Functional Mobility IEP goals for kindergarten to grade 2
16 of the functional 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.
16 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.
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.
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.
Stop a power chair at a stop cue
Power wheelchair driving
By the annual IEP review date, when an adult gives the stop cue (the word stop, a raised hand, or a stop sign) while the student drives in the gym or hallway, the student will release the joystick or switch and bring the chair to a full stop with no added cue within 2 seconds, on 3 consecutive practice sessions, as measured by latency recording collected at each power mobility session.
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.
Turn a walker in tight classroom spaces
Walker, crutch or cane use at school
By the annual IEP review date, when moving between tables, cubbies and the group rug in the classroom, the student will turn or back up the walker in small steps to face the new direction without the walker catching on furniture, with no adult hands on the walker in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during classroom transitions.
In kindergarten through grade 2, functional 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:
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 2 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 6 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
Frequently asked questions
How are functional 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.
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