Motor & Sensory Skills (OT, PT & Adapted PE) IEP goals for Dysgraphia
79 motor & sensory skills (OT, PT & adapted PE) templates across 3 skills: handwriting, fine motor skills, visual-motor & visual-perceptual skills. Each opens in the builder with a matching data sheet.
79 templates · 3 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Handwriting Motor & Sensory Skills (OT, PT & Adapted PE)
Copy pre-writing strokes and shapes
Pre-writing strokes
By the annual IEP review date, given a printed model of a vertical line, horizontal line, circle, cross, and square and a crayon, the student will copy each stroke so that it is recognizable and has the correct orientation independently with at least 80% accuracy on strokes copied recognizably, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly during a writing center or OT session.
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.
Fine Motor Skills Motor & Sensory Skills (OT, PT & Adapted PE)
Hold a crayon or pencil with a tripod grasp
Pencil and crayon grasp
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.
Cut along a straight line within a quarter inch
Scissors: cutting on a line
By the annual IEP review date, given child-sized scissors and a 6-inch straight line printed on card stock, the student will cut along the line from one end to the other, staying within a quarter inch of the line independently, holding the paper with the helper hand with at least 80% accuracy on lines cut within a quarter inch, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from classroom cutting tasks.
Visual-Motor & Visual-Perceptual Skills Motor & Sensory Skills (OT, PT & Adapted PE)
Copy basic shapes from a printed model
Copying basic shapes
By the annual IEP review date, given a printed model of a circle, square, triangle, and cross and a pencil, the student will independently copy each shape so that it is closed, has the correct number of sides and corners, and is recognizable without the model with at least 85% accuracy on shapes copied correctly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly during a writing center or OT session.
Copy overlapping and multi-part designs
Copying complex designs
By the annual IEP review date, given a printed model of six two-part designs (overlapping shapes, shapes with internal lines) and a pencil, the student will copy each design so that each part is present, in the correct position relative to the others, and recognizable independently with at least 80% accuracy on designs copied with all parts correctly placed, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly during OT or a drawing task.
Fine motor, handwriting, visual-motor, gross motor, fitness, functional mobility, feeding, and sensory processing skills. Writing difficulties can involve the motor side (letter formation, spacing, speed) or the language side (spelling, sentence construction, organizing ideas). The goals below separate the two so a goal measures one thing, and many allow typing or dictation in the condition.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 18 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 45 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 3 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 3 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 6 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 4 goals here
Frequently asked questions
Should the goal be about handwriting or written expression?
It depends on what assessment shows. If the student has ideas but letter formation is slow or illegible, a handwriting or fine motor goal fits. If handwriting is adequate but output is short and disorganized, a written expression goal fits. Some students need both, written as separate goals.
Can a writing goal allow a keyboard or speech-to-text?
Yes. Put the tool in the condition ('given a word processor') so the goal measures composition rather than handwriting. Accommodations are also listed separately in the IEP.
Which motor goals are common for students with dysgraphia?
Fine motor and handwriting goals for classroom tasks, visual-motor skills for copying and organization, and gross motor goals for mobility and PE participation, usually written with the OT, PT, or adapted PE teacher.
How are motor goals measured?
With task-analysis steps, accuracy on a set number of trials, rubric scores for handwriting legibility, or duration and distance for mobility and participation, with equipment named in the condition.
IEP Atlas Pro
Turn these goals into progress reports
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.