IEP goals for Orthopedic Impairment

• 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

• PK, K-2Opportunities

  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.

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• PK, K-2Opportunities

  Move small objects from palm to fingertips

  In-hand manipulation

  By the annual IEP review date, given five coins or counters placed in the palm of the dominant hand, the student will independently move the objects one at a time from the palm to the fingertips and place each in a container without using the other hand or the table in at least 4 of 5 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly during OT or a math manipulatives activity.

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See all 55 fine motor skills goals

• K-2, 3-5Task-analysis steps

  Sit and place fingers on the home row

  Posture and home row position

  By the annual IEP review date, at the start of a keyboarding lesson at a desk or table set to the student's height, the student will sit with feet supported, find the home-row bumps, and place each finger on its home key before typing, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.

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• 3-5, K-2Rate (per minute)

  Build speed on home-row keys

  Home row keys

  By the annual IEP review date, given a 1-minute timed drill of home-row letter patterns and short words on screen, the student will type the letters shown using the correct finger for each key independently at a rate of at least 45 letters correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.

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See all 25 keyboarding & computer access goals

• PK, K-2, 3-5Duration

  Balance on one foot during classroom and PE activities

  Static balance

  By the annual IEP review date, when asked to stand on one foot on a flat floor during PE or a therapy session, the student will independently stand on one foot without the other foot touching the floor and without holding on, with arms free for at least 8 seconds, on 3 consecutive weekly trials on each foot, as measured by duration recording collected weekly during PE or therapy.

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• PK, K-2, 3-5Opportunities

  Walk along a line or low balance beam

  Dynamic balance

  By the annual IEP review date, given a 10-foot taped line on the floor, the student will walk the full length with no more than one step off independently with arms free in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE or therapy.

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See all 50 gross motor skills goals

• 3-5, 6-8, 9-12Frequency

  Perform push-ups or modified push-ups with correct form

  Upper body strength

  By the annual IEP review date, given a mat and a 1-minute timing during the PE fitness unit, the student will perform knee push-ups with the body straight from the knees to the head, lowering until the elbows reach 90 degrees independently at least 10 times per 1-minute timing, in 3 of 4 consecutive weekly timings, as measured by frequency recording collected weekly during PE.

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• 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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See all 50 physical fitness & PE participation goals

• 3-5, 6-8Percent accuracy

  Use a ruler to draw straight lines and measure

  Ruler and drawing tools

  By the annual IEP review date, given a ruler and a direction to draw five straight lines of named lengths, the student will draw each line straight along the ruler edge and within a quarter inch of the named length independently with at least 90% accuracy on lines drawn or segments measured correctly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly from math or science work.

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

• 9-12Task-analysis steps

  Book a paratransit trip by phone or online

  Booking paratransit or a ride

  By the annual IEP review date, when the student needs a ride to a job, class, or appointment, using the paratransit booking line or website with a family member nearby, the student will book the trip with the right addresses, times, and needs and record the confirmation, performing at least 7 of 8 steps independently, on 3 consecutive bookings, as measured by a task-analysis checklist collected at each booking, at least every two weeks.

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• 9-12Opportunities

  Wait at the curb for the pickup window

  Booking paratransit or a ride

  By the annual IEP review date, at the start of each booked pickup window, at home, school, or a job site, the student will be at the pickup spot with belongings when the pickup window opens independently in at least 7 of 8 opportunities, across 3 consecutive weeks, as measured by direct observation collected at each scheduled pickup.

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See all 45 community access & travel goals

• 3-5, 6-8Rate (per minute)

  Write the alphabet at a rate of letters per minute

  Handwriting speed

  By the annual IEP review date, given a 1-minute timing and lined paper, with a direction to write the lowercase alphabet in order repeatedly, the student will write legible lowercase letters in alphabetical order independently at a rate of at least 35 letters correct per minute, in 3 of 4 consecutive weekly timings, as measured by timed probes collected weekly on a 1-minute alphabet timing.

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• 3-5, 6-8, 9-12Percent accuracy

  Keep handwriting legible across a full page

  Legibility over longer writing

  By the annual IEP review date, during a written assignment of at least one page, the student will write the whole page with words legible to a reader unfamiliar with the student's writing independently with at least 90% accuracy on words legible in the final third of the page, on 3 consecutive biweekly work samples, as measured by work-sample analysis collected every two weeks from a full-page writing sample.

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See all 55 handwriting goals