Motor & Sensory Skills (OT, PT & Adapted PE) IEP goals for Other Health Impairment

• 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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• PK, K-2, 3-5Duration

  Walk with the class in the hallway keeping pace and position

  Walking with the class

  By the annual IEP review date, during the class transition from the classroom to the cafeteria or gym, the student will independently complete the walk staying within one arm's length of the student ahead without stopping within 3 minutes, on 4 of 5 consecutive observed transitions, as measured by duration recording collected twice weekly on a fixed route.

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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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• 6-8, 9-12Task-analysis steps

  Climb school stairs with crutches and the rail

  Walker, crutch or cane use at school

  By the annual IEP review date, when going up and down one flight of school stairs with a handrail during a class change, the student will follow the PT's stair pattern going up and down the flight with no adult cues, performing all 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected on stair trips at least three times a week.

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• 6-8, 9-12, 3-5Opportunities

  Shift weight in the wheelchair for pressure relief

  Taking part in positioning routines

  By the annual IEP review date, at each weight-shift time set in the health plan during class, the student will do the weight shift the PT taught (forward lean, side lean or push-up) and hold it for the time set in the plan with no adult reminder in at least 5 of 6 opportunities, on 4 of 5 school days, as measured by frequency recording collected daily.

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See all 35 functional mobility goals

• 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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• 3-5, 6-8Duration

  Record homework in the planner before the bell

  Planner and agenda writing

  By the annual IEP review date, during the last minutes of class when the homework is posted on the board, the student will write the subject, assignment, and due date in the planner readably independently within 2 minutes, on 4 of 5 consecutive school days, as measured by duration recording collected daily, from the start of copying to the pencil down.

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• 9-12, 6-8Opportunities

  Tell lunch staff about their mealtime plan

  Communicating hunger, fullness and preferences

  By the annual IEP review date, when ordering or choosing food in the school cafeteria line, the student will tell the server or staff member their food needs (such as soft foods, no nuts or thickened drinks) and ask what fits the plan with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive months, as measured by direct observation collected at each observed food choice, at least weekly.

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• 3-5, 6-8Opportunities

  Use an alerting strategy when energy is low

  Choosing a sensory strategy from a menu

  By the annual IEP review date, when the student rates their energy as low or shows signs listed in the plan (head down, slow responses), the student will use an alerting strategy from their list, such as a cold water drink, a fast movement break, a crunchy snack or standing to work with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily.

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• K-2, 3-5, 6-8Duration

  Continue a writing or coloring task without stopping to rest the hand

  Hand endurance

  By the annual IEP review date, during an independent writing task at the desk, the student will continue writing without stopping to rest, shake, or switch hands independently for at least 8 minutes, in 3 of 4 consecutive weekly observations, as measured by duration recording collected weekly during a writing task.

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See all 55 fine motor skills goals