IEP Goals for Shoe Tying: Examples, Templates, and How to Write Them

Why Shoe Tying Belongs in an IEP

Shoe tying falls under the "self-care" or "daily living skills" domain in most Individualized Education Programs. If a child's inability to tie shoes affects their participation in school activities — PE, recess, transitioning between environments, or maintaining independence in the classroom — it's a legitimate IEP goal.

In my 20 years as a Special Education and Adapted PE teacher, I wrote and supported dozens of shoe-tying IEP goals. The difference between a goal that drives real progress and one that sits in a binder untouched comes down to three things: measurability, realistic benchmarks, and the right tools supporting the instruction.

The Anatomy of a Good Shoe Tying IEP Goal

Every effective IEP goal follows the same structure. It needs a specific condition (when and where the skill is performed), a clearly observable behavior (what the student will do), measurable criteria (how you know they've succeeded), and a timeline (by when).

Here's the formula:

By [date], given [condition], [student name] will [specific behavior] with [criteria for success] as measured by [assessment method].

Shoe Tying IEP Goal Examples

Beginning Level Goals

Goal 1 — Completing the final step: By [date], given an adult-sized practice shoe with the bow pre-formed but loose, [student] will independently pull both loops to tighten a completed bow in 4 out of 5 trials as measured by teacher observation and data collection.

Goal 2 — Threading the second lace: By [date], given an adult-sized practice shoe with the first loop already formed, [student] will independently wrap the second lace around the loop, push it through, and pull tight to complete the bow in 4 out of 5 trials as measured by OT/teacher observation.

Intermediate Level Goals

Goal 3 — Completing the bow from first loop: By [date], given a shoe with the starting knot already tied, [student] will independently form the first loop, wrap the second lace, push through, and pull tight to complete a bow in 4 out of 5 trials as measured by teacher/OT observation and data collection.

Goal 4 — Full sequence with verbal prompts: By [date], [student] will independently tie a shoe from start to finish (starting knot through completed bow) with no more than 2 verbal prompts in 3 out of 5 trials as measured by teacher observation and prompt-level data.

Advanced Level Goals

Goal 5 — Full independence: By [date], [student] will independently tie both shoes (starting knot through completed bow) without prompts or assistance within 2 minutes in 4 out of 5 opportunities across school settings (classroom, PE, arrival) as measured by teacher observation.

Goal 6 — Generalization: By [date], [student] will independently tie shoes on their own feet (not a practice shoe) in 4 out of 5 opportunities across at least 2 school settings as measured by multiple staff observations.

Breaking Goals into Short-Term Objectives

Annual goals work best when broken into quarterly benchmarks. Here's an example progression for a student starting from zero:

Quarter 1: Student will complete the final two steps of shoe tying (push through loop and pull tight) given a shoe with prior steps completed, in 4/5 trials.

Quarter 2: Student will complete the final four steps of shoe tying (form first loop, wrap, push through, pull tight) given a shoe with starting knot completed, in 4/5 trials.

Quarter 3: Student will complete the full shoe-tying sequence on a practice shoe with no more than 2 verbal prompts in 3/5 trials.

Quarter 4: Student will independently tie both shoes on their own feet without prompts in 4/5 opportunities.

Notice how this mirrors the backward chaining progression. That's intentional. Backward chaining is the most IEP-compatible teaching method for shoe tying because each phase maps directly to a measurable objective.

Progress Monitoring Tips

Use a simple data sheet. Record the date, number of steps completed independently, number and type of prompts needed, and whether the trial was successful. A grid format with dates across the top and steps down the side works well.

Track prompt levels. Use a standard hierarchy: full physical (hand-over-hand), partial physical (guiding at the wrist), gestural (pointing), verbal (telling), and independent. Seeing prompt levels decrease over time is often more meaningful than pass/fail data.

Test across settings. A child who can tie shoes at the OT table may struggle at their desk or on the gym floor. True mastery means the skill generalizes. Build setting variation into your data collection.

Celebrate partial progress. If the annual goal is full independence and the student moves from needing hand-over-hand assistance to completing the last four steps alone, that's enormous progress — even if they haven't reached the final goal yet. Document it.

How Adaptive Tools Support IEP Goals

The IEP should specify any tools or accommodations used during instruction. If you're using Training Ties, document it in the "specially designed instruction" or "accommodations" section.

Training Ties support IEP goal achievement in several specific ways. The checkpoint technology provides built-in physical prompts that fade naturally as the child masters each step — the checkpoints hold earlier steps in place so the child only focuses on the current learning target. The two-colored laces serve as a visual support that reduces the cognitive load of directional language. The adult-sized practice shoe is an accommodation that gives developing hands more physical space to work.

As the child progresses, you can systematically fade these supports: first transition from the practice shoe to the child's own shoes, then from two-colored laces to single-color laces. The IEP can document this fading plan as part of the goal progression.

If you're building a classroom or therapy implementation plan — not just a single home trial — our teacher & OT shoe-tying tool page lays out classroom kits, clinic use, and school-ready implementation in one place.

Sample IEP Language for Accommodations

Here's suggested language for the IEP accommodations section:

"[Student] will receive specially designed instruction in shoe tying using backward chaining methodology with adaptive learning tools (Training Ties checkpoint technology with two-colored laces on adult-sized practice shoe). Instruction will be provided by [OT/SPED teacher/para] for [frequency] sessions of [duration] minutes. Visual and physical supports will be systematically faded as the student demonstrates mastery of each phase."

Condition-Specific IEP Considerations

Different motor profiles need different goal pacing. Match the IEP to the learner:

• For autistic students — sensory-aware protocols, video tutorials, silent attempts
• For students with dyspraxia (DCD) — motor planning scaffolds and bilateral coordination supports
• For students with Down syndrome — hypotonia accommodations and shorter sessions
• For students with cerebral palsy — unilateral/bilateral coordination accommodations
• For students with SPD — sensory-load reduction
• For students with fine motor delay — grip strength accommodations

Getting Started

If you're a parent preparing for an IEP meeting, bring this article. If your child struggles with shoe tying and it affects their school day, you have every right to request it as an IEP goal. Ask for OT consultation if your school doesn't already provide it.

If you're an OT or special education teacher, our dedicated teacher & OT page walks through classroom kits, bulk pricing, and integration into your existing curriculum. For schools and institutions, we accept POs.

Shop Training Ties — $25 | See how checkpoint technology works | Shoe Tying Help hub

Bobby Morong spent 20 years as a PE, Special Education, and Adapted PE teacher in the Boston area. He wrote and supported IEP goals for hundreds of students before founding Training Ties.