Mobility Equipment Use IEP goals for grades 3 to 5
8 of the mobility equipment use 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.
8 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.
Mobility Equipment Use Motor & Sensory Skills (OT, PT & Adapted PE)
Step inside the walker frame on hallway walks
Walker gait and turns in class and halls
By the annual IEP review date, during a 50-foot hallway walk with the walker outside the classroom, the student will walk with the walker using the pattern the PT taught: move the walker a short distance, step into the frame with one foot, then the other, standing tall with no adult cues in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly probes, as measured by direct observation collected weekly during PT and on two classroom walks.
Get through a heavy door with a walker
Walker gait and turns in class and halls
By the annual IEP review date, when reaching a closed pull door on the route to class, the student will open the door and walk through it with the walker following the door steps with no adult help, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected at each door on the daily route, twice weekly.
Take off braces and check the skin
Following a wearing schedule and checking skin
By the annual IEP review date, at the scheduled brace break in the nurse's office, the student will take off their braces and check the skin following the brace and skin steps, telling an adult about any mark, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected at each scheduled brace break.
Grasp class materials with an arm prosthesis
Using a prosthesis during class tasks
By the annual IEP review date, during an art or science task that needs one hand to hold and the other to work, the student will open and close the terminal device to grasp and hold the item while the other hand works, then release it independently in at least 4 of 6 opportunities, on 3 of 4 consecutive weekly probes, as measured by direct observation collected weekly during OT and in two class activities.
Wear a new prosthesis through class activities
Following a wearing schedule and checking skin
By the annual IEP review date, during morning class activities on the days the wearing schedule calls for school wear, the student will keep the prosthesis on and use it during class activities, telling an adult right away if it rubs or hurts independently for at least 120 minutes, on 4 of 5 consecutive school days, as measured by duration recording collected daily on the wearing log.
Line up a power chair for doorways
Power wheelchair driving in busy halls and doorways
By the annual IEP review date, when driving through classroom doorways during transitions, the student will slow down, line the chair up straight with the opening, and drive through without touching the door frame, with no adult cues in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during transitions.
Grades 3 to 5 mobility equipment use 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:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 4 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 2 goals here
Frequently asked questions
What changes in mobility equipment use 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
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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.