OT Motor & Sensory Skills (OT, PT & Adapted PE) IEP 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-2Percent accuracy

  Copy basic shapes from a printed model

  Copying basic shapes

  By the annual IEP review date, given a printed model of a circle, square, triangle, and cross and a pencil, the student will independently copy each shape so that it is closed, has the correct number of sides and corners, and is recognizable without the model with at least 85% accuracy on shapes copied correctly, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly during a writing center or OT session.

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• K-2, 3-5Percent accuracy

  Copy overlapping and multi-part designs

  Copying complex designs

  By the annual IEP review date, given a printed model of six two-part designs (overlapping shapes, shapes with internal lines) and a pencil, the student will copy each design so that each part is present, in the correct position relative to the others, and recognizable independently with at least 80% accuracy on designs copied with all parts correctly placed, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly during OT or a drawing task.

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See all 40 visual-motor & visual-perceptual skills goals

• PK, K-2Percent accuracy

  Copy pre-writing strokes and shapes

  Pre-writing strokes

  By the annual IEP review date, given a printed model of a vertical line, horizontal line, circle, cross, and square and a crayon, the student will copy each stroke so that it is recognizable and has the correct orientation independently with at least 80% accuracy on strokes copied recognizably, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly during a writing center or OT session.

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• PK, K-2Percent accuracy

  Write first name with correctly formed letters

  Name writing

  By the annual IEP review date, given a blank name line at the top of a worksheet, the student will write the first name with each letter formed correctly, in order, and facing the right direction independently with 100% accuracy on letters in the name formed correctly, on 4 of 5 consecutive daily work samples, as measured by work-sample analysis collected daily from the name line on class work, reviewed weekly.

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See all 55 handwriting goals

• K-2, 3-5Opportunities

  Request a sensory break with a card

  Requesting a sensory tool or break

  By the annual IEP review date, during whole-group lessons or independent work, when the student shows the early signs listed in their sensory plan (such as covering ears, moving more or going quiet), the student will request a sensory break using words, a break card, a sign or a device, and go to the agreed break spot with no adult prompts in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by frequency recording collected daily.

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• PK, K-2Opportunities

  Signal when a room is too loud

  Using noise-reducing headphones in loud places

  By the annual IEP review date, during loud classroom times such as music, clean-up or free play, the student will signal too loud using a word, sign, symbol card or the ear-cover gesture taught as their signal, and accept the headphones or quiet spot an adult offers with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected daily during loud times.

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See all 40 sensory processing & regulation goals

• PK, K-2Opportunities

  Scoop soft food with a spoon

  Spoon and fork use

  By the annual IEP review date, during snack or lunch, given a food that holds on a spoon (such as yogurt, applesauce or mashed food) in a bowl, the student will scoop the food with the spoon and bring it to the mouth, keeping most of the food on the spoon with no adult hands on the spoon in at least 7 of 10 opportunities, on 3 of 4 observed meals, as measured by opportunity-by-opportunity data collected three meals a week.

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• K-2, PKOpportunities

  Spear bite-size pieces with a fork

  Spoon and fork use

  By the annual IEP review date, during lunch, given bite-size pieces of a firm food such as fruit, cooked vegetables or pasta, the student will spear a piece of food with the fork and bring it to the mouth without the piece falling off, with no adult help in at least 8 of 10 opportunities, on 3 of 4 observed meals, as measured by opportunity-by-opportunity data collected three meals a week.

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See all 30 feeding & mealtime skills goals

• K-2, 3-5Task-analysis steps

  Park at a desk and lock the brakes

  Wheelchair propulsion at school

  By the annual IEP review date, when arriving at their desk or table at the start of a lesson, the student will park at the desk following the parking steps, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily at the first work period.

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• 6-8, 9-12, 3-5Opportunities

  Carry class materials with a walker or crutches

  Carrying materials while walking

  By the annual IEP review date, when moving between classes with the materials for the next class, the student will carry the materials in a backpack, walker basket or tray attachment the whole way and set them down at the destination without dropping any, with no adult cues in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected on five class changes a week.

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See all 35 functional mobility goals

• PK, K-2Duration

  Sit upright on the carpet or in a chair for group instruction

  Sitting posture and endurance

  By the annual IEP review date, during a 15-minute carpet-time lesson, the student will sit upright with the trunk off the floor, legs crossed or to the side, and hands free independently for at least 8 minutes, on 4 of 5 consecutive observed lessons, as measured by duration recording collected twice weekly during carpet time.

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• K-2, 3-5, 6-8, 9-12Opportunities

  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.

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See all 50 gross motor skills goals