Occupational Therapy IEP Goals

Fine Motor

Visual-Motor Integration

By [date], during classroom fine-motor activities, the student will cut out a circle along a bold, pre-drawn line, maintaining appropriate scissor grasp and using the helper hand to stabilize the paper, with no more than verbal cues, achieving 80% accuracy in 4 out of 5 trials, as measured by work samples and OT data collection.

• Objective 1 – High Support: Within the first grading period, with hand-under-hand assistance and physical prompts for scissor positioning, the student will cut along a curved line segment (partial circle), within ½ inch of the line, in 3 out of 5 opportunities , as measured by work samples and OT data collection.

• Objective 2 – Reduced Physical Support: Within the second grading period, with verbal cues and visual supports only, the student will cut along a full circle with a bold outline, within ¼ inch of the line, in 3 out of 5 opportunities, as measured by work samples and OT data collection.

Letter Formation

1. By [date], given a functional classroom task (e.g., making a checklist, labeling materials, writing directions for a game), and a near sight model to copy, the student will write at least three legible words, demonstrating consistent letter formation and spacing, in 4 out of 5 trials, and legibility rubrics.

2. By [date], during structured play or project-based learning, the student will write labels, signs, or messages (e.g., “zoo,” “exit,” “menu,” “score”), using consistent letter formation and spacing, with no more than verbal cues, in 4 out of 5 opportunities, as measured by OT data and work samples.

3. By [date], during classroom writing activities, the student will independently generate a short written product of their choice (e.g., labels, captions, lists, speech bubbles, signs), using developmentally appropriate letter formation, spacing, and alignment, with no more than verbal cues, in 4 out of 5 opportunities, as measured by OT observation and work samples.

Note that OTs are not responsible for teaching creative writing, but it can be a useful motivator. Hear more about writing OT goals from occupational therapist Kelsie Olds:

Sensory Processing/Self-Regulation

By [date], during classroom routines (e.g., whole-group instruction, seatwork, transitions), the student will independently use an appropriate sensory regulation strategy (e.g., movement, deep pressure, fidget, alternate seating) to remain regulated and engaged, with no more than one adult prompt, in 4 out of 5 observed opportunities, as measured by OT and teacher observation.

Functional Fine Motor/Independence

By [date], during daily school routines, the student will independently open and close their locker using a standard combination padlock, accurately following the combination sequence, within 30 seconds, without adult assistance, in 4 out of 5 opportunities, as measured by OT and staff observation.

• Objective 1 – High Support/Skill Acquisition: Within the first grading period, with step-by-step verbal cues and visual supports, the student will manipulate the padlock (turning the dial, pulling the shackle, aligning numbers) to open the lock, with adult assistance, in 3 out of 5 trials, as measured by OT observation.

• Objective 2 – Reduced Support/Sequencing: Within the second grading period, with visual cues only (e.g., checklist or number guide), the student will follow the correct combination sequence to open the padlock, with no physical assistance, in 3 out of 5 trials, as measured by OT observation.