Hold a crayon or pencil with a tripod grasp
When to use this goal
For students whose present levels show a fisted or palmar grasp, a grasp with the thumb wrapped over the fingers, or a grasp that collapses partway through a coloring or writing task. Base the choice on observed grasp during real classroom tasks; some kindergartners already use a mature grasp and some third graders do not.
- Baseline
- Watch the student in at least three different tasks (coloring, tracing, writing) and photograph or sketch the grasp each time with the family's consent. Note whether the grasp starts well and degrades, which points to hand fatigue rather than a skill gap. Record which tool was used; thick markers and short crayons change the grasp.
- Tips
- An adaptive grasp that is functional and not painful does not always need to change; write this goal when the grasp limits output, legibility, or endurance. Decide in advance what counts as the grasp being maintained (for example, no re-prompt needed for 5 minutes) and record it on the observation sheet.
- Limits
- Grasp is a means, not an end. Pair this with a handwriting or coloring output goal, or the team may change the grasp without changing the student's work. Grasp observations are subjective across observers, so agree on a photo reference before baseline.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-001.
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Goal
By the annual IEP review date, during a coloring, drawing, or writing activity lasting at least 5 minutes, the student will hold the writing tool with a tripod grasp (thumb, index, and middle finger) and an open web space for the whole activity independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during a classroom writing or coloring activity.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Fine Motor Skills.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Motor & Sensory Skills (OT, PT & Adapted PE) - Fine Motor Skills
- Baseline
- 1 of 5 opportunities.
- Annual goal434 characters
- By the annual IEP review date, during a coloring, drawing, or writing activity lasting at least 5 minutes, the student will hold the writing tool with a tripod grasp (thumb, index, and middle finger) and an open web space for the whole activity independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during a classroom writing or coloring activity.
- Timeframe
- By the annual IEP review date
- Condition
- During a coloring, drawing, or writing activity lasting at least 5 minutes
- Behavior
- The student will hold the writing tool with a tripod grasp (thumb, index, and middle finger) and an open web space for the whole activity independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly observations
- Evaluation method
- Direct observation
- Schedule
- Weekly during a classroom writing or coloring activity
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly observations
- Collection schedule:
- weekly during a classroom writing or coloring activity
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a coloring, drawing, or writing activity lasting at least 5 minutes, the student will hold the writing tool with a tripod grasp (thumb, index, and middle finger) and an open web space for the whole activity independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during a classroom writing or coloring activity.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.