Fine Motor Skills IEP goals for high school (grades 9 to 12)
10 of the fine motor skills templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
10 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Fine Motor Skills Motor & Sensory Skills (OT, PT & Adapted PE)
Use a mouse or trackpad to click and drag on screen
Mouse, trackpad, and touch screen use
By the annual IEP review date, given a laptop with a mouse and an on-screen activity with 1-inch targets, the student will independently move the cursor to each target and click without moving off the target with at least 90% accuracy on targets selected or dragged correctly, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during a computer-based activity.
Open a combination lock and locker
Locker and combination lock
By the annual IEP review date, given the student's assigned locker with a built-in dial lock and the combination written on a card, the student will complete the steps of opening the lock and locker, performing all 6 steps independently, on 4 of 5 consecutive trials, as measured by a task-analysis checklist collected twice weekly at the locker for one week each month.
Complete an assembly or sorting work task at a steady rate
Work task assembly and sorting
By the annual IEP review date, given a 5-minute timing on a packaging task (placing three items in a bag and sealing it) (total divided by 5 for the per-minute rate), the student will complete units of the task correctly independently at a rate of at least 5 correct responses per minute, in 3 of 4 consecutive weekly timings, as measured by timed probes collected weekly during the work-skills block.
Enter numbers on a calculator without key errors
Keypads and calculators
By the annual IEP review date, given a handheld calculator and 10 printed numbers of 3 to 5 digits to enter, the student will enter each number exactly as printed using one finger per key press independently with at least 95% accuracy on numbers entered with no key errors, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during math or OT.
Draw circles with a compass in math
Using tools in art, science and shop classes
By the annual IEP review date, given a compass, a pencil, and a sheet with marked center points during a geometry lesson, the student will draw a circle around the marked center by turning the compass top between the fingers independently with at least 80% accuracy on circles closed with no slip at the center, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly during geometry units or OT.
Drive and remove screws with a screwdriver
Using tools in art, science and shop classes
By the annual IEP review date, given a screwdriver and a practice board with 5 pre-started screws during a shop or technology class, the student will seat the screwdriver tip in the screw head, keep it straight, and turn until the screw is snug independently on 5 of 5 items, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during shop, technology, or vocational class.
High school fine motor skills goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 4 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 4 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 1 goal here
Frequently asked questions
How do fine motor skills goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.