Present levels examples for OT and fine motor
By the IEP Atlas editorial teamLast updated
Short answer
Strong OT present levels describe what the student does in a real school task, such as writing, cutting, opening lunch or changing for PE, with a number from observation or work samples. They name the motor or sensory factor behind the gap, the supports that help, and what the student cannot yet do in class. The goal then targets the school task, not a clinic skill.
OT present levels often read like an evaluation report: "Fine motor skills are below age expectations. Visual motor integration standard score 78." A teacher cannot do much with that. A goal cannot be measured from it. What the team needs is how the student performs the school tasks that OT supports, with a number.
The 20 examples below cover grasp and hand skills, handwriting, visual motor skills, keyboarding, self-care and sensory needs. Each shows the weak version, a strong rewrite, the data behind it and what makes it strong. All students and numbers are invented to show the format. They are not norms or targets.
For the four parts every present levels statement needs, see the pillar guide on present levels of performance.
Choosing the right OT data
Present levels must say how the disability affects the student's involvement and progress in the general curriculum.[1] School-based occupational therapy is framed around a student's participation in school activities, so tie each skill to a class task.[3]
| If the need is | Collect | Report as | Measurement page |
|---|---|---|---|
| Grasp, cutting, fasteners | Observed trials during class tasks | Trials correct of total | Opportunities |
| Letter formation and legibility | Writing samples checked letter by letter | Letters correct of total | Percent accuracy |
| Handwriting or typing speed | Timed copying or typing | Letters or words per minute | Rate per minute |
| Multi-step self-care | A step checklist for the routine | Steps done without help of total | Task analysis |
| Routines with a time limit | Timed observation | Minutes | Duration recording |
| Overall legibility | Paragraphs scored on a rubric | Rubric points | Rubric scoring |
Report test results from the evaluation in a sentence or two, with what they mean in class. Then let the task data carry the baseline.
Grasp and hand skills
Example 1: Pencil grasp, pre-K
Weak: "Theo has an immature grasp."
Strong: "During 10 observed drawing and coloring tasks in October, Theo held the crayon with a tripod grasp for most of the task on 2. He usually holds it in a fisted grasp with his whole arm moving. When given a short, broken crayon, he uses a tripod grasp on 6 of 10 tasks. He draws circles and lines but not crosses. Theo needs to hold a crayon or marker with a tripod grasp during drawing."
Data behind it: 10 tasks scored for grasp held most of the task.
Why it works: It defines "uses the grasp" (most of the task) and notes a support that works. See hold a crayon with a tripod grasp.
Example 2: Cutting, kindergarten
Weak: "Gemma has poor scissor skills."
Strong: "On three cutting tasks in September, Gemma stayed within 1/4 inch of a 6-inch straight line for a median of 2 inches. She opens and closes scissors with a thumbs-up grip. She does not turn the paper with her helper hand, so her cuts drift off the line. Kindergarten art and math projects use cutting most days, and she often asks a peer to cut for her. Gemma needs to cut along straight and curved lines while turning the paper with her helper hand."
Data behind it: inches within the line on three 6-inch lines; 1.5, 2 and 3 inches.
Why it works: It gives a measurable accuracy rule and names the missing component (helper hand). See cut along a straight line.
Example 3: Managing small items, grade 1
Weak: "Kenji has fine motor delays."
Strong: "During 10 observed math and centers tasks in October, Kenji picked up and placed small items such as coins, counters and linking cubes without dropping them on 4. He rakes items toward the edge of the table and uses his whole hand. He drops about one in three items when moving them from his palm to his fingers. Math centers take him twice as long as peers. Kenji needs to pick up and place small items with a pincer grasp."
Data behind it: 10 task observations scored with or without drops.
Why it works: The classroom tasks are named, so the teacher knows where to look for progress. See pick up and place small items with a pincer grasp.
Example 4: Coat zipper, kindergarten
Weak: "Talia can't dress herself."
Strong: "On a 6-step zipper checklist across 8 recess transitions in October, Talia completed a median of 3 steps without help. She pulls the zipper up and down once it is started. She cannot hook the zipper into the box at the bottom. She waits for an adult at every recess and is often the last one out. Talia needs to start and close her coat zipper on her own."
Data behind it: task analysis scores of 2 to 4 of 6 steps.
Why it works: A task analysis shows the exact step that breaks down. See zip and unzip a coat for recess.
Handwriting
Example 5: Letter formation, grade 1
Weak: "Rosa's handwriting is messy."
Strong: "On three samples of 26 lowercase letters written from a model in September, Rosa formed a median of 14 letters correctly, starting at the top and using the taught strokes. She starts most round letters (a, d, g, o) at the bottom and draws them in pieces. She writes her name and most capitals correctly. Her teacher cannot read about a third of the words in her journal. Rosa needs to form lowercase letters using correct starting points and strokes."
Data behind it: 13, 14 and 16 of 26 letters correct.
Why it works: It defines correct formation (start point and strokes) and names the letters that fail. See form lowercase letters with correct strokes.
Example 6: Reversals, grade 2
Weak: "Elliot reverses his letters."
Strong: "In five writing samples in October, Elliot wrote b and d facing the wrong way in 19 of 42 uses (45%). He reverses p and q less often (2 of 11 uses). He reads b and d correctly in print. He forms all other lowercase letters correctly. His spelling tests are marked wrong when the letter is reversed. Elliot needs to write b, d, p and q facing the correct direction."
Data behind it: 42 uses of b and d across five samples.
Why it works: It counts reversals within real writing and separates reading from writing. See write b, d, p and q facing the correct direction.
Example 7: Spacing and baseline, grade 3
Weak: "Nathan's work is hard to read."
Strong: "In three writing samples of 40 to 60 words in October, Nathan left a clear space between words for a median of 52% of words. His letters float above and sink below the line. Letter formation is correct. When he uses paper with a highlighted baseline and a spacer tool, spacing rises to 80%. His teachers mark answers wrong when they cannot read them. Nathan needs to leave a space between words and keep letters on the baseline."
Data behind it: words with a clear space of total; 48%, 52% and 59%.
Why it works: It isolates spacing as the problem and reports the effect of a support. See leave a space between words.
Example 8: Handwriting speed, grade 5
Weak: "Clara writes too slowly."
Strong: "On three 3-minute copying tasks of grade 5 text in October, Clara copied a median of 38 letters per minute, all legible. In a 10-minute writing task, her hand tired after about 4 minutes and her letters became hard to read. She types 18 words per minute on a laptop with two fingers. She finishes about half of her written notes in science. Clara needs to produce written work at a pace that matches class demands, through handwriting and typing."
Data behind it: 35, 38 and 41 letters per minute.
Why it works: It reports speed, endurance and an alternate tool. This lets the team weigh handwriting goals against typing. See write the alphabet at a rate of letters per minute.
Example 9: Numeral formation, grade 1
Weak: "Malik's numbers are illegible."
Strong: "On three writings of 0 to 9 in October, Malik formed a median of 5 numerals correctly. He reverses 3, 7 and 9 and writes 4 and 5 in separate pieces that do not join. In math, he misreads his own answers about once per worksheet. He copies numerals correctly when he can trace a dotted model first. Malik needs to write numerals 0 to 9 with correct formation and direction."
Data behind it: 4, 5 and 6 of 10 numerals.
Why it works: It shows how the handwriting gap causes math errors. See write numerals 0 to 9.
Visual motor and visual perception
Example 10: Copying shapes, kindergarten
Weak: "Ariel has visual motor deficits."
Strong: "On a set of 7 forms in September, Ariel copied the circle, vertical line, horizontal line and cross from a printed model. She did not copy the square, triangle or diagonal lines; her square has rounded corners and her triangle is open. In class, she cannot yet form letters with diagonals such as k, v and x. Ariel needs to copy shapes with corners and diagonal lines."
Data behind it: 4 of 7 forms copied correctly, checked again in two more sessions.
Why it works: It lists what she can copy, which shows the next step in the usual developmental order. See copy basic shapes from a model.
Example 11: Keeping place on a line, grade 4
Weak: "Jasmine loses her place."
Strong: "On three 10-line reading and copying tasks in October, Jasmine kept her place without skipping or repeating a line on a median of 6 lines. She skips lines most often on dense worksheets. With a line marker or a window card, she kept her place on 9 of 10 lines. Vision screening is within normal limits. She makes copying errors on math problems from the board. Jasmine needs to keep her place on a line of print using a strategy she chooses."
Data behind it: 5, 6 and 7 of 10 lines.
Why it works: It rules out a vision problem and shows that a simple tool helps. See keep place on a line of print.
Example 12: Building from a model, pre-K
Weak: "Owen doesn't play with blocks."
Strong: "During 10 block tasks in October, Owen built a 4-block structure to match a model on 3. He stacks blocks in a tower but does not copy bridges or patterns. He builds correctly when an adult builds the model one block at a time next to him. He leaves the block center within 2 minutes when peers build together. Owen needs to build simple block structures from a model."
Data behind it: 10 trials across four sessions.
Why it works: It turns a play observation into a count with a clear model. See build a block structure to match a model.
Keyboarding and assistive technology
The team must consider whether the student needs assistive technology devices or services.[2] Typing and access data in present levels give that decision a base.
Example 13: Typing speed, grade 6
Weak: "Dylan needs to use a computer."
Strong: "On three 3-minute typing tasks copying grade 6 text in October, Dylan typed a median of 9 correct words per minute using one finger on each hand. He handwrites at about 6 words per minute and tires after 5 minutes. He uses word prediction on his tablet but not on the class laptop. His written assignments are often incomplete. Dylan needs to type with both hands at a rate that lets him finish written work in class."
Data behind it: 8, 9 and 11 correct words per minute.
Why it works: It compares typing with handwriting so the team can choose the main tool. See copy printed text at a steady typing rate.
Example 14: Logging in, grade 3
Weak: "Paloma needs help with technology."
Strong: "On 8 observations in September, Paloma entered her username and password correctly on 2 tries without help. She finds letters on the keyboard but does not use shift for capitals or backspace to fix errors. She waits for an adult at the start of every computer lesson, which delays her by about 5 minutes. Paloma needs to log in independently using the shift and backspace keys."
Data behind it: 8 login attempts across two weeks.
Why it works: It names the keys she does not use yet, so the goal is precise. See enter own name and login on a keyboard.
Self-care and daily routines
Example 15: Using a fork, pre-K
Weak: "Josue can't feed himself."
Strong: "Across 10 lunch periods in October, Josue speared bite-size food with a fork on a median of 3 of 10 tries. He uses a spoon on his own with a built-up handle. He holds the fork in a fisted grasp and pushes food off the plate. He eats with his fingers when food will not stay on the fork. Josue needs to spear bite-size food with a fork."
Data behind it: 10 tries per lunch over 10 lunches.
Why it works: It reports what he does with each utensil and notes the adaptive equipment that works. See spear bite-size pieces with a fork.
Example 16: Opening lunch items, grade 1
Weak: "Brooke needs help at lunch."
Strong: "Across 5 lunch periods in September, Brooke opened 7 of 20 containers and packages on her own. She opens zip bags and lids that pop off. She cannot open yogurt tubes, juice pouches with straws or twist-top bottles. She spends about 8 of her 20 lunch minutes waiting for an adult and often does not finish eating. Brooke needs to open the containers and packages in her lunch."
Data behind it: 20 items across 5 lunches.
Why it works: The time cost (8 of 20 minutes) shows why this matters. See open lunch containers and food packages.
Example 17: Changing for PE, grade 7
Weak: "Ian is slow in the locker room."
Strong: "Across 6 PE classes in October, Ian took a median of 11 minutes to change into and out of PE clothes. The class has 5 minutes for each change. He manages buttons and zippers but takes 3 to 4 minutes on shoelaces and his locker combination. He is late to PE and to his next class on PE days. Ian needs to change for PE within the class time allowed, using adapted fasteners if needed."
Data behind it: 9 to 14 minutes across 6 classes.
Why it works: It names the slow steps, which points to adapted laces or a key lock. See change for PE within the class time allowed.
Sensory processing and regulation
Example 18: Loud environments, grade 2
Weak: "Kiara is sensitive to noise."
Strong: "During 8 loud events in September and October (assemblies, fire drills and the cafeteria), Kiara covered her ears and left the area on 6. She stayed for the full event on 2 days when she wore noise-reducing headphones that an adult handed her. She does not yet ask for the headphones. She missed two class assemblies and eats lunch alone in the classroom. Kiara needs to put on headphones before loud events and stay with her class."
Data behind it: 8 loud events scored stayed or left.
Why it works: It names the events, the response and the support that works. See put on headphones before a loud event.
Example 19: Sensory break requests, grade 3
Weak: "Marcus needs sensory breaks."
Strong: "Across 10 school days in October, Marcus asked for a movement break with his card a median of 0 times per day. Adults gave him breaks after he began rocking, tapping or leaving his seat, a median of 4 times per day. After a 3-minute break, he returns to work within 1 minute. Marcus needs to recognize when his body needs a break and request it with his break card."
Data behind it: daily counts of requested and adult-given breaks.
Why it works: It separates breaks he asks for from breaks adults give. The goal is the first number. See request a sensory break with a card.
Example 20: Setting up the workspace, grade 4
Weak: "Sadie is disorganized."
Strong: "On a 5-step workspace checklist (clear desk, get materials, sharpen pencil, open to page, start) across 8 lessons in October, Sadie completed a median of 2 steps without prompts. She has trouble planning the order of steps, and she drops or misplaces items. With a picture checklist taped to her desk, she completed 4 of 5 steps. She starts most lessons several minutes late. Sadie needs to set up her workspace with the materials a lesson needs."
Data behind it: task analysis scores across 8 lessons.
Why it works: It ties motor planning to a routine the teacher sees daily. See set up the workspace with the materials a lesson needs.
How to measure progress on OT goals
Use the same task and conditions as the present levels. OTs see a student for limited time, so build in teacher or aide data where you can.
- Hand skills and self-care: score the task analysis or trials during the real routine every week or two.
- Handwriting: check a writing sample every two weeks using the same counting rule.
- Speed: a timed copy or typing task every two to four weeks.
- Sensory: count requests and events across the week, with classroom staff recording.
The task analysis data sheet fits self-care and routines, and the accuracy data sheet fits letter formation. Find full goal wording on the fine motor goals page, the handwriting goals page and the OT role page.
Adapting OT present levels by grade
| Grade band | Typical present levels data | Note |
|---|---|---|
| Pre-K | Grasp, block building, self-feeding, play tasks | Measure during play and routines |
| Kindergarten to grade 2 | Cutting, letter formation, fasteners, lunch items | Tie skills to class projects and recess |
| Grades 3 to 5 | Legibility, speed, keyboarding, sensory requests | Compare handwriting with typing |
| Middle school | Typing rate, locker and PE routines, organization | Name the time limit the student faces |
| High school | Work tasks, self-care at job sites, technology access | Measure in the setting the student will use |
Printable quick reference
All 20 examples in one table. Free to copy or print, no email or sign-up needed.
| # | Skill | Baseline unit | Template |
|---|---|---|---|
| 1 | Pencil grasp | Tasks with tripod grasp of 10 | Tripod grasp |
| 2 | Cutting | Inches within the line | Straight line |
| 3 | Small items | Tasks without drops of 10 | Pincer grasp |
| 4 | Zipper | Steps of 6 | Zip a coat |
| 5 | Letter formation | Letters correct of 26 | Lowercase letters |
| 6 | Reversals | Reversed of uses | b, d, p and q |
| 7 | Spacing | Percent of words spaced | Word spacing |
| 8 | Handwriting speed | Letters per minute | Letters per minute |
| 9 | Numerals | Numerals correct of 10 | Numerals |
| 10 | Copying shapes | Forms copied of 7 | Copy shapes |
| 11 | Keeping place | Lines correct of 10 | Place on a line |
| 12 | Block models | Trials correct of 10 | Block structure |
| 13 | Typing speed | Correct words per minute | Typing rate |
| 14 | Logging in | Tries correct of 8 | Login |
| 15 | Using a fork | Tries correct of 10 | Fork |
| 16 | Lunch items | Items opened of 20 | Lunch containers |
| 17 | Changing for PE | Minutes | PE change |
| 18 | Loud events | Events stayed of 8 | Headphones |
| 19 | Break requests | Requests per day | Sensory break |
| 20 | Workspace setup | Steps of 5 | Workspace |
Check each draft goal with the goal checker. When handwriting limits composition, pair these with the writing present levels examples. If sensory needs show up as behavior, see the behavior examples. Daily living routines beyond OT are covered in the functional performance present levels examples, and money skills in the math examples.
Frequently asked questions
What should OT present levels include?
How the student performs real school tasks that OT supports, with a number from observation or work samples. Name the motor, visual or sensory factor behind the gap, the supports or tools that help, and the class task the student cannot yet do. Summarize test scores briefly with what they mean.
Should OT present levels report standardized test scores?
Report them briefly from the evaluation, with a sentence on what they mean for class work. Test scores do not make good goal baselines because they are not repeated often. Use task data, such as letters formed correctly or steps completed, for the baseline.
How do I write present levels when typing may replace handwriting?
Measure both. Report handwriting speed and legibility next to typing speed and accuracy on the same kind of text. The comparison helps the team decide which tool to build up, and whether the student needs assistive technology for written work.
Use it in IEP Atlas
- Goals for the OT role
- Fine motor goals (motor skills)
- Handwriting goals
- Occupational therapy in the IEP glossary
- Fine motor skills in the IEP glossary
- IEP goal checker
Related guides
- Present levels of performance (PLAAFP): what to include, with examples
- Present levels examples for writing
- Present levels examples for behavior
- Functional performance present levels examples
- Present levels examples for math
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- 34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
- 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.