding interactions with strangers
    9. Will be able to use appropriate transportation.
    10. Will follow safety rules
    11. Will read and follow safety signs
    12. Will demonstrate pedestrian skills.
    13. Will practice stranger safety
    14. 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.

      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.

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

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      IEP Goals for Activities of Daily Living

      1. Washes hands before eating and preparing food
      2. Can order in a cafeteria or restaurant
      3. Can describe food groups and foods that contribute to a healthy lifestyle.
      4. Knows name and use of cooking utensils
      5. Can order a meal from the menu in a restaurant
      6. Can fix breakfast for one
      7. Can fix lunch for one
      8. Can fix dinner for one
      9. Can make a grocery shopping list
      10. Can use cooking utensils effectively and safely (knives, grater, can opener, potato peeler, egg beater, etc.)
      11. Can use kitchen appliances effectively and safely
      12. Can use acceptable table manners
      13. Stores perishable items under refrigeration
      14. Recognizes signs of spoilage in food
      15. Can follow the instructions for preparing canned or frozen foods.
      16. Can plan weekly menu
      17. Can shop for a week’s menu and stay within a food budget
      18. Can carry out a grocery-shopping trip (selecting items on the shopping list and paying the cashier)
      19. Prepares recipes from a cookbook
      20. Can adjust recipes to feed more or less people than called for in the recipes
      21. Understands how to use dates on food packages to prevent spoilage
      22. Prepares and eats a reasonably balanced diet (not perfect diet, but not candy bars for dinner either)
      23. Understands and can use unit pricing to comparison shop

      A person walks down an aisle in a supermarket with shelves stocked with various goods, practicing their independent functioning IEP goals.

      Cleaning and Housekeeping IEP Goals

      1. Can wash dishes adequately using soap and hot water.
      2. Can change a light bulb.
      3. Can make a bed.
      4. Knows how to dispose of garbage, and when garbage day is, consequences, etc.
      5. Can use vacuum cleaner properly and change bags.
      6. Can change bed linen.
      7. Knows how to prevent sinks and toilets from clogging.
      8. Knows how to sweep floor and stairs, wash wood and linoleum floors, wash windows, dust, polish furniture, clean toilet, clean bathtub and sink.
      9. Knows appropriate cleaning products to use for different cleaning jobs.
      10. Knows how to stop a toilet from running.
      11. Knows how to use a plunger to unstop a toilet or sink.
      12. Can defrost the refrigerator, if necessary.
      13. Can clean a stove.
      14. Knows how to conserve energy and water.
      15. Perform routine house cleaning to maintain the home in a reasonably clean state.
      16. Uses drawers and closets appropriately for storage.
      17. Knows what repairs a landlord should perform.
      18. Can do minor household repairs.
      19. Is able to contact the landlord and request repairs.
      20. Can change a fuse or reset a circuit breaker.
      21. Can measure a window for shades or curtains.
      22. Knows how to get rid of and avoid roaches, ants, mice, etc. as well as preventative measures

      A hand wearing a purple glove holds a yellow spray bottle, showcasing life skills IEP goals against a solid teal background.

      Life Skills Math Goals for an IEP

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

      Teachers and Staff

      Note: Many School District Email inboxes block email from outside entities. If you do not receive this within a few minutes, check spam or try again with a personal email address.

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      1. Match objects to objects (one-to-one correspondence).
      2. Count with meaning.
      3. Identify and match numerals.
      4. Match objects that occur in pairs.
      5. Identify the basic shapes of a circle, triangle, square, and rectangle when they have functional relevance.
      6. Discriminate between left and right.
      7. Use a number line.
      8. Identify the ordinal positions of people and objects.
      9. Follow oral directions involving a sequence of steps described in their ordinal sequence.
      10. 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.
      11. Write numerals when supplying personal data on various forms and documents.
      12. Identify the written expression for numerals when it appears in written materials.
      13. Write the written expression for numerals when requested to do so on checks, deposit and withdrawal slips, and other financial transactions.
      14. Identify the fractions ½, 1/3, and ¼ when they occur alone and when they are part of simple mixed numbers.
      15. Correctly compute simple subtraction problems when presented with various terms for subtracting: take away, minus, and subtract.
      16. Use the process signs (-) and (+) in addition and subtraction when given simple arithmetic problems.
      17. Identify and use numbers appearing on common equipment, appliances, and materials.
      18. Discriminate between large and small and big and little items.
      19. Discriminate between short and tall and short and long.
      20. Discriminate between full and empty.
      21. Use ruler to measure the dimension of objects and things.
      22. Use measuring cups and spoons in cooking and other functional activities.
      23. Use a scale to measure his or her weight and a food scale to measure in food preparation activities.
      24. Uses a yardstick and a measuring tape to measure length, width, depth, and height.
      25. Measure objects and recipe items using whole numbers, fractions (1/2, 1/3, and ¼), and mixed numbers.
      26. Estimate size, distance, and quantity.

      IEP Goals for Telling Time

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

      Recreation and Leisure IEP Goals

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

      1. Using a calendar, identify the date, approaching dates, and previous dates.
      2. 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.
      3. Use a hand-drawn map to find his or her way around the community.
      4. Use public transportation maps.
      5. Use diagrams to assemble objects.
      6. Use diagrams to make simple constructions and other arts and crafts projects.
      7. Locate key information on posters and other informational charts.
      8. 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.
      9. Use menus to order meals and snacks.
      10. Participate in games of make-believe and role-playing.
      11. Select durable and safe toys and games.
      12. Engage in water play.
      13. Participate in low-activity games.
      14. Participate in high-activity games.
      15. Participate in target games.
      16. Participate in balance games.
      17. Participate in table games.
      18. Participate in card games.
      19. Participate in games of chance.
      20. Participate in strategy games.
      21. Participate in real-life games.
      22. Participate in knowledge and word games.
      23. Choose a variety of toys and games.
      24. Participate in multiple types of video games
      25. The student will locate and utilize information from directories, schedules, and bulletin boards.
      26. Locate telephone numbers in his or her personal telephone directory.
      27. Locate apartments by using directories located in apartment houses and other homes with multiple living units.
      28. Locate a desired floor from a department store directory.
      29. Locate offices and other locations in various buildings by using their directories.
      30. Identify times of mail pickup on mailbox schedules.
      31. Finds the location of foods and other items from supermarket directories.
      32. Identify foods and food prices from the cafeteria and fast-food bulletin boards.
      33. Locate departure and arrival times from bus, train, and airline schedules, bulletin boards, and television monitors.
      34. The student will correctly carry out directions written on equipment, machinery, games, toys, and items that are to be assembled.
      35. Follow the directions provided with toys and games.
      36. Follow the directions provided with objects to be assembled.
      37. Using a calendar, identify the date, approaching dates, and previous dates.
      38. 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.
      39. Use a hand-drawn map to find his or her way around the community.
      40. Use public transportation maps.
      41. Use diagrams to assemble objects.
      42. Use diagrams to make simple constructions and other arts and crafts projects.
      43. Locate key information on posters and other informational charts.
      44. 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.
      45. Use menus to order meals and snacks.
      46. Participate in games of make-believe and role-playing.
      47. Select durable and safe toys and games.
      48. Engage in water play.
      49. Participate in low-activity games.
      50. Participate in high-activity games.
      51. Participate in target games.
      52. Participate in balance games.
      53. Participate in table games.
      54. Participate in card games.
      55. Participate in games of chance.
      56. Participate in strategy games.
      57. Participate in real-life games.
      58. Participate in knowledge and word games.
      59. Choose a variety of toys and games.
      60. Participate in multiple types of video games
      61. The student will locate and utilize information from directories, schedules, and bulletin boards.
      62. Locate telephone numbers in his or her personal telephone directory.
      63. Locate apartments by using directories located in apartment houses and other homes with multiple living units.
      64. Locate the desired floor from a department store directory.
      65. Locate offices and other locations in various buildings by using their directories.
      66. Identify times of mail pickup on mailbox schedules.
      67. Finds the location of foods and other items from supermarket directories.
      68. Identify foods and food prices from the cafeteria and fast-food bulletin boards.
      69. Locate departure and arrival times from bus, train, and airline schedules, bulletin boards, and television monitors.
      70. The student will correctly carry out directions written on equipment, machinery, games, toys, and items that are to be assembled.
      71. Follow the directions provided with toys and games.
      72. Follow the directions provided with objects to be assembled.
      73. Engage in a variety of activities using park and playground facilities and equipment.
      74. Participate in fishing activities.
      75. Participate in camping activities.
      76. Plan and go on a walk and/or hiking trip.
      77. Participate in nature exploration activities.
      78. Raise and care for houseplants.
      79. Raise and care for a pet.
      80. Collect leaves, rocks, and shells for a collection, crafts, and/or decorating projects.
      81. Engage in photography and other art experiences based on natural themes.
      82. Engage in quiet activities, such as looking at picture books and magazines, playing electronic games, and listening to the radio or stereo.
      83. Watch television, videotapes, and discs.
      84. Play games on computer, television, or hand-held machines.
        • Plan and host a party.
      85. Go to fast food restaurants, cafeterias, snack shops, and other restaurants.
      86. Attend movies, puppet shows, concerts and plays.
      87. Plan and participate in picnics, outings, and excursions.
      88. Participate in special events, such as holiday parties, programs, dances, and the Special Olympics.
      89. 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.
      90. Take vacations and go on other trips.
      91. Visit relatives, friends and neighbors.
      92. The student will identify activities and opportunities to use as hobbies.

      Two individuals independently holding video game controllers while playing a soccer game on a television screen, aiming to achieve their life skills IEP goals.

      ADL IEP Goals

      1. Can wash dishes adequately using soap and hot water.
      2. Can change a light bulb.
      3. Can make a bed.
      4. Knows how to dispose of garbage, and when garbage day is, consequences, etc.
      5. Can use vacuum cleaner properly and change bags.
      6. Can change bed linen.
      7. Knows how to prevent sinks and toilets from clogging.
      8. Knows how to sweep floor and stairs, wash wood and linoleum floors, wash windows, dust, polish furniture, clean toilet, clean bathtub and sink.
      9. Knows appropriate cleaning products to use for different cleaning jobs.
      10. Knows how to stop a toilet from running.
      11. Knows how to use a plunger to unstop a toilet or sink.
      12. Can defrost the refrigerator, if necessary.
      13. Can clean a stove.
      14. Knows how to conserve energy and water.
      15. Perform routine house cleaning to maintain the home in a reasonably clean state.
      16. Uses drawers and closets appropriately for storage.
      17. Knows what repairs a landlord should perform.
      18. Can do minor household repairs.
      19. Is able to contact the landlord and request repairs.
      20. Can change a fuse or reset a circuit breaker.
      21. Can measure a window for shades or curtains.
      22. Knows how to get rid of and avoid roaches, ants, mice, etc. as well as preventative measures

      Transition IEP Goals

      • 65 Vocational IEP Goals Including Work Habits and Jobs
      • 100 Independent Functioning and Independent Living IEP Goals (Life Skills Goals)
      • 36 Measurable Postsecondary Goals for an IEP
      • IEP Transition Goals Bank
      • 99 Community Safety and Transportation IEP Goals
      • 75 Personal Hygiene and Health IEP Goals
      • 68 Money IEP Goals including Functional Math, Budgeting and Banking
      • 53 Measurable Self Advocacy IEP Goals and Objectives: Elementary to High School
      • IEP Goal Bank
      • 20 IEP Goals for Low Functioning Students
      • Also read: How to Develop a Meaningful IEP Transition Plan and What is Age of Majority?

      Printable List of Life Skills IEP Goals

      Here is the printable list of Independent Living Skills. It is a work in progress, so check back often. But I didn’t want to delay in getting it out there for you.

      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.

      Independent Functioning and Life Skills

      • Sample Student Toilet Protocols for an IEP
      • 37 Toileting IEP Goals (for all ages)
      • 65 Vocational IEP Goals Including Work Habits and Jobs
      • 100 Independent Functioning and Independent Living IEP Goals (Life Skills)
      • 1000 IEP Goals for Transition: IEP Transition Goals Bank
      • 36 Measurable Postsecondary Goals for an IEP
      • 99 Community Safety and Transportation IEP Goals
      • 75 Personal Hygiene IEP goals and Health IEP Goals (effective and measurable!)
      • 68 Money IEP Goals including Functional Math, Budgeting and Banking

      Occupational Therapy IEP Goals

      • Fine Motor IEP Goals: 50 Fine Motor Skills Goals for All Ages
      • 14 Letter Recognition IEP Goals (including OT)
      • 37 Toileting IEP Goals (for all ages)
      • 100 Independent Functioning and Independent Living IEP Goals (Life Skills)
      • 75 Personal Hygiene and Health IEP Goals (effective and measurable!)
      • 30 MeasurableHandwriting IEP Goals, including OT, Fine Motor, and Letter Formation
      • 15 IEP Goals for Assistive Technology and AAC

      Independent Functioning and Life Skills

      • 15 IEP Goals for Severe and Profound Students: Supporting Students with High Needs
      • 20 IEP Goals for Low Functioning Students
      • 25 Measurable Basic Reading Skills IEP Goals
      • 37 Toileting IEP Goals (for all ages)
      • 65 Vocational IEP Goals Including Work Habits and Jobs
      • 100 Independent Functioning and Independent Living IEP Goals (Life Skills)
      • 99 Community Safety and Transportation IEP Goals
      • Personal Hygiene and Health IEP Goals (effective and measurable!)
      • 68 Money IEP Goals including Functional Math, Budgeting and Banking
      • What is a Life Skills Classroom?