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

• 3-5, 6-8, 9-12Duration

  Walk or jog continuously for a set number of minutes

  Cardiovascular endurance

  By the annual IEP review date, during the PE warm-up on the track or gym floor, the student will independently continue walking or jogging without stopping or sitting down for at least 10 minutes, in 3 of 4 consecutive weekly sessions, as measured by duration recording collected weekly during PE.

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• 3-5, 6-8, 9-12Frequency

  Complete laps of the track or gym in a set time

  Laps and distance

  By the annual IEP review date, given a 10-minute timing on the school track, the student will complete laps of the course by walking or jogging independently at least 7 times per 10-minute timing (laps completed), in 3 of 4 consecutive weekly timings, as measured by frequency recording collected weekly during PE.

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• K-2, PK, 3-5Percent accuracy

  Open lunch items from a six-item probe

  Opening lunch containers

  By the annual IEP review date, given a probe set of six common lunch items from the student's own lunches (such as a milk carton, a snack bag, a lidded container, a yogurt cup, a fruit cup and a string cheese wrapper), the student will independently open each item so the food or drink can be reached without spilling the contents with at least 80% accuracy on lunch items opened, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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• 3-5, K-2Opportunities

  Cut soft food with a fork edge

  Spoon and fork use

  By the annual IEP review date, during lunch, given a soft food that can be cut with a fork, such as a pancake, cooked vegetable or casserole, the student will press down with the side of the fork to cut a bite-size piece and then spear it with no adult help in at least 4 of 5 opportunities, on 3 of 4 observed meals, as measured by opportunity-by-opportunity data collected twice weekly at lunch.

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• PK, K-2, 3-5Task-analysis steps

  Zip and unzip a coat for recess

  Fasteners: zippers

  By the annual IEP review date, when putting on a coat with a separating zipper before recess or dismissal, the student will complete the steps of zipping the coat, performing all 6 steps independently, on 4 of 5 consecutive recess or dismissal transitions, as measured by a task-analysis checklist collected daily at the recess or dismissal transition.

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• PK, K-2, 3-5Percent accuracy

  Button and unbutton clothing fasteners

  Fasteners: buttons and snaps

  By the annual IEP review date, given a practice vest or the student's own clothing with four 1-inch buttons, the student will fasten each button through its buttonhole independently with 100% accuracy on buttons fastened without adult help, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly during dressing or OT practice.

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• PK, K-2Opportunities

  Build a block structure to match a model

  Block and construction models

  By the annual IEP review date, given a built model of 5 blocks and a matching set of blocks, the student will build a structure that matches the model in the number, position, and orientation of blocks independently in at least 4 of 5 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly during a block center or OT session.

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• PK, K-2, 3-5Percent accuracy

  Copy a pegboard or pattern-block pattern from a model

  Pattern reproduction

  By the annual IEP review date, given a pegboard, colored pegs, and a printed model of an 8-peg pattern, the student will place each piece so that the pattern matches the model in position, color, and orientation independently with at least 90% accuracy on pieces placed correctly, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during a math center or OT session.

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• K-2, 3-5Opportunities

  Hop, gallop, or skip in the gym (choose one)

  Hopping, galloping, and skipping

  By the annual IEP review date, when asked to hop on one foot in place in the gym, the student will independently hop on one foot at least 5 consecutive times without the other foot touching in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE.

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• K-2, 3-5, 6-8Rubric score

  Throw a ball overhand with mature form

  Throwing

  By the annual IEP review date, given a tennis-sized ball and a target 15 feet away during PE, the student will throw the ball overhand toward the target using the form on the checklist independently, earning a score of at least 4 out of 5 on a 5-item overhand throw form checklist (1 point per item on the best 3 of 5 throws), on 3 consecutive weekly sessions, as measured by a defined scoring rubric collected weekly during PE.

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• PK, K-2Percent accuracy

  Write first name with correctly formed letters

  Name writing

  By the annual IEP review date, given a blank name line at the top of a worksheet, the student will write the first name with each letter formed correctly, in order, and facing the right direction independently with 100% accuracy on letters in the name formed correctly, on 4 of 5 consecutive daily work samples, as measured by work-sample analysis collected daily from the name line on class work, reviewed weekly.

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• 6-8, 9-12Opportunities

  Sign full name in cursive on forms

  Signature

  By the annual IEP review date, given a signature line on a school form, the student will sign the full name in cursive, legibly and in the same form each time independently in 5 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly on real or practice forms.

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• 9-12Task-analysis steps

  Set up a sensory-friendly job workstation

  Setting up a sensory-friendly work space

  By the annual IEP review date, at the start of a work-based learning shift, the student will set up their workstation following the job-site sensory steps, performing at least 5 of 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected at two shifts a week.

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See all 40 sensory processing & regulation goals