Motor & Sensory Skills (OT, PT & Adapted PE) IEP goals for ADHD

• K-2, 3-5Opportunities

  Request a sensory break with a card

  Requesting a sensory tool or break

  By the annual IEP review date, during whole-group lessons or independent work, when the student shows the early signs listed in their sensory plan (such as covering ears, moving more or going quiet), the student will request a sensory break using words, a break card, a sign or a device, and go to the agreed break spot with no adult prompts in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by frequency recording collected daily.

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• 3-5, K-2, 6-8Duration

  Attend an assembly with a sensory plan

  Taking part in assemblies and cafeteria with a plan

  By the annual IEP review date, during a school assembly, with the student's plan in place (an end-of-row seat, headphones and an exit pass), the student will remain at the assembly using the parts of the plan they choose, such as headphones, the end seat or a short exit break with no adult prompts for at least 25 minutes, on 3 consecutive assemblies, as measured by duration recording collected at each assembly.

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See all 40 sensory processing & regulation goals

• K-2, 3-5Percent accuracy

  Form lowercase letters with correct strokes from a model

  Lowercase letter formation

  By the annual IEP review date, given a model of each lowercase letter and lined paper, the student will write each letter starting at the correct point and using the stroke sequence taught in the classroom handwriting program independently with at least 90% accuracy on lowercase letters formed with the correct stroke sequence, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly on a 26-letter probe.

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• K-2, 3-5Percent accuracy

  Write numerals 0 to 9 with correct formation

  Numeral formation

  By the annual IEP review date, given each numeral 0 to 9 named aloud in random order and a row of boxes, the student will independently write each numeral starting at the top, facing the correct direction, and recognizable without a model with at least 95% accuracy on numerals formed correctly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly on a 20-numeral dictation probe.

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See all 55 handwriting goals

• PK, K-2, 3-5Opportunities

  Draw through a maze staying inside the path

  Mazes and paths

  By the annual IEP review date, given a simple maze with half-inch-wide paths and two turns, the student will independently draw a line from start to finish without crossing the walls more than twice and without turning the paper in at least 4 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during a fine motor center or OT session.

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• K-2, 3-5Percent accuracy

  Keep place on a line of print without losing it

  Visual tracking for reading

  By the annual IEP review date, given a passage at the student's independent reading level with 10 or more lines, the student will independently read each line and move to the start of the next line without skipping or repeating a line with at least 95% accuracy on line transitions completed without losing the place, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during oral reading.

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See all 40 visual-motor & visual-perceptual skills goals

• K-2, 3-5, 6-8, 9-12Task-analysis steps

  Complete the PE warm-up routine with the class

  Warm-up routine

  By the annual IEP review date, during the PE class warm-up led by the teacher, the student will complete the steps of the warm-up routine along with the class, performing at least 6 of 7 steps independently, on 4 of 5 consecutive PE classes, as measured by a task-analysis checklist collected each PE class for one week per month.

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• K-2, 3-5, 6-8Rubric score

  Follow the rules of a modified game in PE

  Following game rules

  By the annual IEP review date, during a modified PE game with three posted rules, the student will play the game following the posted rules independently, earning a score of at least 7 out of 8 on a 4-row game rules rubric scored 0 to 2 per row, on 3 consecutive weekly games, as measured by a defined scoring rubric collected weekly during a PE game.

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• 3-5, 6-8Frequency

  Move through a crowded hallway without bumping into others

  Body awareness in space

  By the annual IEP review date, during a passing period in a crowded hallway on a fixed route, the student will reduce bumping into people or objects while moving through the space to no more than 1 time per hallway transition, on 4 of 5 consecutive observed transitions, as measured by frequency recording collected twice weekly on the fixed route.

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• 3-5, 6-8Opportunities

  Pass the ball to an open teammate

  Ball skills in game play

  By the annual IEP review date, during a 3-on-3 modified basketball or handball game, the student will pass the ball by throw or kick to a teammate who is not guarded so the teammate can catch or trap it independently in at least 6 of 8 trials, across 3 consecutive weekly PE classes, as measured by direct observation collected 8 possessions observed in each PE class.

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See all 50 gross motor skills goals

• K-2, 3-5Percent accuracy

  Erase mistakes without tearing the paper

  Pencil pressure and erasing

  By the annual IEP review date, during independent writing or math work when the student makes a mistake, the student will erase the mistake while holding the paper flat with the helper hand independently with at least 80% accuracy on erasures with no tear, hole, or dark smudge, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from classroom work.

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See all 55 fine motor skills goals