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

• 3-5, K-2, 6-8Duration

  Propel a manual wheelchair to lunch on time

  Wheelchair propulsion at school

  By the annual IEP review date, during the passing time before lunch, on the route from the classroom to the cafeteria, the student will propel the manual wheelchair the full route, steering around people and objects with no adult pushes or prompts within 5 minutes, on 4 of 5 timed routes, as measured by duration recording collected twice weekly.

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• K-2, 3-5Opportunities

  Steer a wheelchair through classroom doorways

  Ramps, elevators and doors

  By the annual IEP review date, when entering or leaving the classroom, the restroom or a special-class room through a standard doorway, the student will line the wheelchair up with the opening and roll through without either wheel touching the door frame, with no adult touching the chair in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during the first five doorway passes.

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See all 35 functional mobility goals

• 3-5, 6-8, 9-12Duration

  Hold a stretch for a set number of seconds

  Flexibility

  By the annual IEP review date, during the stretching portion of the PE warm-up, given a hamstring stretch demonstrated by the teacher, the student will independently hold the stretch position without bouncing and without releasing early for at least 20 seconds, in 3 of 4 consecutive weekly sessions, as measured by duration recording collected weekly during the PE warm-up or therapy.

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• 9-12Task-analysis steps

  Complete a weight room circuit following station cards

  Weight room and fitness circuit

  By the annual IEP review date, given a 6-station fitness circuit with a picture card at each station, the student will complete the steps of the circuit at each station with the station cards, performing at least 6 of 7 steps independently, on 4 of 5 consecutive sessions, as measured by a task-analysis checklist collected weekly during the fitness class.

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See all 50 physical fitness & PE participation goals

• PK, K-2, 3-5Opportunities

  Feed self with a built-up handle spoon

  Adaptive utensils

  By the annual IEP review date, during lunch, given a built-up or angled-handle spoon, a scoop dish and a non-slip mat, the student will hold the adaptive spoon, scoop and bring the food to the mouth with no adult hands-on help in at least 6 of 10 opportunities, on 3 of 4 observed meals, as measured by opportunity-by-opportunity data collected twice weekly at lunch.

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• K-2, PK, 3-5Opportunities

  Wait for the pacing cue between bites

  Pacing bites with a cue

  By the annual IEP review date, during lunch, when an adult gives the pacing cue named in the feeding plan (such as a light tap, a word or a picture), the student will rest the spoon or food on the plate after each bite and wait for the pacing cue before the next bite with no extra prompts in at least 8 of 10 opportunities, on 4 of 5 observed meals, as measured by opportunity-by-opportunity data collected at every lunch, with ten bites scored.

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See all 30 feeding & mealtime skills goals

• PK, K-2Opportunities

  Use a spoon and fork to eat without spilling

  Utensil use

  By the annual IEP review date, during lunch, given a spoon and a bowl of food that holds together (yogurt, applesauce, mashed food), the student will scoop food with the spoon and bring it to the mouth with no more than a small spill independently in at least 8 of 10 trials, across 3 consecutive weekly observations, as measured by direct observation collected weekly at lunch or snack, scoring the first 10 scoops or bites.

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• PK, K-2Frequency

  String beads or lace a card at a steady pace

  Stringing and lacing

  By the annual IEP review date, given 1-inch beads and a lace with a stiff tip, during a 2-minute timing, the student will string beads onto the lace, pulling each one to the end independently at least 10 times per 2-minute timing, in 3 of 4 consecutive weekly timings, as measured by frequency recording collected weekly during a fine motor center or OT session.

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See all 55 fine motor skills goals

• PK, K-2, 3-5, 6-8Opportunities

  Go up and down stairs alternating feet

  Stairs

  By the annual IEP review date, when going up and down a flight of at least 8 stairs with a handrail during a class transition, the student will climb and descend the flight placing one foot on each step with one hand on the handrail in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during a class transition on the stairs.

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

  Travel a school route with a walker or wheelchair

  Mobility with a device

  By the annual IEP review date, when traveling from the classroom to the cafeteria using the student's mobility device, the student will complete the steps of the route, performing at least 7 of 8 steps independently, on 4 of 5 consecutive observed trips, as measured by a task-analysis checklist collected twice weekly on the fixed route.

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See all 50 gross motor skills goals

• PK, K-2Percent accuracy

  Trace lines and letters staying within the path

  Tracing

  By the annual IEP review date, given a worksheet with half-inch-wide straight and curved paths and a crayon, the student will independently trace each path from start to end staying inside the boundaries, without lifting the crayon more than once with at least 85% accuracy on paths traced within the boundaries, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly during a writing center or OT session.

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• 6-8, 9-12Task-analysis steps

  Dictate and edit written work with speech-to-text

  Speech-to-text as an alternative output

  By the annual IEP review date, given a writing assignment of at least one paragraph and a device with speech-to-text enabled, the student will dictate the response, read the transcript, and correct recognition errors before submitting, performing all 6 steps independently, on 4 of 5 consecutive assignments, as measured by a task-analysis checklist collected each dictated assignment, at least weekly.

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See all 55 handwriting goals

• PK, K-2Percent accuracy

  Place stickers, stamps, and cut pieces on a target outline

  Placing pieces on a target

  By the annual IEP review date, given 10 stickers and a page with 10 matching outlines, the student will place each piece on its outline so that it covers the outline with no more than a quarter inch showing independently with at least 90% accuracy on pieces placed within the criterion, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from a craft or center activity.

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