PT IEP goal bank

• 3-5, K-2, 6-8Duration

  Propel a manual wheelchair to lunch on time

  Wheelchair propulsion at school

  By the annual IEP review date, during the passing time before lunch, on the route from the classroom to the cafeteria, the student will propel the manual wheelchair the full route, steering around people and objects with no adult pushes or prompts within 5 minutes, on 4 of 5 timed routes, as measured by duration recording collected twice weekly.

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• K-2, 3-5Opportunities

  Steer a wheelchair through classroom doorways

  Ramps, elevators and doors

  By the annual IEP review date, when entering or leaving the classroom, the restroom or a special-class room through a standard doorway, the student will line the wheelchair up with the opening and roll through without either wheel touching the door frame, with no adult touching the chair in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during the first five doorway passes.

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See all 35 functional mobility goals

• 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

  Perform curl-ups in one minute

  Core strength

  By the annual IEP review date, given a mat and a 1-minute timing during the PE fitness unit, the student will perform curl-ups with the shoulder blades lifting off the mat and returning each time independently at least 15 times per 1-minute timing, in 3 of 4 consecutive weekly timings, as measured by frequency recording collected weekly during PE.

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See all 50 physical fitness & PE participation goals

• PK, K-2, 3-5Duration

  Balance on one foot during classroom and PE activities

  Static balance

  By the annual IEP review date, when asked to stand on one foot on a flat floor during PE or a therapy session, the student will independently stand on one foot without the other foot touching the floor and without holding on, with arms free for at least 8 seconds, on 3 consecutive weekly trials on each foot, as measured by duration recording collected weekly during PE or therapy.

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• PK, K-2, 3-5Opportunities

  Walk along a line or low balance beam

  Dynamic balance

  By the annual IEP review date, given a 10-foot taped line on the floor, the student will walk the full length with no more than one step off independently with arms free in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE or therapy.

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See all 50 gross motor skills goals

• K-2, 3-5, 6-8Task-analysis steps

  Use stairs with the cane and handrail

  Stairs

  By the annual IEP review date, when reaching a staircase on a school route, the student will find the first step with the cane, find the handrail, and climb or descend the stairs, finding the landing with the cane, performing all 7 steps independently, on 4 consecutive O&M lessons, as measured by a task-analysis checklist collected during each O&M lesson.

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See all 35 orientation & mobility goals

• PK, K-2Duration

  Use two-person outdoor equipment with a peer

  Outdoor play with a peer

  By the annual IEP review date, during outdoor play with a peer at two-person equipment (such as a seesaw, a wagon, a tire swing, a big ball), the student will play with a peer on two-person equipment (such as pulling the peer in the wagon or rolling the ball back and forth) independently for at least 5 minutes, across 3 consecutive observed outdoor sessions, as measured by duration recording collected twice weekly.

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See all 40 play & social participation goals

• 3-5, 6-8, 9-12Task-analysis steps

  Transfer to the toilet using grab bars

  Accessible restrooms and adaptive equipment

  By the annual IEP review date, during restroom trips to an accessible stall with grab bars, the student will complete the transfer steps from the wheelchair to the toilet and back using the grab bars, performing all 8 steps independently, across 5 consecutive school days, as measured by a task-analysis checklist collected daily at one restroom trip.

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See all 25 toileting goals

• 3-5, K-2, 6-8Percent accuracy

  Get a full phrase out on one breath

  Breath support for phrases

  By the annual IEP review date, given 10 practiced phrases of 4 to 6 words, said after a planned breath in a supported seated position, the student will take a breath before speaking and say the whole phrase on that breath with every word audible to the end independently with at least 80% accuracy on phrases finished on one breath with every word audible, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.

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See all 30 motor speech (apraxia & dysarthria) goals

• 6-8, 3-5, 9-12Opportunities

  Shift weight or ask for a position change

  Hydration and repositioning reminders

  By the annual IEP review date, when their pressure relief reminder sounds during class, the student will complete their taught pressure relief (a lean, a push-up, or a tilt) for the time the PT set, or ask an adult for a position change independently in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily.

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See all 40 health & self-management goals