Orientation & Mobility IEP goals for kindergarten to grade 2
12 of the orientation & mobility templates in the library are written for kindergarten to grade 2. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
12 templates · 1 skill · K–2 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Orientation & Mobility Vision, Hearing & Assistive Technology
Walk with a sighted guide
Sighted guide
By the annual IEP review date, when walking with a familiar adult or peer guide from the classroom to another room in the school, the student will take the guide's arm with the guide grip and walk a half step behind, following the guide's turns and stops, performing all 5 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected during each O&M lesson.
Trail a wall to a familiar door
Trailing
By the annual IEP review date, when asked to go from the classroom door to the bathroom or another door along the same hallway wall, the student will trail the wall with the back of the fingers held slightly ahead of the body and stop at the target door independently in 5 of 5 opportunities, on 4 consecutive observed days, as measured by direct observation collected during each O&M lesson and daily classroom routines.
Move to positions named by spatial words
Body and spatial concepts
By the annual IEP review date, during an O&M lesson or movement game, given a direction with a spatial word and a familiar object or person, the student will move their body or an object to the position named (such as in front of the chair or beside the door) independently in 6 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each O&M lesson.
Find a dropped object with a search pattern
Search patterns
By the annual IEP review date, when the student drops an object (such as a crayon, toy, or spoon) on the floor or table during a routine, the student will listen for where the object landed, squat or lean down, and search the area with small circles or lines until they find it independently in 5 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during O&M lessons and classroom routines.
Use upper and lower body protection
Protective techniques
By the annual IEP review date, when traveling through an unfamiliar room, an open area, or a space with furniture moved, the student will raise the forearm across the body at shoulder height or lower the hand in front of the hips to protect the body while moving independently in 5 of 5 opportunities, on 4 consecutive observed days, as measured by direct observation collected during each O&M lesson.
Travel from the classroom to the cafeteria
School route travel
By the annual IEP review date, when the class goes to lunch, starting from the classroom door, the student will travel the route using the taught technique and landmarks and arrive at the destination, performing all 7 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily during the route.
In kindergarten through grade 2, orientation & mobility goals target foundational skills and are measured with short probes, word lists, or direct observation that fit a young student's attention span. Criteria usually use small item sets and frequent checks.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
How are orientation & mobility goals measured in the early grades?
With brief, repeatable measures: a one-minute probe, a 10-item set, or a few observed opportunities per day. The goal's mastery rule states how many measurements must meet the criterion.
Should early-grade goals be tied to grade-level standards?
Goals come from the student's present levels and should enable progress in the general curriculum, but the criterion is set from baseline data, not copied from a standard. The standard can inform what skill to target.
How many goals should a K-2 student have?
One per area of need identified in the evaluation. Young students often have goals across several areas (communication, early literacy, self-regulation), so keeping each goal to one measure keeps data collection realistic.
IEP Atlas Pro
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.