Goals for Goal Statement

1. Student will participate in Fine Motor task so that he/she can demonstrate age
appropriate skills in the classroom.

2. Student will participate in fine motor and visual motor tasks so that he/she can
demonstrate age appropriate skills in the classroom.

3. Student will participate in fine motor and visual motor tasks using sensory
strategies/adaptations so that he/she can demonstrate age appropriate skills in
the classroom.

4. Student will participate in self-help skills so that he/she is more independent in

5. Student will use switches/adaptations so that he/she can demonstrate their

6. Student will demonstrate age appropriate skills in fine motor, visual motor, and
self-help skills in the classroom setting.

7. Student will demonstrate age appropriate skills in fine motor, visual motor, and
self-help skills using sensory strategies as needed in the classroom setting.
 Early Childhood/Pre-K
OT Goals related to Math and ELA.
(For each goal add level of independence: independently, with verbal cues, prompts, minimal
assistance, moderate assistance or maximum assistance.)

GRASPING, MANIPULATION, FINE MOTOR, COORDINATION:

Student will participate in grasp/release classroom/therapy objects and transfer from one hand to the
other, ____ out of ____ trials.
Student will be able to pick up objects from a desk top, ___ out of ____ trials, when completing
classroom/therapy activities.

Student will be able to open/close containers that hold classroom/therapy supplies ___ out of ___ trials.

Student will cross midline, ____ out of ___ trials, to reach across the body for objects during therapy
session and classroom activities.

Student will use a pincer grasp,  _____ out of ___ trials, when manipulating classroom/therapy
materials.

Student will use a 3 jaw chuck grasp, ____ out of ____ trials, when manipulating classroom/therapy
materials.

Student will pre-position the scissors in dominant hand, ___ out of ___ trials, when completing
classroom/therapy cutting activities.

Student will pre-position the scissors to snip paper, ___ out of ____ trials, when completing
classroom/therapy cutting activities.

Student will pre-position the scissors to cut paper in half, ___ out of ____ trials, when completing
classroom/therapy cutting activities.

Student will pre-position scissors to cut on a bold line within ____ inch deviation on ____ out of ___
trials, when completing classroom/therapy cutting activities.

Student will pre-position scissors to cut various lines (curved, jagged) within ____ inch deviation on ____
out of ___ trials, when completing classroom/therapy cutting activities.

Student will manipulate scissors to cut out a circle within ____ inch deviation on ___ out of ___ trials
when completing classroom/therapy cutting activities.
PRE-WRITING:

Student will imitate pre-writing shapes (l,-,o,+, square) on paper in ____ out of ___ trials.

Student will trace lines or shapes within 1⁄4 of an inch deviation _____% of the time.

Student will draw the following shapes: __________, with ____% accuracy for size, orientation, and
formation.   

Student will draw a person with ____ number of body parts on ____ out of ____ trials.

Student will trace name within ___ inch deviation on ____ out of ____ trials.

VISUAL MOTOR/PERCEPTION:

Student will participate in classroom/therapy visual motor activities with ___assist to complete ___% of
the time on ___ out of ___ trials.

Student will participate in visual motor activities (peg boards, block designs, dot to dot, etc) with ___
assist.

Student will participate in visual perception activities with ___ assist.

ADAPTIVE EQUIPMENT/TECHNOLOGY USE:

Student will use the following adaptive equipment: _________ during classroom and therapy activities
_____ % of the time.

SENSORY PROCESSING:

Student will tolerate hands on physical prompts when needed for assistance during classroom/therapy
activities ____% of the time.

Student will tolerate touching various textures, ______% of the time.

Student will complete classroom/therapy activities regardless external visual/external stimulation ____
% of the time.

Student will complete classroom/therapy activities regardless of odors in the environment _____ % of
the time.

Student will participate in classroom/therapy activities using sensory supports/ accommodations to

Self- Help Skills:

Student will button ___ number of Large buttons with ___ assist in ___ out of ___ trials.

Student will button ___ number of medium sized buttons with ___ assist in ___ out of ___ trials.
Student will zip/unzip coat with ____ assist in ___ out of ___ trials.

Student will initiate ends of a zipper with ___ assist in ___ out of ___ trials.

Student will initiate ends of a zipper and zip/unzip coat with ____ assist in ___ out of ___ trials.

Student will donn/doff coat, backpack with ___ assist in ___ out of ___ trials.

Student will use utensils (spoon or fork)  with ____ assist in ___ out of ___ trials.

Student will open containers with ____ assist in ____ out of ___ trials.
 Kindergarten
OT Goals for Kindergarten related to Math Common Core Standards (For each goal add
level of independence: independently, with verbal cues, prompts, minimal assistance, moderate
assistance or maximum assistance.)
                   
GRASPING, MANIPULATION, FINE MOTOR, COORDINATION:
CCSS.Math.Content.K.OA.A1-5, or CCSS.Math.Content.K.NBT.A.1, or CCSS.Math.Content.K.MD.A.1-2,
CCSS.Math.Content.K.MD.B.3, or CCSS.Math.Content.K.G.A.1-3, or CCSS.Math.Content.K.G.B.4-6

Student will use a tripod grasp, ____ out of ___ trials, when manipulating classroom/therapy materials.

Student will use a pincer grasp,  _____ out of ___ trials, when manipulating classroom/therapy
materials.

Student will be able to open/close containers that hold classroom/therapy supplies ___ out of ___ trials.

Student will cross midline, ____ out of ___ trials, to reach across the body for objects during therapy
session and classroom activities.

Student will use dominant hand, ____ out of ____ trials, when manipulating materials to complete
classroom activities.

PRE-WRITING/WRITING:
CCSS.Math.Content.K.CC.A.3, or CCSS.Math.Content.K.OA.A.1-4, or CCSS.Math.Content.K.NBT.A.1, or
CCSS.Math.Content.K.MD.A.1-3, or CCSS.Math.Content.K.G.A.1-3, or CCSS.Math.Content.K.G.B.4-6.

Student will hold a writing utensil using a ______ grasp _____ % of the time when writing and drawing.

Student will be able to pick up and position writing utensil correctly, ____ % of the time when writing
and drawing.

Student will stabilize the paper with one hand while writing and drawing with other hand _____% of the
time.

Student will trace numbers 0-20 within 1⁄4 of an inch deviation ___   % of the time.

Student will copy/write numbers 0-20 with ______% accuracy for size, formation, and spacing. (up to
60% accuracy is what is appropriate for Kindergarten at end of the school year)

Student will apply appropriate pressure on a writing utensil ____% of the time when writing and
drawing during classroom/therapy activities.

Student will draw the following shapes: __________, with ____% accuracy for size, orientation, and
formation.
ADAPTIVE EQUIPMENT/TECHNOLOGY USE:
CCSS.Math.Content.K.MD.A.1-2, or CCSS.Math.Content.K.MD.B.3, or CCSS.Math.Content.K.G.A.1-3, or
CCSS.Math.Content.K.G.B.4-6

Student will use the following adaptive equipment: _________ during classroom and therapy activities
_____ % of the time.

Student will be able to isolate a finger to push a button, keyboard, mouse, etc. to answer questions
during classroom and therapy activities ______ % of the time.

Student will be able to access a switch using  _______ to answer questions during classroom and
therapy activities with _____ % accuracy.

Student will be able to use an adaptive keyboard to type numbers 0-20 with ____% accuracy.

Student will be able to use a keyboard to type numbers 0-20 with ____% accuracy.

Student will be able to use an adaptive keyboard to create drawings with _____% accuracy.

Student will be able to use a keyboard to create drawings with ____% accuracy.

SENSORY PROCESSING:
CCSS.Math.Content.K

Student will tolerate touching various textures, ______% of the time.

Student will complete classroom/therapy activities regardless external visual/external stimulation ____
% of the time.

Student will complete classroom/therapy activities regardless of odors in the environment _____ % of
the time.

Student will complete suggested sensory diet activities for  ____minutes prior to classroom/therapy
activity ____% of the time.

Student will maintain a proper level of sensory arousal for ____minutes in order to remain seated during
classroom/therapy tasks, ____% of the time.

Student will tolerate hands on physical prompts when needed for assistance during classroom/therapy
activities ____% of the time.

Student will use relaxation techniques to regulate arousal level, when frustrated during
classroom/therapy activities, ____% of the time.

POSTURE/POSITIONING:
CCSS.Math.Content.K

Student will maintain an upright posture when seated  ___   % of the time during classroom/therapy
activities.
Student will remain seated in the classroom chair for ____ minutes while completing classroom/therapy
activities.

OT GOALS RELATED TO COMMON CORE ELA-

(For each goal add level of independence: independently, with verbal cues, prompts, minimal
assistance, moderate assistance or maximum assistance.)

VISUAL PERCEPTUAL SKILLS:

Student will visually recognize and name ____ out of 26 lowercase letters of the alphabet.

Student will visually recognize and name _____ out of the 26 uppercase letters of the alphabet.

Student will participate in visual motor/visual perception activities with _____ assistance in ___ out of
____ trials.

GRASP/MANIPULATION/FINE MOTOR/COORDINATION:
CCSS.ELA-Literacy.W.K.1-3

Student will be able to use a tripod grasp, ___ out of ____ trials, when manipulating materials to
complete written assignments.

Student will stabilize the paper with one hand while drawing and writing  ____% of the time.       

Student will  use a pincer grasp, ___ out of ___  trials, when completing classroom/therapy activities.       
Student will use dominant hand, ___ out of ___ trials, to complete classroom/therapy activities.   

Student will pick up objects from a desktop or any flat surface, ____ out of ___ trials, when completing
classroom/therapy activities.                       

Student will be able to open/close containers that hold classroom/therapy supplies ___ out of ___ trials,
to complete classroom/therapy activities.                       

Student will cross midline, ___ out of ___ trials, to reach across the body for objects when completing
classroom/therapy activities.

When completing classroom/therapy activities, student will use scissors correctly by holding in thumbs
up position and cutting within ___” deviation of a border of ______ (shape/design)  ___ % of the time.   

When completing classroom/therapy activities, student will be able to squeeze an appropriate amount
of glue on materials ___ % of the time.

PRE-WRITING/WRITING:
CCSS.ELA.-Literacy.W.K.1-3

Student will draw a person with ____ number of body parts on ____ out of ____ trials.

Student will legibly write text on ____ inch wide spaced lined paper with _____ % accuracy.

Student will correctly write letters/words with proper size, formation, line adherence, and/or spacing
with ______% accuracy.

Student will be able to pick up and position writing utensil correctly, ____% of the time when drawing
and writing.

Student will use dominant hand, ___ out of ___trials, when drawing and writing.

Student will hold a writing utensil with a ____ grasp ______% of the time when completing written
tasks.

Student will apply appropriate pressure on a writing utensil ____% of the time when completing written
tasks.

Student will write/color/draw for ___ minutes without complaints of fatigue ___% of the time.

Student will trace ___ out of 26 uppercase/lowercase letters ___ % of the time.

Student will copy/print ___ out of 26 uppercase/lowercase letters  with ____% accuracy for size and
formation.
Student will copy/write name with ____% accuracy for formation, size, and line adherence.

ADAPTIVE EQUIPMENT/TECHNOLOGY USE:

Student will be able to isolate a finger to push a button, keyboard, mouse, etc. to create drawings ____%
of the time.

Student will be able to access a switch using _____to create drawings or text with accuracy ____% of the
time.

With guidance from adults, student will explore a variety of digital tools to produce and publish writing
____% of the time.

SENSORY PROCESSING:
CCSS.ELA-Literacy.SL.K.1-1a

Student will follow the classroom rules, regardless of external auditory or visual stimulation ____ % of
the time.

Student will follow the classroom rules regardless of odors in the environment ___ % of the time.
Student will maintain a proper level of sensory arousal for ___minutes in order to follow the classroom
rules, ___% of the time.

Student will follow the classroom rules by using relaxation techniques to regulate arousal level, when
frustrated, ___% of the time.

Student will exhibit age appropriate body awareness (i.e. maintaining personal space, keeping hands to
self, etc.) when actively engaged in group discussions ___% of the time.

Student will follow a number of steps: ____visual schedule to help self-regulate when following
classroom rules % of the time.

ORGANIZATION/SEQUENCING/MOTOR PLANNING SKILLS:

Student will be able to follow the proper sequence of ____ number of steps in order to complete written
assignments ____% of the time.

Student will be able to locate materials needed (i.e. notebook, paper, pencil, etc)  to complete written
assignments ____ % of the time.

Student will use the following strategies: ______ to maintain school supplies in an organized manner
____% of the time.

1st Grade
OT Goals for First Grade related to Math Common Core Standards               
(For each goal add level of independence: independently, with verbal cues, prompts, minimal assistance,
moderate assistance or maximum assistance.)

Writing:
CCSS.Math.Content.1.OA.A.1 or Math.Content.1.OA.A.2 or CCSS.Math.content.1.NBT.A.1,
Math.Content.1.NBT.B.3, Math Content.1.NBT.C.4-C.6

Student will draw or write equations from left to right and top to bottom ___% of the time.

Student will write equations with ___ accuracy for number/letter size  and line adherence.

Student will copy/write numbers 1-20 with ____% accuracy for number size and line adherence.

Student will write addition and subtraction equations with ___% accuracy for line adherence, spacing,
and sizing.

Student will write numbers in the proper place value with correct orientation to the line ___% of the
time.

Student will copy/write numbers 1-20 with ___ no reversal errors in ___ out of __ trials.

Adaptive Equipment/Technology:
CC.SS.Math.Content.1.OA.A or Math.Content.1.OA.A.2 or CCSS.Math.content.1.NBT.C.4-C.6

Student will use the following adaptive equipment:_____________________ for numbers/math _____%
of the time.

Student will use an adaptive keyboard to create drawings or equations for Math work ____% of the
time.

Student will be able to access a switch using ______ to type numbers 0-120, create drawings or
equations representing place value, addition and subtraction with accuracy ___% of the time.

Student will be able to use the following functions in a program to represent addition and subtraction;
operate math symbol keys, operate space bar, delete keys, enter keys, shift keys, use cut//copy/paste
features, select items with mouse, etc ___% of the time.

OT Goals for First Grade related to ELA Common Core Standards               
(For each goal add level of independence: independently, with verbal cues, prompts, minimal
assistance, moderate assistance or maximum assistance.)

GRASP/CROSSING MIDLINE:
CCSS.ELA-Literacy W.1.1-W.1.3 and W1.5 or CCSS ELA literacy L.1.5a, L.1.5b, or L.1.5c
**Math Common core related to grasp/midline: CCSS Math.COntent 1.OA.A.1 or Math.Content.1.OA.A.2
Student will be able to use a tripod grasp, ___ out of 10 trials when manipulating materials in the
classroom environment.
Student will be able to use a pincer grasp, ___ out of 10 trials, when manipulating materials in the
classroom environment.
Student will be able to open/close containers that hold supplies ___ out of 10 trials when manipulating
classroom or lunchroom materials.
Student will cross midline, ___ out of 10 trials, to reach across the body when manipulating classroom
materials.
WRITING:
CCSS ELA-Literacy W.1.1-1.3 and W1.5, CCSS ELA Literacy L.1.1, L.1.1a, L.1.2,or  L.1.2s
Student will apply appropriate pressure on a pencil ___% of the time when writing to compose text.
Student will stabilize paper with one hand while writing to compose text __% of the time.
Student will copy ___ (put number)UC/LC letters with ___% of accuracy for letter size and line
adherence.
Student will write with ___ accuracy of line adherence, spacing, or letter size (or all) on __ inch wide
spaced line paper.
Student will write ___ number of words within ___ timed duration __% of the time.
Student will copy ___________ sentences or word list with ___% accuracy for letter size, line adherence,
and spacing from near point copying.
Student will copy _____ sentences or word list with __ accuracy for letter size, line adherence, and
spacing for Far point copying.
Student will write with ___ accuracy for letter size, line adherence, and spacing.
Student will write the following letters: _____________ with no reversals ____% of time.

ADAPTIVE EQUIPMENT/TECHNOLOGY:
CCSS ELA-Literacy W.1.1-1.3 and W.1.5-W.1.8
Student will use the following adaptive equipment: _________________ during _______ _____% of the
time.
Student will be able to isolate a finger to push a button, keyboard, mouse, etc to produce written
material ____% of the time.
Student will be able to access a switch using ____________ to produce classroom work with accuracy
_____% of the time.
Student will be able to access a touch screen device using _____________ to produce classwork material
with accuracy ____% of the time.
Student will be able to use an adaptive keyboard to  produce written material with accuracy ____% of
the time.
With guidance from adults, student will explore a variety of digital tools in the classroom _____% of the
time.
ORGANIZATION:  
CCSS ELA-Literacy W.1.1-W.1.3 and W.1.5-W.1.8

Student will be able to locate necessary materials needed within the classroom to complete written
assignments ___% of the time.
Student will use the following strategies: ________ to maintain school supplies in an organized manner
___% of the time.
FINE MOTOR/COORDINATION:
CCSS ELA Literacy SL.1.5

Student will use scissors correctly by holding in a thumb up position and cutting within ____” deviation
of a border ___% of the time.
SENSORY:
CCSS ELA Literacy SL.1.1a

Student will follow the classroom rules using sensory adaptations as needed to decrease sensory
sensitivity in the classroom ___% of the time.
Student will follow the classroom rules by using relaxation techniques to regulate arousal level, when
frustrated, __% of the time.
Student will exhibit age appropriate body awareness (i.e. maintaining personal space, keeping hands to
self, etc) when actively engaged in the classroom ___% of the time.
Student will follow a number of steps: ___ visual schedule to help self-regulate when following
classroom rules ___% of the time.
Student will tolerate touching various textures, __% of the time.
Student will be able to determine tactile difference between frequently occurring objects and their
opposite (hot-cold, hard-soft, etc) __% of the time.
Student will complete suggested sensory diet activities for __ timed duration prior to seated work.
Student will use sensory strategies/accommodations to attend to class for ___ mins.
Student will tolerate hands on physical prompts when needed for assistance during classroom tasks __%
of the time.
Student will use sensory strategies to maintain proper level of sensory arousal when transition to other
tasks during the school day __% of the time.

2nd Grade
OT Goals for Second Grade related to Math Common Core Standards                (For each goal
add level of independence: independently, with verbal cues, prompts, minimal assistance,
moderate assistance or maximum assistance.)

Writing:
CCSS.Math.Content.2.OA.A.1, CCSS.Math.Content.2.OA.A.,CCSS.Math.Content.2.OA.C.,
CCSS.Math.Content.2.OA.C.4

Student will draw or write equations from left to right and top to bottom ___% of the time.

Student will write numbers 1-20 with ___% accuracy for number size and line adherence.

Student will write addition and subtraction equations with ___% accuracy for line adherence, spacing,
and sizing.

Student will write numbers in the proper place value with correct orientation to the line ___% of the
time.

Student will write numbers 1-20 with ___reversal errors in ___ out of ___ trials.

Adaptive Equipment/Technology:
CCSS.Math.Content.2.OA.A.1, CCSS.Math.Content.2.OA.C.3, CCSS.Math.Content.2.OA.C.4

Student will use the following adaptive equipment:_____________________ for numbers/math _____%
of the time.

Student will use an adaptive keyboard to create drawings or equations for Math work ____% of the
time.

Student will be able to access a switch using ______ to type numbers 0-120, create drawings or
equations representing place value, addition and subtraction with accuracy ___% of the time.

Student will be able to use the following functions in a program to represent addition and subtraction;
operate math symbol keys, operate space bar, delete keys, enter keys, shift keys, use cut//copy/paste
features, select items with mouse, etc ___% of the time.

OT Goals for Second Grade related to ELA Common Core Standards                (For each goal
add level of independence: independently, with verbal cues, prompts, minimal assistance,
moderate assistance or maximum assistance.)

GRASP/CROSSING MIDLINE:
CCSS.ELA-Literacy W.2.1-W2.3 CCSS.ELA-Literacy W.2.7-W.2.8

Student will be able to use a tripod grasp, ___ out of 10 trials when manipulating materials in the
classroom environment.
Student will be able to use a pincer grasp, ___ out of 10 trials, when manipulating materials in the
classroom environment.
Student will be able to open/close containers that hold supplies ___ out of 10 trials when manipulating
classroom or lunchroom materials.
Student will cross midline, ___ out of 10 trials, to reach across the body when manipulating classroom
materials.
WRITING:
CCSS ELA-Literacy W.2.1-2.3 and W.2.5, CCSS ELA Literacy L.2.1, L.2.1f, L.2.2, L.2.2a, L.2.2b, or L.2.2c

Student will pick up and hold a pencil using a _____________ grasp ___% of the time when
writing/copying.
Student will apply appropriate pressure on a pencil ___% of the time when writing to compose text.
Student will stabilize paper with one hand while writing to compose text __% of the time.
Student will write with ___ accuracy of line adherence, spacing, or letter size (or all) on __ inch wide
spaced line paper.
Student will write ___ number of words within ___ timed duration __% of the time.
Student will copy ___________ sentences or word list with __ accuracy for letter size, line adherence,
and spacing from near/far point copying.
Student will write with ___%  accuracy for letter size, line adherence, and spacing.
ADAPTIVE EQUIPMENT/TECHNOLOGY:
CCSS ELA-Literacy W.2.1-2.3 and/or W.2.5-W.2.8

Student will use the following adaptive equipment: _________________ during _______ _____% of the
time.
Student will be able to isolate a finger to push a button, keyboard, mouse, etc to produce written
material ____% of the time.
Student will be able to access a switch using ____________ to produce classroom work with accuracy
_____% of the time.
Student will be able to access a touch screen device using _____________ to produce classwork material
with accuracy ____% of the time.
Student will be able to use an adaptive keyboard to  produce written material with accuracy ____% of
the time.
With guidance from adults, student will explore a variety of digital tools in the classroom _____% of the
time.
ORGANIZATION:  
CCSS ELA-Literacy W.2.1-W.2.3 and W.2.5-W.2.8

Student will be able to locate necessary materials needed within the classroom to complete written
assignments ___% of the time.
Student will use the following strategies: ________ to maintain school supplies in an organized manner
___% of the time.
Student will be able to follow a visual list of ___ number of steps to complete written assignments.
FINE MOTOR/COORDINATION:
CCSS ELA Literacy SL.2.5

Student will use scissors correctly by holding in a thumb up position and cutting within ½” of a border
___% of the time.
Student will use scissors correctly by holding in a thumb up position and cutting with in ¼” of a border
___% of the time.
Student will use scissors correctly by holding in a thumb up position and cutting with in ⅛” of a border
___% of the time.
SENSORY:
CCSS ELA Literacy SL.2.1 and/or SL2.1a

Student will follow the classroom rules using sensory adaptations as needed to decrease sensory
sensitivity in the classroom ___% of the time.
Student will follow the classroom rules by using relaxation techniques to regulate arousal level, when
frustrated, __% of the time.
Student will exhibit age appropriate body awareness (i.e. maintaining personal space, keeping hands to
self, etc) when actively engaged in the classroom ___% of the time.
Student will follow a number of steps: ___ visual schedule to help self-regulate when following
classroom rules ___% of the time.
Student will tolerate touching various textures, __% of the time.
Student will be able to determine tactile difference between frequently occurring objects and their
opposite (hot-cold, hard-soft, etc) __% of the time.
Student will complete suggested sensory diet activities for __ timed duration prior to seated work.
Student will maintain proper level of sensory arousal in order to remain seated during classroom tasks,
__% of the time.
Student will tolerate hands on physical prompts when needed for assistance during classroom tasks __%
of the time.
Student will use sensory strategies to maintain proper level of sensory arousal when transition to other
tasks during the school day __% of the time.