Functional Mobility IEP goals for high school (grades 9 to 12)
17 of the functional mobility templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
17 templates · 1 skill · 9–12 · 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)
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.
Drive a power wheelchair through a busy hallway
Power wheelchair driving
By the annual IEP review date, during passing time in the main hallway between classes, the student will drive the power wheelchair from one classroom door to the next, keeping to the right and slowing near people, without touching people or bumping into walls and lockers, with no adult cues in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected on six class changes a week.
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.
Charge the power chair at dismissal
Power wheelchair driving
By the annual IEP review date, at the end of the school day, before leaving the chair overnight at school or before the bus ride home, the student will charge the power wheelchair following the charging steps, performing all 6 steps independently, on 4 of 5 school days, as measured by a task-analysis checklist collected daily at dismissal.
Climb school stairs with crutches and the rail
Walker, crutch or cane use at school
By the annual IEP review date, when going up and down one flight of school stairs with a handrail during a class change, the student will follow the PT's stair pattern going up and down the flight with no adult cues, performing all 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected on stair trips at least three times a week.
Carry class materials with a walker or crutches
Carrying materials while walking
By the annual IEP review date, when moving between classes with the materials for the next class, the student will carry the materials in a backpack, walker basket or tray attachment the whole way and set them down at the destination without dropping any, with no adult cues in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected on five class changes a week.
High school functional mobility goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- 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 9 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
Frequently asked questions
How do functional mobility goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
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.