IEP goals for shoe tying

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A shoe tying IEP goal breaks tying into a task analysis and counts the steps the student completes without help, in a real school moment such as after recess. Example: when his laces come undone, Jayden will tie them with a double knot, completing 7 of 7 steps independently on 4 of 5 days. Baseline: 2 of 7 steps.

Shoe tying is one of the most requested OT goals and one of the easiest to write badly. "Will tie shoes independently" sounds measurable, but it hides seven separate steps. A student who can cross the laces and make the first knot has real skill that a yes or no score misses. Score each step, and the goal shows progress months before the student ties a full bow.

The 16 goals below run from pre-tying skills to keeping shoes tied all day. Each has a fictional baseline and a link to its template. The numbers are illustrations. Shoe tying is one routine inside dressing goals, and other fasteners are on the zipper and button goals page. For the place of self-care in school OT, see the occupational therapy IEP goals pillar.

Is shoe tying worth an IEP goal?

Ask what untied shoes cost the student at school. Tripping on the playground, waiting for an adult after every recess and missing the start of the next lesson all count. So does being the only child in third grade who needs help. If the cost is real and the student has the hand skills to learn it within a year, write the goal.

If the student is in middle school and has worked on tying for two or more years with little gain, consider elastic no-tie laces or slip-on shoes as an accommodation instead. The time goes back into learning, and the student stops depending on an adult. The goal vs accommodation guide explains how to make that call.

The 7-step task analysis

This task analysis uses the two-loop method, often called bunny ears. Score each step every time: I for independent, V for verbal cue, M for model, P for physical help.

Step	What the student does
1	Pulls both laces snug at the top eyelet
2	Crosses the laces to make an X
3	Tucks one lace under the other and pulls tight (first knot)
4	Makes a loop with the first lace
5	Makes a loop with the second lace
6	Crosses the loops and tucks one under and through
7	Pulls both loops tight so the bow holds

The goal reports steps scored I out of 7. A task analysis is the right method here because it shows exactly which step blocks the rest. The AFIRM module on task analysis covers how to break skills into teachable steps.^[1]

How to choose a shoe tying goal

What you see	Sub-skill	Measurement method
Cannot cross laces or make a knot	Pre-tying: first knot	Steps 1 to 3 independent
Ties a knot but loops collapse	The bow	Steps 4 to 7 independent
Ties well on a practice board, not on own foot	Tying on own shoe	Steps independent on own shoe
Ties but bow comes loose by recess	Double knot	Ties still holding at next check
Ties when told, ignores loose laces	Noticing and retying	Opportunities: notices and reties
Uses one hand functionally	One-handed method	Steps independent on adapted sequence

How to teach shoe tying

Pick one method and stick to it. Two-loop is easier for most beginners; the one-loop method (wrap around the thumb) is faster once learned. Ask the family which method they use at home and use the same one.
Use two colors. A lace that is half one color and half another, or two different laces tied together at the middle, makes "cross the blue over the red" possible.
Start on a board or a shoe on the table. The student can see their hands. Move to their own foot once steps 1 to 3 are independent on the table.
Chain backward. The adult does steps 1 to 6 and the student does step 7, pulling the loops tight. Then the student does 6 and 7, and so on. Every practice ends with a tied shoe.
Use stiff, flat laces. Round, slippery laces fall out of loops. Wider flat laces hold their shape.
Practice when it counts. Retie after recess, not only in the therapy room.

Pre-tying goals

Given a shoe with laces removed, Ana will lace it through 4 pairs of eyelets in a crisscross pattern in 4 of 5 trials. Baseline: laces 1 pair with help. Template.
Given a shoe on the table, Ana will pull both laces snug, cross them and tie the first knot (steps 1 to 3) independently in 4 of 5 trials across 2 weeks. Baseline: step 1 only. Template.
While seated with her foot on a low stool, Ana will tie the first knot on her own shoe so it holds when she stands, in 4 of 5 trials. Baseline: 1 of 5. Template.
Given a lacing card, Ryan will thread the lace through 10 holes in order within 2 minutes in 4 of 5 trials. Baseline: 5 holes in 3 minutes. Template.

Weak: "Ana will work on shoe tying readiness." Measurable: Goal 2 above. It names steps 1 to 3 and the setting.

Bow-tying goals

Given a shoe on the table and backward chaining, Jayden will complete steps 4 to 7 of the task analysis independently in 4 of 5 trials across 3 weeks. Baseline: step 7 only. Template.
When his laces come undone, Jayden will tie them on his own foot, completing 7 of 7 steps independently on 4 of 5 days. Baseline: 2 of 7. Template.
Using the one-loop method, Leah will tie a bow on her own shoe, completing 6 of 6 steps independently in 4 of 5 trials. Baseline: 3 of 6. Template.
When tying her shoes after PE, Leah will finish a bow on both shoes within 60 seconds in 4 of 5 trials. Baseline: about 3 minutes. Template.

Weak: "Jayden will tie his shoes." Measurable: Goal 2 above. Seven scored steps on his own foot, on real school days.

Keeping shoes tied goals

After tying his shoes, Owen will add a double knot so both bows are still tied at the next transition in 4 of 5 checks. Baseline: 1 of 5. Template.
When his laces come undone during the school day, Owen will notice and retie them within 3 minutes without an adult reminder in 4 of 5 observed opportunities. Baseline: 0 of 5. Template.
When his laces come undone during recess, Theo will move to the side of the play area before retying in 4 of 5 observed opportunities. Baseline: ties in the middle of a game or keeps running. Template.
When a lace is knotted or too short to tie, Theo will ask an adult for help with a phrase or card in 4 of 5 opportunities. Baseline: walks with it untied. Template.

Weak: "Owen will keep his shoes tied." Measurable: Goal 2 above. It counts noticing and retying without a reminder.

Generalization and alternative method goals

Given 3 different pairs of laced shoes (sneakers, boots and dress shoes), Mia will tie each with 7 of 7 steps independently in 4 of 5 trials per shoe. Baseline: ties only her own sneakers. Template.
When changing for PE, Mia will tie her gym shoes within the class changing time on 4 of 5 days. Baseline: late to warm-up in 3 of 5. Template.
Using a one-handed tying method taught by the OT, Sam will tie a secure bow, completing 5 of 6 steps independently in 4 of 5 trials. Baseline: 1 of 6. Template.
Using shoes with elastic no-tie laces and a long shoehorn, Sam will put on both shoes without help within 90 seconds on 4 of 5 days. Baseline: about 4 minutes with help. Template.

Weak: "Sam will use adaptive equipment for shoes." Measurable: Goal 4 above. The equipment is named and the result is timed.

How to measure shoe tying goals

Score the task analysis every time on the task analysis data sheet: one row per step, one column per day. Graph steps independent out of 7.
Use the real moment. Recess, PE and arrival give 2 to 4 natural chances a day. A paraprofessional can score these in under a minute.
Time the routine once the steps are independent, so the goal can move from "can tie" to "ties fast enough."
Check holding power. For double-knot goals, check the shoes at the next transition and mark tied or untied.

The task analysis examples guide shows a scored sheet for shoe tying.

Short-term objectives

Completes steps 1 to 3 independently on a shoe on the table, 4 of 5 trials.
Completes steps 1 to 7 on a shoe on the table, 4 of 5 trials.
Completes steps 1 to 7 on own foot after recess, 4 of 5 days.

See the short-term objectives guide.

Adapting by grade

Grade band	Typical focus	Example change
Preschool and K	Lacing, crossing, first knot	Lacing cards; shoe on the table
Grades 1 to 2	Full bow with backward chaining	Two-color laces; own foot by spring
Grades 3 to 5	Double knot, retying without reminders, speed	Recess and PE checks
Middle school and up	Alternatives if tying has not come	Elastic laces as an accommodation

All templates are on the fine motor goals and daily living goals pages. The fine motor skills glossary entry defines the term, and fine motor IEP goals covers grasp, tools and other hand skills. For preschoolers, see fine motor goals for preschoolers. Check your draft in the goal checker.

Frequently asked questions

At what age should a child be able to tie shoes?

There is no single age. Many children learn in the early elementary years, but the range is wide and plenty of children take longer. For an IEP, the question is what untied shoes cost the student at school and whether the hand skills are there to learn it this year.

What is the easiest way to teach shoe tying?

Most students learn fastest with the two-loop method, two-colored flat laces, a shoe on the table first and backward chaining, where the student finishes the last step and takes on earlier steps one at a time.

When should a team stop working on shoe tying?

When the student has worked on it for a year or more with little gain and the time is costing other learning. Elastic laces or slip-on shoes become an accommodation, and a goal can target putting those shoes on quickly instead.

Use it in IEP Atlas

Sources

Task Analysis (AFIRM Module), AFIRM, Frank Porter Graham Child Development Institute, UNC Chapel Hill
American Occupational Therapy Association, AOTA

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.