Motor & Sensory Skills (OT, PT & Adapted PE) 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

• 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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• 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

• 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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• 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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• 3-5, 6-8Percent accuracy

  Open lunch packages one-handed

  Opening lunch containers

  By the annual IEP review date, given a probe set of lunch packages the student commonly gets, with a non-slip mat on the table, the student will open each package with one hand, using the non-slip mat, the knees or an adaptive opener to hold it steady independently with at least 80% accuracy on lunch packages opened one-handed, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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See all 30 feeding & mealtime skills goals