There are endless number of life skills IEP goals out there, it’s just a matter of finding what your student and their family want to focus on.  It’s all about getting to know your student, their future goals, and collaborating with parents/caregivers on what areas they find important.  Some families have an idea of the types of goals they want to work on, where as others might really depend on the teacher for suggestions (after all, you are the expert!)  It’s easy to draw a blank sometimes though, so I’m here to help you visualize some ideas to start at.  If you see a goal you kinda like, just know that there are so many different ways to write one goal to fit the needs of every student, depending on what you want to work on specifically.

IEP Goal Basics

• In order to make a great and appropriate goal, make sure to get a measurable baseline first.
• From there you will be able to plug in the number of prompts
• Type of prompts (verbal, gestural…etc. and remember the prompting hierarchy)
• % of accuracy
• Number of trials/opportunities
• Time frame (e.g. over 2 consecutive weeks) to measure consistency
• and how it will be measured (data collection, observation, work samples…etc).

Keep In Mind

• Each school district (or even parents), like IEP goals written a certain way or with specific terminology.   Always make sure to communicate with your administration and parents on what their preferences are before heading into an IEP meeting.  The goal ideas provided below are simply ideas and should always be reviewed with the IEP team.
• The goal framework provided below is a generic template.  It’s up to you to customize the goal to fit the student (according to their baseline). 
• Like I mentioned earlier – Each of these ideas can be written differently to cater to many different levels (not just by the number of prompts, % accuracy, or trials given.  With that being said, they can easily be simplified or complicated by adding task analysis components, the setting in which they are performed…etc. Here’s an example of the different levels if you want your student working on the dollar up method.  Also, I know this is redundant to mention, but sometimes it happens, make sure your student is able to complete the basics (such as counting, identifying money values, addition…etc) before moving on to a more complicated goal like this.
  •  LEVEL 1 – By {date}, given {#} {type} prompts, {student name} will {USE THE DOLLAR UP METHOD UP TO $5 DURING A STRUCTURED LESSON}, in {#/#} trials over {#} consecutive weeks, as measured by {how}.
  • LEVEL 2  – By {date}, given {#} {type} prompts, {student name} will {USE THE DOLLAR UP METHOD UP TO $5 WHILE MAKING A TRANSACTION IN THE COMMUNITY}, in {#/#} trials over {#} consecutive weeks, as measured by {how}.
  • LEVEL 3 – By {date}, given {#} {type} prompts, {student name} will {WAIT IN LINE, USE THE DOLLAR UP METHOD UP TO $5 WHILE MAKING A TRANSACTION IN THE COMMUNITY, AND WAIT FOR CHANGE}, in {#/#} trials over {#} consecutive weeks, as measured by {how}.

Goal Template

By {date}, given {#} {type} prompts, {student name} will {GOAL}, in {#/#} trials over {#} consecutive weeks, as measured by {how}.

**Not all goals have to have each of these components, it just depends on the goal, what you are measuring, and where the student’s baseline is at!**

AD: Visual & Differentiated (Cut & Paste and Multiple Choice) Career Interest Inventory surveys for special education! Symbol supported transition interview for IEP.

Pre-Vocational Behavior/Social Skills Goal Ideas

1. Respond to name being called throughout different settings.
2. Recognize names of others.
3. Respond appropriately to name being called (eg. Hi, how can I help you?)
4. Smile, make eye contact, change expressions, and use expressive body movements.
5. Communicate {#} wants/needs.
6. Demonstrate functional use of objects in environment (eg. Chairs, pens, cups…etc)
7. Indicate preference.
   1. Check out: Career Interest Inventory
8. Comply with requests in different settings.
9. Travel to and from school, or in the community safely.
   1. Check out: Vocation Unit 8 – Getting To Work.
10. Remain seated during a task or activity.
11. Follow directions of teacher (or superior)
12. Appropriate personal space (and hands to self)
13. Show positive attitude while engaged in a task.
14. Take turns speaking during a conversation.
15. Make a choice from several activities/choices.
16. Career role play.
17. Understand time cues to change activities.
18. Move quietly from place to place.
19. Move from place to place within an allotted time.
20. Transition from preferred activity to a non-preferred activity.
21. Work cooperatively and share with other peers.
22. Respect property of others.
23. Appropriately gain attention (eg. tapping on shoulder).
24. Wait for acknowledgment before requesting something.
25. Ask for assistance in appropriate tone (eg. not whining)
26. Use appropriate ways to greet unfamiliar people (eg. handshake)
27. State solutions to frustrating situations.
28. State appropriate times to talk, listen, and work quietly.
29. Introduce self to others.
30. Ask social questions (eg. How are you today?”)
31. Participate in group activity/project.
32. Express need for a break.
33. Complete task without disturbing others.
34. Stay on task for {#} time.
35. Respond appropriately to criticism.
36. Eat snack/lunch in a timely manner (eg. similarly to lunch break time – 30 mins – 1 hour)
37. Utilize chain of command for requesting information or asking for help.
38. Demonstrate ability to receive and deliver a message.
39. Identify consequences of inappropriate anger management.
40. Greet people entering an area/room.
41. Use appropriate voice levels according to situations/areas.

Vocational Tasks Goal Ideas

1. Basic use of a computer mouse.
2. Basic typing.
3. Appropriate finger placement when typing (focus on several letters at a time).
4. Review a book, cd, or dvd.
5. Visit/observe job sites (job shadow).
   1. Check out: Vocation Forms (Job Shadow, Observation, Scavenger Hunt)
6. Identify different type of businesses (restaurants, department store, grocery store…etc.)
7. Complete a list of tasks.
8. Fill out receipt.
   • Check out: Writing Checks & Receipts Task Card Activity
9. Ask teacher or aide “what is next”, after completing a task.
10. Make plans that will be carried out later that day/a day or two later.
11. Follow a daily routine.
12. Follow a schedule by checking clock/watch.
    1. Check out: FREEBIE Student Daily Schedule with Digital & Analog Clocks
13. Sort {#}/variety of items.
    • Check out: Vocational Mail Sorting Work Task Bin Activity
    • Check out: Document Filing Task Box Activity
    • Check out: Clothing Sizes Vocational Sorting Activity
    • Check out:  Stock The Shelf File Folder & Task Card Bundle
14. Match items.
    1. Check out: Matching File Folders
15. Categorize items into {#} categories.
    1. Check out: Reading Listings – Finding The Right Businesses – Life Skills Task Bin Sorting
    2. Check out: Interactive Shoe Store Bulletin Board
16. Follow {#} step directive.
17. Fold (eg. napkins or clothing)
18. Hang clothing
19. Differentiate/sort sizes
    • Check out: Which Size Is It? Task Clip Cards with Real Images 
20. State personal information (first & last name, age, birth date, address, gender…etc).
21. Fill out or type personal information in designated response box (eg. job application)
    • Check out: Differentiated Job Application Practice Forms FREEBIE
22. State phone number
23. State emergency contact name and phone number
24. State work history or vocational related experience
25. State {#} references & their contact information (with or w/o visual)
26. Fill out a variety of different job applications.
27. Fill out job interest survey.
    • Check out: Vocational Question Of The Day w Visuals
28. Complete values/interests survey.
29. Identify job that needs to be done then offer assistance.
30. Show teacher/others that their work is done well.
31. Master a work task.
32. Complete a task within a specified time frame.
33. Complete preferred and non-preferred tasks.
34. Seek help if unable to complete a task on own.
35. Work on campus job.
36. Work off-campus job.
    1. Check out: Off Campus Job Packet FREEBIE
37. Good review from a job coach (aide/teacher).
38. Work on or off campus job for {#} minutes, {#} times a week.
39. Fill out a time-sheet according to on/off campus job hours (or work tasks as a reward system)
    • Check out: Student Vocational Timesheets
40. Understand basic job interview etiquette.
    • Check out: Job Interview Vocational Task Clip Cards with Visuals
41. Understand basic job etiquette.
    • Check out: Job Etiquette Task Clip Cards with Visuals
42. Complete multi-step directions (eg. work task bin)
43. Assemble a package
44. Identify time on a daily schedule.
    • Check out: Time & Schedule Task Clip Cards
    • Check out: Time & Schedule Using An ANALOG CLOCK Task Clip Cards 
45. Identify/state time to the hour/half hour/minute…etc.
46. Be on time to activities/services
47. Listen to {#} guest speakers.
48. Visit job fair.
49. Identify signs in the workplace.
    1. Check out: Workplace Signs Task Cards
    2. Check out: Which Workplace Sign is It?
50. Role play interview.
51. State job expectations/outcomes (eg. provide a service in exchange for a pay check).
52. Identify personal strengths.
53. Understand ethical standards/positive work attitude.
54. File papers.
    • Check out: Document Filing Task Box Activity
55. Clean up work area after performing a task.
56. Identify IEP goals/short term/long term goals.
57. Identify why a break begins and ends.
58. Correct errors and mistakes.
59. Identify coworkers versus supervisors.
60. Identify appropriate reasons for being late/absent.
    1. Check out: Acceptable/Not Acceptable in the Workplace Task Cards
61. Identify who to call/contact at work if late/absent.
62. Maintain professional relationship within workplace.
63. Locate/identify commuting options.
64. Plan a personal budget.
    • Check out: Budgeting for Savings – Differentiated Money Task Cards 
65. Identify disabilities & supports offered.
    1. Check out: Vocation Unit 6 – Workplace Accommodations
66. Locate job options within a reasonable commute.
67. Locate job options based on preferences/experiences.
68. Create/fill out a resume.
    1. Check out: Vocation Unit 3 – Resume
69. Ask for letters of reference.
70. How to properly terminate employment.
    1. Check out: Vocation Unit 12 – Leaving the workplace
71. Identify preferences/interests
    • Check out: Independent Living Question Of The Day w Visuals
72. Identify work schedule.
73. List {#} things observed at a job site.
74. Identify casual vs business setting.
75. Identify job salaries.
76. Read/translate common abbreviations (found on job applications/business forms)
    • Check out: Common Abbreviations Digital Interactive Activity 
    • Check out: Common Abbreviations Task Cards
77. Read and identify different parts of pay stubs
    1. Check out: Reading Parts of Pay Stubs Task cards
    2. Check out: Pay Stub Calculations Task Cards

AD: DIFFERENTIATED & VISUAL Vocation forms for students to use while on campus or out in the community to gain more knowledge on the basics of career skills and job sites.

Download all of these ideas for free here

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