According to the Common Core Standards Initiative (2024), the English Language Arts writing standards (ELA-WS) are challenging standards designed to ensure mastery of literacy and writing skills. These standards require students to produce written work and images, skills that are reliant on motor development of fine motor and visual motor skills. Students in kindergarten (K) and 1st grade are at the ages where motor development to produce written work is just beginning. The percent of students who have the motor skills required to meet ELA-WS by the end of the school year in these grades remains unclear, as do the factors that influence this development. Additionally, there is limited data on support services needed to address motor development to meet ELA-WS, including whether the percent of students receiving higher level (Tier 2 or Tier 3) Response to Intervention (RtI) for writing exceeds the traditionally expected 20%, and the percent of referrals to occupational therapy that stem from motor concerns. This observational survey study explored teacher and occupational therapist (OT) reports of motor development and student ability to meet ELA-WS, percent of students requiring higher level RtI, and percent of OT referrals for motor concerns. Key findings indicated that: 41-60% of K and 61-80% 1st grade students demonstrate the motor development to meet ELA-WS by the end of the year; more than 20% of students require higher level RtI for motor development to meet current ELA-WS; and 75% of students referred for OT evaluations were due to motor concerns. Additionally, grasp development and student SES were factors found to be significantly associated with motor development. Students who had not developed a functional grasp and students with higher SES were reported to be less likely to have the motor development to meet current ELA-WS. Future research should explore the link between motor development and mastery of ELA-WS, investigate the timing, specificity, and effectiveness of interventions designed to support motor development and factors that influence motor development to meet ELA-WS, and further explore OTs role in early RtI to address motor concerns before students are referred for evaluations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]