Gross Motor Skills IEP goals for high school (grades 9 to 12)
8 of the gross 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.
8 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.
Gross Motor Skills Motor & Sensory Skills (OT, PT & Adapted PE)
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.
Carry a lunch tray or materials while walking
Carrying items while walking
By the annual IEP review date, when carrying a lunch tray with food and a drink from the serving line to the table, the student will independently carry the tray to the table with both hands, without spilling or stopping in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly at lunch.
Board and exit the school bus using the steps and handrail
Bus steps and vehicle transfers
By the annual IEP review date, when boarding and exiting the school bus at arrival and dismissal, the student will complete the steps of boarding and exiting the bus with the handrail, performing at least 6 of 7 steps independently, on 4 of 5 consecutive observed bus trips, as measured by a task-analysis checklist collected daily for one week each month.
Move between classes within the passing period
Passing-period mobility
By the annual IEP review date, during the passing period between two classes on a fixed route of at least 300 feet, the student will complete the route and arrive at the next class seated and ready independently within 4 minutes, on 4 of 5 consecutive observed passing periods, as measured by duration recording collected twice weekly on the fixed route.
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.
Keep a paddle rally going with a partner
Ball skills in game play
By the annual IEP review date, during a 2-minute cooperative rally with a partner using a large paddle and a foam ball, the student will hit the ball back to the partner so it can be returned independently at least 12 times per 2-minute rally, across 3 consecutive weekly PE classes, as measured by frequency recording collected two rallies in each PE class during racket units.
High school gross 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:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 3 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 2 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 2 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
Frequently asked questions
How do gross 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 postsecondary goals and transition services are discussed (34 CFR 300.321(b)(1)). Helping write goals builds the self-determination skills transition planning relies on.
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.