Mobility Equipment Use IEP goals for high school (grades 9 to 12)
9 of the mobility equipment use 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.
9 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.
Mobility Equipment Use Motor & Sensory Skills (OT, PT & Adapted PE)
Park and fold the walker at the desk
Walker gait and turns in class and halls
By the annual IEP review date, when arriving at their seat in a general education classroom, the student will sit down, fold the walker, store it in its agreed spot and get it back out when it is time to leave, following the walker steps, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly at the start and end of class.
Keep the prescribed crutch gait in hallways
Crutch gait on level ground and on stairs
By the annual IEP review date, when walking with crutches from class to class during passing time, the student will walk with the crutches using the gait pattern on their PT plan (for example swing-through with no weight on the injured leg, or a two-point pattern), keeping the crutch pads off the armpits with no adult cues in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected on six hallway walks a week.
Use crutches on stairs without a rail
Crutch gait on level ground and on stairs
By the annual IEP review date, when going up and down 3 to 5 steps without a handrail on a school route, the student will go up and down the steps with both crutches following the PT's rail-free stair pattern with no adult cues, performing at least 6 of 7 steps independently, on 4 of 5 consecutive practice sessions, as measured by a task-analysis checklist collected twice weekly during PT and on real routes.
Check crutch fit and tips each morning
Equipment care and reporting a problem to an adult
By the annual IEP review date, on arrival at school before the first walk to class, the student will check their crutches using the fit and safety steps and tell an adult about any problem, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival for two weeks of each month.
Move a quad cane with the weaker leg
Cane use for balance
By the annual IEP review date, when walking from the classroom to the cafeteria with a quad cane, the student will hold the cane in the hand opposite the weaker leg and move the cane forward together with the weaker leg on each step with no adult cues in at least 5 of 6 opportunities, on 3 of 4 consecutive weekly probes, as measured by direct observation collected weekly on six observed walks.
Follow the brace wearing schedule at school
Following a wearing schedule and checking skin
By the annual IEP review date, when a scheduled time to put on or take off their orthosis arrives during the school day, the student will go to the agreed private space and put on or take off the orthosis at the scheduled time, then mark it on their wearing log independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily, reviewing the wearing log weekly.
High school mobility equipment use 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:
Frequently asked questions
How do mobility equipment use 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 postsecondary goals and transition services are discussed (34 CFR 300.321(b)(1)). Helping write goals builds the self-determination skills transition planning relies on.
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.
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