Functional Mobility IEP goals for grades 3 to 5
18 of the functional mobility templates in the library are written for grades 3 to 5. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
18 templates · 1 skill · 3–5 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Functional Mobility Motor & Sensory Skills (OT, PT & Adapted PE)
Propel a manual wheelchair to lunch on time
Wheelchair propulsion at school
By the annual IEP review date, during the passing time before lunch, on the route from the classroom to the cafeteria, the student will propel the manual wheelchair the full route, steering around people and objects with no adult pushes or prompts within 5 minutes, on 4 of 5 timed routes, as measured by duration recording collected twice weekly.
Steer a wheelchair through classroom doorways
Ramps, elevators and doors
By the annual IEP review date, when entering or leaving the classroom, the restroom or a special-class room through a standard doorway, the student will line the wheelchair up with the opening and roll through without either wheel touching the door frame, with no adult touching the chair in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during the first five doorway passes.
Wheel up and down the school ramp
Ramps, elevators and doors
By the annual IEP review date, when using the ramp at the main entrance on arrival or dismissal, the student will propel up the full ramp without rolling back and come down with hands controlling the speed on the push rims, with no adult hands on the chair in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly with the PT and on daily arrival.
Park at a desk and lock the brakes
Wheelchair propulsion at school
By the annual IEP review date, when arriving at their desk or table at the start of a lesson, the student will park at the desk following the parking steps, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily at the first work period.
Call and ride the school elevator
Ramps, elevators and doors
By the annual IEP review date, when traveling between floors to reach a class on another level, the student will ride the elevator to the correct floor following the elevator steps, performing all 7 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected on each elevator trip, at least three times a week.
Walk the arrival route with a walker
Walker, crutch or cane use at school
By the annual IEP review date, on arrival, on the route from the bus loop to the classroom, the student will walk the full route using the walker with no adult hands on the walker and no more than two standing rests within 7 minutes, on 4 of 5 timed arrivals, as measured by duration recording collected twice weekly on arrival.
Grades 3 to 5 functional mobility goals build on foundational skills and begin to use longer tasks, multi-step work, and independence as the target. Measurement shifts toward curriculum-based probes, work samples, and rubrics the student can see.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 3 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 7 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 8 goals here
Frequently asked questions
What changes in functional mobility goals between the early and upper elementary grades?
Tasks get longer and more independent, and the support level in the goal moves from prompts toward checklists and self-monitoring. The measure often changes too, from direct observation to work samples and probes.
Can an upper elementary goal include self-monitoring?
Yes. Students at this age can check their own work or rate their own behavior, and the goal can measure both the skill and the accuracy of the self-rating.
How do I set a criterion for a grade 3 to 5 student working below grade level?
Use the student's baseline on the measure and expected growth for that measure, not the grade-level benchmark. The goal should be ambitious for the student, as Endrew F. requires, and reachable within the year.
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.