Aligning School-Based OT-Related IEP Goals With Common Core Standards

A 4th-grade teacher approaches you and says, "Jaden can tell me all about his favorite book, but when it's time to write it down, he just stares at the paper." You glance at the learning objective on the whiteboard and see why this is important: "Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure." - ELA W.4.1

This challenge portrays an academic problem, but with the OT lens, we can often see something more. Maybe it's handwriting fatigue, executive functioning difficulties, a breakdown in self-regulation, or something entirely different.

By connecting IEP goals to academic standards, OT practitioners can bridge the gap between OT assessment and intervention and academic curriculum, allowing us to show the IEP team exactly how we support student success in the classroom.

Why Link School-Based OT IEP Goals to Academic Standards?

In most states and districts, OT practitioners aren't required to align goals with Common Core State Standards (CCSS), but there are some compelling reasons to consider it:

• Helps educators, administrators, and families understand our role

• Makes IEP goals more functional and relevant to school-based (academic) performance

• Positions OT practitioners as a key player in helping students access the curriculum

• Encourages greater collaboration with teachers and other providers

When done well, aligning with standards doesn't limit our scope. Instead, it actually shows how we can support students beyond just handwriting.

Task Analyzing a Common Core Writing Standard

Let’s use the standard I referenced above:

"Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure." - Common Core ELA Standard W.4.1

What This Requires from the Student

As you and I both know, one does not simply “Write opinion pieces.” In order to complete an assignment of this nature, there is so much that the brain must take in, process, plan, and execute.

To complete this single standard, a student must utilize:

• Cognitive Skills: Understanding the writing structure, organizing thoughts, staying on topic

• Executive Function: Planning, sequencing, initiating, monitoring progress

• Language Processing: Turning verbal ideas into written language

• Motor Skills: Holding a pencil, typing, maintaining writing endurance

• Visual-Motor Integration: Spacing, alignment, and legibility

• Regulation: Managing frustration, sustaining attention, coping with demand

Indicators to Look for During the Assessment:

As such, when I know a student is having difficulty with a standard like this one, a few things I am going to look for during my observation are:

• Incomplete or disorganized writing that may signal difficulties with planning or sequencing

• Avoidance, hesitation, or refusal behaviors that could point to regulation or executive functioning challenges

• Illegible, uneven, or effortful handwriting suggesting fine motor or visual-motor integration issues

• Declining quality or visible fatigue after minimal output, indicating reduced endurance or inefficient motor planning

Once I have identified the performance areas impacting the student’s ability to achieve this standard, it’s time to go back to the teacher and collaborate on a goal and that the services will look like.

Sample IEP Goal Aligned to a Writing Standard

Since this goal is tied directly to a Common Core standard, the teacher is going to take the lead on it. As such, it may not look like your typical “OT goal.” But that’s okay. Just because a goal does use the words “fine motor” or “sensory” in it, doesn’t mean you cant support it.

So, here is a goal related to this standard along with the present levels of performance and supports that so along with this goal.

Goal:

Given a graphic organizer and visual supports, the student will write an opinion paragraph that includes a topic, at least one supporting reason, and a conclusion in 3 out of 4 opportunities, as measured by a writing rubric.

Present Level:

Student can verbally express opinions clearly and articulately about books (oral assessment score: 4/5) but becomes overwhelmed when asked to write. In a recent writing assessment, student completed only 2 out of 5 required elements of an opinion paragraph. Written responses lack organization (scored 1/4 on structure rubric), and handwriting legibility significantly declines after the first sentence (letter formation errors increased from 15% in first sentence to 47% in subsequent writing). Student required 3 prompts to continue the writing task and verbalized frustration ("I can't do this") twice during a 15-minute observation.

Supports May Include:

• Graphic organizers

• Speech-to-text tools

• Movement breaks before writing

• Visual models of paragraph structure

OT Services: Direct and (or) Consultation

There is never one “right” service. But I often like to combine a direct (2-4 times a month) with a consult service (~1x month). You may opt for one or the other, and that is okay.

Either way, here are some potential intervention strategies that I might use to support this goal from both service model perspectives.

Direct Support Examples:

• Structured writing sessions using graphic organizers

• Keyboarding or speech-to-text access

• Visual prompts for sequencing (first, next, last)

• Sensory regulation strategies before and during writing tasks

Consultative Support Examples:

• Helping teachers implement scaffolding tools

• Suggesting adaptations like checklists or rubrics

• Co-creating visuals or sentence starters

• Supporting behavior plans with sensory input or movement breaks

I like this dual approach because I find that it often helps the student to generalize skills across settings and promote carryover.

Supporting Other Common Core Standards: A Math Example

I get it. That was a writing goal. Easy, right?

But what about a Math-related goal? How can OT support that?

Let’s break it down as we consider a 2nd grade math standard:

"Use addition and subtraction within 100 to solve one- and two-step word problems." - CCSS.Math.Content.2.OA.A.1

This may involve:

• Visual-spatial awareness (lining up numbers)

• Executive function (remembering steps)

• Attention to detail

• Writing numbers legibly

  
  

OT Support Could Include:

• Visual aids to organize problem steps

• Finger spacing or number writing practice

• Attention strategies like timers or breaks

• Graphic organizers for math sequencing

Decode and support ANY Common Core State Standard with these 8 steps!

While it takes some time, we can decode ANY CC State Standard to its roots and identify where OT can support a child in achieving it.

Here are the steps:

1. Read the Common Core Standard closely

   Take note of the action verbs and expected outcomes.

2. Ask: What is the student being asked to DO?

   Identify the observable behaviors or tasks.

3. Break the task into observable actions

   (e.g., write, explain, solve, compare, present)

4. Identify the underlying skills needed to complete those actions:

   Motor, Sensory, Cognitive, Emotional/Behavioral, etc.

5. Observe the student during a related task

   Note signs of success and breakdowns in performance.

6. Document which skills are supporting or limiting access

   Use your clinical reasoning and observations.

7. Collaborate with the teacher to confirm classroom impact

   Ask about frequency, severity, and impact on learning.

8. Determine whether OT support is appropriate and how it will look

   Decide on direct intervention, consultation, or classroom supports.

   
   

Decoding Standards Through an OT Lens

Here are words to look for in the standards and what that translates to in “OT-Speak.”

Common Core Language	OT Skill Areas	Examples of OT Support
Write, Draw, Type, Label	Fine motor skills, VMI, motor planning	Handwriting tools, keyboarding, adapted paper, Pre-writing intervention
Explain, Describe, Express	Language processing, executive function	Graphic organizers, sentence starters, regulation strategies
Solve problems, Use strategies	Problem-solving, sequencing, cognitive flexibility	Task breakdowns, visual supports, planning tools
Compare, Categorize, Sort	Visual perception, organization, attention	Sorting tasks, structured templates, visual cues
Participate, Work in groups, Engage	Social skills, emotional regulation, sensory needs	Zones tools, co-regulation plans, proximity support
Follow directions, Complete tasks, Respond	Executive function, auditory processing	Visual schedules, checklists, first-then boards
Use tools, Measure, Manipulate	Bilateral coordination, proprioception	Scissor/ruler tasks, fine motor warm-ups, adapted tools
Identify, Locate, Recognize	Visual scanning, attention, orientation	Desk organization, color coding, scanning practice
Present, Speak clearly, Collaborate	Self-regulation, public speaking, body awareness	Practice routines, posture support, anxiety strategies

Practical Takeaways for OT Practitioners

Here is what I hope you will begin to do after reading this article.

• Think functionally. Standards provide natural entry points for goal areas that affect classroom participation.

• Start with task analysis. Break down the academic demand into OT-related skill components.

• Collaborate early and often. Teacher input ensures goals are relevant and realistic.

• Support through layers. Use both direct service and consultative coaching to empower the whole team.

Final Thoughts

Aligning school-based OT IEP goals with academic standards doesn’t mean giving up our unique lens. It means applying that lens to the curriculum that students are expected to access every day.

When we show how OT supports writing, math, classroom behaviors and OTher academic areas, we reinforce that we’re not just related service providers. We’re educators, too.

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