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

• K-2, 3-5Percent accuracy

  Keep place on a line of print without losing it

  Visual tracking for reading

  By the annual IEP review date, given a passage at the student's independent reading level with 10 or more lines, the student will independently read each line and move to the start of the next line without skipping or repeating a line with at least 95% accuracy on line transitions completed without losing the place, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during oral reading.

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• K-2, 3-5, 6-8Opportunities

  Locate the right problem, box, or line on a worksheet

  Locating information on worksheets

  By the annual IEP review date, given a worksheet with 10 or more numbered items and a direction to find a named item, the student will point to or put a finger on the named item within 10 seconds independently in at least 9 of 10 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during class work.

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• K-2, 3-5Percent accuracy

  Write tall, small, and descending letters at the correct size

  Letter size

  By the annual IEP review date, given a sentence to copy on the classroom's standard lined paper, the student will write each letter at its correct size (tall letters reach the top line, small letters stay in the middle space, descending letters drop below the baseline) independently with at least 85% accuracy on letters written at the correct size, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from a copied sentence or class writing.

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• K-2, 3-5Percent accuracy

  Write letters sitting on the baseline

  Line placement

  By the annual IEP review date, given a sentence to copy on the classroom's standard lined paper, the student will write each letter so that it touches the baseline, with descending letters crossing it independently with at least 90% accuracy on letters touching the baseline, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly from a copied sentence or class writing.

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• PK, K-2, 3-5Opportunities

  Catch a ball with two hands

  Catching

  By the annual IEP review date, given an 8-inch playground ball tossed underhand from 5 feet, the student will independently catch the ball with the hands only, without trapping it against the body in at least 7 of 10 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE or therapy.

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• K-2, 3-5, 6-8, 9-12Opportunities

  Walk on grass, gravel, and curbs without falling

  Uneven surfaces and curbs

  By the annual IEP review date, when walking from the building across the grass field to the playground, the student will walk the route without falling or stopping, stepping up and down curbs with one foot leading independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during recess or outdoor transitions.

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• K-2, 3-5, 6-8Opportunities

  Strike a ball from a tee with an adapted bat or racket

  Adapted equipment

  By the annual IEP review date, given a ball on a tee and a lightweight wide-barrel bat during a striking unit, the student will strike the ball off the tee so that it travels forward at least 10 feet independently in at least 7 of 10 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during a striking unit or adapted PE.

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• 9-12Task-analysis steps

  Run a cardio machine's controls safely

  Community fitness facility use

  By the annual IEP review date, on a treadmill at a community fitness center, the student will use the machine from start to finish following the machine routine, performing all 7 steps independently, on 3 consecutive fitness sessions, as measured by a task-analysis checklist collected each fitness session.

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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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