Orientation & Mobility IEP goals for middle school (grades 6 to 8)
21 of the orientation & mobility templates in the library are written for middle school (grades 6 to 8). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
21 templates · 1 skill · 6–8 · 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
Pass through doorways with a guide
Sighted guide: narrow spaces and doors
By the annual IEP review date, when walking with a guide through a doorway, a crowded aisle, or between desks, the student will move behind the guide in single file when the guide signals a narrow space and open or close the door on their side, performing all 5 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected during each O&M lesson.
Use stairs with the cane and handrail
Stairs
By the annual IEP review date, when reaching a staircase on a school route, the student will find the first step with the cane, find the handrail, and climb or descend the stairs, finding the landing with the cane, performing all 7 steps independently, on 4 consecutive O&M lessons, as measured by a task-analysis checklist collected during each O&M lesson.
Two-point touch on a school sidewalk
Long cane: two-point touch
By the annual IEP review date, when traveling the sidewalk from the school entrance to the bus loop or playground, the student will swing the cane in an arc just wider than the shoulders, touching the tip on each side in step with the opposite foot, performing all 6 steps independently, on 4 consecutive O&M lessons, as measured by a task-analysis checklist collected during each O&M lesson.
Stop at curbs and drop-offs
Detecting drop-offs
By the annual IEP review date, when traveling a campus or neighborhood route with curbs, stairs down, or platform edges, the student will stop when the cane drops off an edge, explore the edge with the cane, and step down or turn only after checking it independently in 6 of 6 opportunities, across 4 consecutive O&M lessons, as measured by direct observation collected during each O&M lesson.
Describe a familiar route in order
Route description
By the annual IEP review date, when asked before an O&M lesson to describe a taught route from start to destination, the student will tell the route in order, naming the start, each landmark, each turn with its direction, and the destination without notes or a map, earning a score of at least 9 out of 12 on a 4-row route description rubric scored 0 to 3 per row, in 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Reorient after getting lost on a route
Reorientation
By the annual IEP review date, when they realize they are off a familiar route at school or in the community, the student will stop, search for a known landmark or clue, and use it to return to the route or ask for help, performing all 6 steps independently, on 3 consecutive planned drop-offs, as measured by a task-analysis checklist collected during O&M lessons, at least twice a month.
Middle school orientation & mobility goals account for multiple teachers, changing classes, and more independent work. They often pair the skill with a strategy or tool, and the data can be collected across settings by different staff or by the student.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 9 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 10 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 goals here
Frequently asked questions
How are orientation & mobility goals measured across several middle school classes?
By defining the task and the observation period so any teacher can use the same sheet, or by work samples collected from more than one class. Student self-monitoring with a weekly check is common.
Should middle school goals include study skills?
When assessment shows that organization, planning, or test preparation limits the student's progress, yes. Those goals are measured with task-analysis checklists and percent of assignments completed.
When does transition planning start?
The IEP in effect when the student turns 16 must include postsecondary goals and transition services, and many states start at 14. Middle school goals can build the self-advocacy and independence those plans rely on.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.