Special educator Motor & Sensory Skills (OT, PT & Adapted PE) IEP goals

• 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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• K-2, 3-5Percent accuracy

  Form lowercase letters with correct strokes from a model

  Lowercase letter formation

  By the annual IEP review date, given a model of each lowercase letter and lined paper, the student will write each letter starting at the correct point and using the stroke sequence taught in the classroom handwriting program independently with at least 90% accuracy on lowercase letters formed with the correct stroke sequence, on 3 consecutive weekly probes, as measured by work-sample analysis collected weekly on a 26-letter probe.

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• K-2, 3-5Percent accuracy

  Keep place on a line of print without losing it

  Visual tracking for reading

  By the annual IEP review date, given a passage at the student's independent reading level with 10 or more lines, the student will independently read each line and move to the start of the next line without skipping or repeating a line with at least 95% accuracy on line transitions completed without losing the place, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during oral reading.

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• K-2, 3-5, 6-8Opportunities

  Locate the right problem, box, or line on a worksheet

  Locating information on worksheets

  By the annual IEP review date, given a worksheet with 10 or more numbered items and a direction to find a named item, the student will point to or put a finger on the named item within 10 seconds independently in at least 9 of 10 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during class work.

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See all 40 visual-motor & visual-perceptual skills 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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• K-2, 3-5Opportunities

  Put on headphones before a loud event

  Using noise-reducing headphones in loud places

  By the annual IEP review date, before going into a scheduled loud event such as an assembly, a pep rally, gym class or a class party, the student will get their headphones from the agreed spot and put them on before entering the loud space with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected at each scheduled loud event.

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See all 40 sensory processing & regulation goals

• K-2, 3-5, 6-8, 9-12Task-analysis steps

  Complete the PE warm-up routine with the class

  Warm-up routine

  By the annual IEP review date, during the PE class warm-up led by the teacher, the student will complete the steps of the warm-up routine along with the class, performing at least 6 of 7 steps independently, on 4 of 5 consecutive PE classes, as measured by a task-analysis checklist collected each PE class for one week per month.

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• K-2, 3-5, 6-8, 9-12Duration

  Stay in a PE activity for its full length

  Participation in PE activities

  By the annual IEP review date, during a 15-minute PE game or station activity modified for the student, the student will participate in the activity, staying in the activity area and taking turns when they come independently for at least 15 minutes, in 3 of 4 consecutive weekly observations, as measured by duration recording collected weekly during PE.

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• 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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• 6-8, 3-5, 9-12Task-analysis steps

  Call and ride the school elevator

  Ramps, elevators and doors

  By the annual IEP review date, when traveling between floors to reach a class on another level, the student will ride the elevator to the correct floor following the elevator steps, performing all 7 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected on each elevator trip, at least three times a week.

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See all 35 functional mobility goals

• PK, K-2, 3-5Task-analysis steps

  Zip and unzip a coat for recess

  Fasteners: zippers

  By the annual IEP review date, when putting on a coat with a separating zipper before recess or dismissal, the student will complete the steps of zipping the coat, performing all 6 steps independently, on 4 of 5 consecutive recess or dismissal transitions, as measured by a task-analysis checklist collected daily at the recess or dismissal transition.

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• PK, K-2, 3-5Percent accuracy

  Button and unbutton clothing fasteners

  Fasteners: buttons and snaps

  By the annual IEP review date, given a practice vest or the student's own clothing with four 1-inch buttons, the student will fasten each button through its buttonhole independently with 100% accuracy on buttons fastened without adult help, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly during dressing or OT practice.

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See all 55 fine motor skills goals

• K-2, 3-5Task-analysis steps

  Sort trash, recycling and compost after lunch

  Mealtime clean-up

  By the annual IEP review date, at the end of the lunch period in the cafeteria, the student will clear their lunch space following the clean-up steps, performing at least 6 of 7 steps independently, on 4 of 5 lunch periods, as measured by a task-analysis checklist collected three lunch periods a week.

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• PK, K-2Task-analysis steps

  Wipe the table space after eating

  Mealtime clean-up

  By the annual IEP review date, at the end of snack at the classroom table, the student will wipe their table space following the wiping steps, performing at least 4 of 5 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected at three snacks a week.

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See all 30 feeding & mealtime skills goals

• PK, K-2, 3-5Duration

  Walk with the class in the hallway keeping pace and position

  Walking with the class

  By the annual IEP review date, during the class transition from the classroom to the cafeteria or gym, the student will independently complete the walk staying within one arm's length of the student ahead without stopping within 3 minutes, on 4 of 5 consecutive observed transitions, as measured by duration recording collected twice weekly on a fixed route.

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• 9-12Task-analysis steps

  Lift and carry boxes with safe body mechanics

  Safe lifting at work

  By the annual IEP review date, during a work task lifting boxes of 5 to 15 pounds from the floor to a table, the student will lift and carry each box following the safe lifting steps, performing all 6 steps independently, across 4 consecutive work sessions, as measured by a task-analysis checklist collected each work session, scoring 3 lifts.

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See all 50 gross motor skills goals