School nurse Motor & Sensory Skills (OT, PT & Adapted PE) IEP goals
8 motor & sensory skills (OT, PT & adapted PE) templates tagged for the school nurse, across 3 skills: functional mobility, sensory processing & regulation, feeding & mealtime skills. Each opens in the builder with a matching data sheet.
8 templates · 3 skills · K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Functional Mobility Motor & Sensory Skills (OT, PT & Adapted PE)
Climb school stairs with crutches and the rail
Walker, crutch or cane use at school
By the annual IEP review date, when going up and down one flight of school stairs with a handrail during a class change, the student will follow the PT's stair pattern going up and down the flight with no adult cues, performing all 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected on stair trips at least three times a week.
Transfer to the toilet using a grab bar
Transfers (toilet, chair, bus)
By the annual IEP review date, when using the accessible stall in the school restroom during a scheduled restroom time, the student will move from the wheelchair to the toilet and back following the transfer steps with one adult standing by within arm's reach and no hands-on help, performing at least 7 of 8 steps independently, on 4 of 5 observed restroom times, as measured by a task-analysis checklist collected daily at scheduled restroom times.
Sensory Processing & Regulation Motor & Sensory Skills (OT, PT & Adapted PE)
Get a chewable tool for oral input
Requesting a sensory tool or break
By the annual IEP review date, during seated work or listening times, when the student seeks oral input, the student will get their chewable tool from its holder or ask for a crunchy snack allowed by the plan, and use it with no adult prompts in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily.
Ask to move away from glare
Requesting a sensory tool or break
By the annual IEP review date, when working under bright overhead lights or near a sunny window, the student will ask to move seats, dim a light, close a blind or wear a hat or tinted glasses allowed by the plan, using words, a card or a device with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected daily.
Feeding & Mealtime Skills Motor & Sensory Skills (OT, PT & Adapted PE)
Tell lunch staff about their mealtime plan
Communicating hunger, fullness and preferences
By the annual IEP review date, when ordering or choosing food in the school cafeteria line, the student will tell the server or staff member their food needs (such as soft foods, no nuts or thickened drinks) and ask what fits the plan with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive months, as measured by direct observation collected at each observed food choice, at least weekly.
Fine motor, handwriting, visual-motor, gross motor, fitness, functional mobility, feeding, and sensory processing skills. This goal bank for school nurses covers the student's part of health routines: reporting illness or pain, medication and glucose check routines, allergy awareness, carrying medical ID, and making appointments. An IEP goal never replaces the student's health plan, emergency plan, or medical orders.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
What IEP goals can a school nurse support?
Goals that teach the student's part of a health routine, such as following the steps of a glucose check, reporting symptoms, or declining unsafe food. The nurse often collects data during health office visits.
Does an IEP goal replace the health plan?
No. The health plan, emergency plan, and medical orders stay in charge of care. The IEP goal teaches skills that fit inside those plans.
How are health routine goals measured?
Usually with a task analysis of the routine steps, marked at each visit, and opportunities for reporting. The nurse and teacher agree on the steps before data collection starts.
IEP Atlas Pro
Turn these goals into progress reports
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.