IEP goals for scissor skills

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A scissor skills IEP goal names the cutting task, the paper, the line width and how close the cut must stay to the line. Score the share of the line cut within a set distance. Example: given a 6-inch straight line on card stock, Zoe will cut within a quarter inch of the line for at least 5 of the 6 inches in 4 of 5 trials.

Scissor goals belong in an IEP when cutting stops a student from finishing class work: the map in social studies, the cut-and-paste phonics sheet, the science foldable. They do not need to belong there just because a checklist says a 5-year-old should cut a circle. Start with the class task, find the stage where cutting breaks down and write the goal one stage above.

The 16 goals below follow the usual order of scissor development, from holding scissors to cutting in real projects. Each has a fictional baseline and a link to its template. The numbers are illustrations. Scissor goals share space with other hand skills on the fine motor IEP goals page, and preschool cutting goals built around play are on fine motor goals for preschoolers. The occupational therapy IEP goals pillar shows the whole range of school OT goals.

The stages of scissor skills

Stage	What the student does	What to score
1. Holding	Thumb in the top loop, fingers below, thumb up	Grasp held through the task
2. Opening and closing	Opens and closes the blades with control	Snips made on a paper strip
3. Snipping and fringing	Single cuts into the edge of paper	Snips made where marked
4. Cutting across	Moves forward with repeated cuts to cut paper in two	Cuts across without tearing
5. Straight lines	Stays near a straight line	Inches within a set distance
6. Curves and simple shapes	Turns the paper with the helper hand	Share of outline within distance
7. Complex shapes	Corners, tight curves, inside cuts	Share of outline within distance
8. Other materials	Card stock, fabric, yarn, tape	Cuts completed out of trials

Most students who need a goal are stuck at one stage. Probe the stage below and the stage above before you write the baseline.

How to choose a scissor goal

What you see	Sub-skill	Measurement method
Holds scissors with thumb down or in a fist	Grasp	Opportunities: correct grasp at start and held
Paper flops, scissors twist sideways	Helper hand holding and turning paper	Opportunities: helper hand in position
Cuts across but wanders far off the line	Straight-line accuracy	Percent accuracy of the line
Cuts straight but chops off curves	Curves and shapes	Percent of outline within distance
Cuts paper well, fails with card stock or fabric	Material demands	Cuts completed out of trials
Cuts accurately but very slowly	Speed in class projects	Time to finish the cutting part of a project

Scissor skills activities by stage

Activities build the skill; the goal measures it in class work. Put these in the therapy plan, not the IEP goal.

Holding and opening: squeeze tongs or a spray bottle, then snip play dough snakes or drinking straws into beads.
Snipping: fringe the edge of a paper strip to make grass or a lion's mane; snip index card strips marked every inch.
Cutting across: cut paper strips 1 inch wide, then 2 inches wide, into pieces for a collage.
Straight lines: cut along thick highlighted lines on card stock, then thinner lines on paper. A strip of glue dried on the line gives a raised edge to follow.
Curves: cut wavy roads and zigzags, then large circles drawn on paper plates.
Shapes and projects: cut out puzzle pieces the student then assembles, or coupons for a class store.

Card stock is easier than thin paper at first because it does not flop. Use it early, then move to regular paper.

Grasp and snipping goals

When handed scissors at the start of a cutting task, Zoe will place her thumb in the top loop and fingers in the bottom loop with the thumb up, and keep that grasp for the whole task, in 4 of 5 tasks across 3 weeks. Baseline: 1 of 5. Template.
Given 1-inch paper strips marked every inch, Zoe will make a single snip on each mark in 8 of 10 marks on 3 sessions. Baseline: 3 of 10. Template.
Given loop scissors during an art center, Kai will open and close the blades to fringe the edge of a paper strip with at least 10 snips in 4 of 5 trials. Baseline: 2 snips before stopping. Template.
While cutting, Kai will hold the paper with his helper hand, thumb on top, in 4 of 5 observed tasks. Baseline: paper held loosely or dropped in 4 of 5. Template.

Weak: "Zoe will use scissors correctly." Measurable: Goal 1 above. It defines the grasp and asks that it last the whole task.

Straight-line cutting goals

Given a 6-inch straight line on card stock, Zoe will cut within a quarter inch of the line for at least 5 of the 6 inches in 4 of 5 trials. Baseline: 2 of 6 inches. Template.
Given a sheet with 4 straight lines on regular paper, Omar will cut along each line without tearing in 4 of 4 lines on 3 sessions. Baseline: tears 2 of 4. Template.
During a cut-and-paste worksheet, Omar will cut out 6 rectangles with all edges within a quarter inch of the line in 5 of 6 rectangles across 3 worksheets. Baseline: 2 of 6. Template.
Given an 8-inch line with a right-angle corner, Lucy will stop at the corner, turn the paper and continue cutting in 4 of 5 trials. Baseline: cuts past the corner in 4 of 5. Template.

Weak: "Omar will cut on the line." Measurable: Goal 3 above. Six rectangles from a real worksheet, scored edge by edge.

Curves and shapes goals

Given a 4-inch circle drawn on paper, Leah will cut it out with at least 85% of the outline within a quarter inch of the line in 4 of 5 trials. Baseline: 40%. Template.
While cutting a curved line, Leah will turn the paper with her helper hand instead of twisting her wrist or the scissors in 4 of 5 observed curves. Baseline: 1 of 5. Template.
Given a worksheet with a triangle, square and heart, Jonah will cut out each shape with 80% of the outline within an eighth of an inch in 3 of 3 shapes on 3 worksheets. Baseline: 50%. Template.
During a class art project, Jonah will cut out a shape with an inside corner (such as a star) keeping 75% of the outline within a quarter inch in 3 of 4 projects. Baseline: 30%. Template.

Weak: "Leah will improve cutting curves." Measurable: Goal 1 above. A 4-inch circle and a quarter-inch band can be measured with a ruler.

Scissors in class project goals

During a social studies map project, Ava will cut out 5 map pieces along their borders with 80% of each outline within a quarter inch in 4 of 5 pieces. Baseline: 1 of 5. Template.
Given felt, yarn and card stock for a project, Ava will choose the right scissors and cut each material to the marked length in 4 of 5 trials per material. Baseline: cuts paper only. Template.
During a cut-and-paste phonics sheet with 8 picture squares, Ben will finish cutting all 8 within 6 minutes in 4 of 5 sheets. Baseline: about 15 minutes, finishes 5 of 8. Template.
At the end of a cutting task, Ben will put the scissors away closed, with blades pointing down, and throw away the scraps in 4 of 5 tasks. Baseline: 1 of 5. Template.

Weak: "Ben will complete cutting tasks." Measurable: Goal 3 above. Eight squares and a time limit that fits the lesson.

Adapted scissors

Adapted scissors are supports. List them in the accommodations section and write the goal around the skill.

Scissor type	Who it helps
Loop or self-opening scissors	Students who can squeeze but cannot open the blades
Spring-loaded scissors with a short blade	Students with weak hand opening or poor control
Left-handed scissors	Left-handed students; blades are reversed so they can see the line
Table-top or push-down scissors	Students who use one hand or have very limited grasp
Easy-grip scissors with a large loop	Students whose fingers do not fit standard loops

The fine motor accommodations page shows how to write these into the IEP.

How to measure scissor goals

Percent of the line. Mark the quarter-inch band on either side of the line. After the cut, use a ruler to count the inches (or the share of the outline) that stayed inside. Record it on the accuracy data sheet.
Count pieces or snips for early stages, using the opportunity data sheet.
Time for class-project goals.
Keep the products. Staple each dated cutting sample into a folder. A row of samples from September to March is clear progress evidence for families.

Short-term objectives

For the circle goal:

Cuts a 4-inch circle on card stock with a half-inch line, 85% of the outline within the line.
Cuts a 4-inch circle on card stock with a thin line, 85% within a quarter inch.
Cuts a 4-inch circle on regular paper with a thin line, 85% within a quarter inch.

The short-term objectives guide covers the format.

Adapting by grade

Grade band	Typical focus	Example change
Preschool	Grasp, snipping, cutting across	Play dough and straws, then paper strips
K to 1	Straight lines, simple curves, circles	Card stock, thick lines
Grades 2 to 3	Shapes with corners, worksheet cutting speed	Class cut-and-paste work
Grades 4 and up	Project cutting, other materials	Maps, foldables, fabric and yarn

All templates are on the fine motor goals page. See fine motor skills in the glossary. For two-handed work beyond cutting, see bilateral coordination goals, and for laces, shoe tying goals. Paste your draft into the goal checker.

Frequently asked questions

What is a measurable scissor skills goal?

One that names the paper, the line and an accuracy band. For example, given a 6-inch straight line on card stock, the student will cut within a quarter inch for at least 5 of the 6 inches in 4 of 5 trials.

How do you score cutting accuracy?

Mark a band, such as a quarter inch on each side of the line. After the student cuts, measure with a ruler how many inches, or what share of the outline, stayed inside the band, and record it as a percent.

Should adapted scissors go in the goal?

Name them in the goal's condition if the student will use them for the goal, and list them in the accommodations. The goal still measures the cutting, not the tool.

Use it in IEP Atlas

Sources

American Occupational Therapy Association, AOTA
34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.