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Functional domain

Gross Motor IEP goals

Gross motor goals target the balance, coordination, strength and mobility a student needs to move safely through school and take part in physical education, recess and community life. Write them around functional tasks (stairs, ball skills, walking to class) and measure with repetitions, distance, time or level of assistance.

Common measurability defects

  • Writing "will improve balance" or "will increase strength" with no task, distance, time or repetition count.
  • Setting goals that only make sense in the therapy room, such as standing on a balance board, without a link to school participation.
  • Omitting the level of assistance, so a step taken with an adult holding the gait belt counts the same as an independent one.
  1. 01Grades K-2ID

    Baseline

    In kindergarten, climbs a flight of 12 school stairs step-to-step while holding the rail with 2 hands and contact guard from an adult. Descends step-to-step with hand-held assist. Takes 75 seconds to ascend.

    Annual goal

    By [annual review date], the student will ascend and descend a flight of 12 school stairs using alternating feet with one hand on the rail and no adult assistance, within 30 seconds each way, on 4 of 5 consecutive weekly trials.

    Measured by: Weekly stair trials on the main school staircase, timed and recorded by the physical therapist or teacher for foot pattern, rail use and assistance level. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will ascend 12 stairs step-to-step with one hand on the rail and standby assistance within 50 seconds.
    2. By the end of the second grading period, the student will ascend with alternating feet and descend step-to-step independently with one rail.
    3. By the end of the third grading period, the student will ascend and descend with alternating feet with one rail and standby assistance within 40 seconds.
  2. 02Grades K-2Autism

    Baseline

    In 1st grade, catches an 8-inch playground ball tossed underhand from 5 feet in 1 of 5 trials, trapping it against the body with eyes closed or turned away.

    Annual goal

    By [annual review date], the student will catch an 8-inch playground ball tossed underhand from 8 feet using hands only (without trapping against the body) in at least 4 of 5 trials on 3 consecutive weekly sessions, during PE or recess.

    Measured by: Weekly 5-trial catching probes during adapted PE or recess, recorded by the adapted PE teacher or PT. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will catch an 8-inch ball from 5 feet by trapping against the body in 4 of 5 trials, keeping eyes on the ball.
    2. By the end of the second grading period, the student will catch an 8-inch ball from 5 feet with hands only in 3 of 5 trials.
    3. By the end of the third grading period, the student will catch an 8-inch ball from 8 feet with hands only in 3 of 5 trials.
  3. 03Grades 3-5Multiple

    Baseline

    In 3rd grade, uses a posterior walker and walks 150 feet from the classroom to the cafeteria in 4 minutes 30 seconds with 2 rest breaks and verbal cues to stay on course. Uses a wheelchair for longer distances.

    Annual goal

    By [annual review date], using a posterior walker, the student will walk 300 feet from the classroom to the cafeteria or specials room in 4 minutes or less with no more than 1 rest break and no adult cues, on 4 of 5 consecutive weekly trials.

    Measured by: Weekly timed walking trials along the school route, recorded by the PT or paraprofessional for distance, time, rest breaks and cues. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will walk 200 feet in 5 minutes with 2 or fewer rest breaks.
    2. By the end of the second grading period, the student will walk 250 feet in 5 minutes with 1 rest break and 1 or fewer verbal cues.
    3. By the end of the third grading period, the student will walk 300 feet in 4 minutes 30 seconds with 1 rest break and no cues.
  4. 04Grades 3-5OHI

    Baseline

    In 4th grade, has juvenile idiopathic arthritis. On the 6-minute walk test, covers 330 meters and stops twice. Sits out of 3 of 4 recess sessions and PE warm-ups, reporting joint pain and fatigue.

    Annual goal

    By [annual review date], using an individualized pacing plan and approved activity modifications, the student will walk at least 450 meters on the 6-minute walk test without stopping and will take part in the full 10-minute PE warm-up in at least 4 of 5 weekly PE classes.

    Measured by: 6-minute walk test administered by the PT once each grading period. PE teacher records warm-up participation daily on a checklist. Data graphed and reported each grading period, with medical input reviewed by the school nurse.

    Short-term objectives

    1. By the end of the first grading period, the student will walk 370 meters with 1 stop and complete the warm-up in 3 of 5 PE classes.
    2. By the end of the second grading period, the student will walk 410 meters without stopping and complete the warm-up in 3 of 5 classes.
    3. By the end of the third grading period, the student will walk 430 meters without stopping and complete the warm-up in 4 of 5 classes.
  5. 05Grades 6-8ID

    Baseline

    In 7th grade, completes 8 laps of the Brockport Physical Fitness Test 20-meter PACER before stopping and completes 3 of 8 stations in the PE fitness circuit without adult demonstration.

    Annual goal

    By [annual review date], during PE, the student will complete at least 18 laps of the 20-meter PACER and complete all 8 stations of the PE fitness circuit with correct form and no more than 1 visual prompt per station, on 3 consecutive monthly assessments.

    Measured by: Monthly Brockport PFT PACER trials and fitness circuit checklists recorded by the adapted PE teacher. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will complete 11 PACER laps and 5 of 8 circuit stations with visual station cards.
    2. By the end of the second grading period, the student will complete 14 PACER laps and 6 of 8 stations.
    3. By the end of the third grading period, the student will complete 16 PACER laps and 7 of 8 stations.
  6. 06Grades 9-12Multiple

    Baseline

    In 10th grade, propels a manual wheelchair 100 feet on level hallway surfaces independently, but needs an adult to push through heavy doors, up curb cuts and across the parking lot to the vocational building. Arrives late to 3 of 5 classes.

    Annual goal

    By [annual review date], the student will independently propel a manual wheelchair along the full campus route between classes, including 2 heavy doors and 1 ramped curb cut, and arrive before the bell in at least 9 of 10 class transitions on 3 consecutive weekly observations.

    Measured by: Weekly observations of 10 class transitions recorded by the PT or paraprofessional for independence, obstacles managed and arrival time. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will propel independently up a ramped curb cut in 4 of 5 trials.
    2. By the end of the second grading period, the student will open and pass through heavy doors independently in 4 of 5 trials and arrive on time for 6 of 10 transitions.
    3. By the end of the third grading period, the student will complete the full route independently and arrive on time for 8 of 10 transitions.
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