Mobility Equipment Use IEP goals for kindergarten to grade 2
8 of the mobility equipment use 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.
8 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.
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.
Help put on ankle braces after rest
Donning and doffing braces or a prosthesis
By the annual IEP review date, after rest time when the braces go back on, the student will help put on their braces by doing each step on the brace checklist they can do for the step, performing at least 4 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily after rest time.
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.
Steer a power chair to a classroom spot
Power wheelchair driving in busy halls and doorways
By the annual IEP review date, when the class moves to the group rug, a center or the sink, the student will steer the power chair around furniture and people to the named spot and stop there with no adult hands on the controls in at least 4 of 5 opportunities, on 3 of 4 consecutive observed days, as measured by direct observation collected daily during classroom transitions.
Stand in a stander during table activities
Using a gait trainer or stander during class activities
By the annual IEP review date, during a table activity with classmates, such as play dough, art or a sensory bin, the student will stand in the stander and take part in the class activity with their hands, staying in until the planned standing time ends with no added prompts for at least 25 minutes, on 4 of 5 observed days, as measured by duration recording collected daily during standing time.
In kindergarten through grade 2, mobility equipment use 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:
- 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 1 goal here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 3 goals here
Frequently asked questions
How are mobility equipment use 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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