Functional skill expectations change significantly between kindergarten and fifth grade. A skill that is appropriate for a first grader may be too basic for a fifth grader, while an upper-elementary expectation may not be developmentally appropriate for a younger student.

The K-5th Grade Functional Life Skills Checklists, IEP Goals & Interventions Bundle includes two separate, age-appropriate resources for assessing student needs, selecting targeted interventions, and developing measurable goals:

• K–2nd Grade Functional Life Skills Checklist, IEP Goals & Interventions
• 3rd–5th Grade Functional Life Skills Checklist, IEP Goals & Interventions

Each resource addresses the same broad areas of functional development while providing skills, interventions, and goals that reflect the expectations of its specific grade band.

I created this bundle to help educators identify what a student needs to learn next without relying on one checklist that is either too basic or too advanced.

TWO DEVELOPMENTALLY APPROPRIATE GRADE BANDS

The bundle includes:

K–2nd Grade Resource

The early elementary resource focuses on foundational skills related to routines, communication, self-care, safety, emotional regulation, play, and emerging independence.

3rd–5th Grade Resource

The upper elementary resource reflects increasing expectations for responsibility, organization, self-advocacy, work habits, personal care, social participation, and preparation for middle school.

Because the resources are separated by grade band, educators can choose the version that best reflects the student’s developmental level and current needs.

MOVE FROM A BROAD CONCERN TO A SPECIFIC SKILL

A student described as “not independent” may need support with one specific part of a larger routine. Another student may demonstrate the skill in one setting but not with different adults, materials, or expectations.

These informal functional skills assessments help educators break broad concerns into specific, observable skills. Once the team identifies the skill that needs support, the aligned interventions and sample goals provide a starting point for individualized instruction and planning.

WHAT’S INCLUDED IN THE BUNDLE

The bundle includes:

• One complete K–2nd grade functional life skills resource
• One complete 3rd–5th grade functional life skills resource
• Fourteen functional skill areas in each grade-band resource
• Developmentally appropriate student skill indicators
• Targeted interventions aligned with each skill area
• Measurable sample goals that can be individualized
• Notes and comments sections
• Optional tracking sheets for progress monitoring
• Printable and digital tracking options

The same 14 broad functional areas are addressed in both resources. The checklist items, interventions, and goals are adapted to match the expectations of each grade band.

FOURTEEN FUNCTIONAL LIFE SKILL AREAS

Each grade-band resource addresses:

• Community Navigation and Safety
• Daily Living Skills
• Employment and Job Readiness
• Independence and Self-Advocacy
• Meal Preparation and Nutrition
• Medical and Health Management
• Motor Skills and Safety Awareness
• Personal Finance and Money Management
• Play and Leisure Skills
• Pre-Academic and Academic Readiness
• Self-Care Skills
• Self-Regulation and Emotional Control
• Social Skills and Communication
• Toileting Skills

These areas allow teams to consider the whole student rather than focusing only on classroom behavior or academic performance.

TARGETED FUNCTIONAL SKILLS INTERVENTIONS

Each checklist area includes intervention ideas that can be selected and adapted based on the student’s identified needs.

Depending on the skill and grade band, interventions may include:

• Explicit teaching and modeling
• Visual directions and schedules
• Task analysis
• Guided practice
• Prompting and prompt fading
• Reinforcement
• Environmental supports
• Organizational systems
• Social stories and role-play
• Supported problem-solving
• Practice across people and settings
• Self-monitoring and self-regulation strategies

The intervention lists provide practical starting points. They are not intended to create the same support plan for every student.

MEASURABLE FUNCTIONAL LIFE SKILLS IEP GOALS

The sample goals connect directly to the skills assessed. Educators can adjust the setting, prompting level, frequency, performance criteria, and expected degree of independence to match the student’s baseline and individual needs.

Goals may address:

• Daily living skills
• Communication
• Self-care
• Personal and community safety
• Emotional regulation
• Social participation
• Self-advocacy
• Organization and responsibility
• Academic readiness and work habits
• Growing independence

Using aligned checklists, interventions, and goals makes it easier for teams to explain why a goal was selected and what skill the student is working to develop.

USE THIS BUNDLE TO

• Identify functional life skill strengths and needs
• Compare current performance with age-appropriate expectations
• Establish informal baseline information
• Select priorities for direct instruction
• Choose targeted interventions
• Develop measurable functional IEP goals
• Document observations and progress
• Prepare for IEP and student-support meetings
• Support BIP and MTSS planning
• Improve consistency across teachers, families, and service providers
• Plan for increasing independence and middle-school readiness

WHO THIS BUNDLE IS FOR

This bundle may be especially helpful for:

• Elementary special education teachers
• Teachers supporting multiple elementary grade levels
• Self-contained classroom teachers
• General education teachers in inclusive classrooms
• Behavior specialists
• School psychologists
• Interventionists
• Occupational therapists and related-service providers
• IEP, BIP, and MTSS teams

The two grade bands make this bundle especially useful for elementary programs, intervention teams, and educators who support students with a wide range of developmental abilities.

IMPORTANT ASSESSMENT INFORMATION

These resources are informal educational assessment and planning tools. They are not standardized, norm-referenced, or diagnostic assessments. They do not replace a formal evaluation, functional behavior assessment, or other individualized assessment when one is required.

The checklist items, interventions, and sample goals should be individualized based on the student’s needs, baseline performance, environment, developmental level, and required support.

The purpose is not simply to document whether a student can or cannot perform a skill. It is to help the team determine what the student needs to learn next and plan instruction that supports meaningful independence over time.

Important Note About Upgrading to the Bundle

If you have already purchased one or both individual checklists (K–2 or 3–5) and would like the full bundle, you can contact TPT for a reimbursement of the individual products so you only pay the bundle price.

Not sure what kind of data collection you need? Take a look at my FREE Resource, Data Collection for Behavior, which will walk you through various types of data collection, how to use them, and which types of behavior each data collection method is best suited to.

Please follow me on TPT for more great behavior tracking and SEL resources. And remember, if you purchase, please leave a review and TPT will give you credits toward more fabulous TPT resources!