O&M IEP goal bank
56 templates across 8 skills in vision, hearing & assistive technology, transition & postsecondary skills, and science, social studies & digital literacy. Every goal opens in the builder, where ten checks keep it measurable, and links to the data sheet that matches its measure.
56 templates · 8 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Orientation & Mobility Vision, Hearing & Assistive Technology
Walk with a sighted guide
Sighted guide
By the annual IEP review date, when walking with a familiar adult or peer guide from the classroom to another room in the school, the student will take the guide's arm with the guide grip and walk a half step behind, following the guide's turns and stops, performing all 5 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected during each O&M lesson.
Trail a wall to a familiar door
Trailing
By the annual IEP review date, when asked to go from the classroom door to the bathroom or another door along the same hallway wall, the student will trail the wall with the back of the fingers held slightly ahead of the body and stop at the target door independently in 5 of 5 opportunities, on 4 consecutive observed days, as measured by direct observation collected during each O&M lesson and daily classroom routines.
Community Access & Travel Transition & Postsecondary Skills
Board a city bus and find a seat
Riding a bus route with a travel plan
By the annual IEP review date, when the bus arrives at the stop on a class trip or family ride, with an adult beside the student holding the fare, the student will board the bus, pay or show the fare, and sit or hold a pole before it moves, performing at least 4 of 5 steps independently, on 3 consecutive bus rides, as measured by a task-analysis checklist collected at each bus ride.
Tap a transit card to board
Transit fares
By the annual IEP review date, when boarding a city bus or entering a rail station on a travel-training trip, with the student's transit card, the student will tap or scan the fare and check that it was accepted before moving on, performing at least 5 of 6 steps independently, on 4 consecutive rides, as measured by a task-analysis checklist collected at each ride.
Transition-Related Skills Transition & Postsecondary Skills
Find key rooms on a high school tour
Middle to high school transition
By the annual IEP review date, during a spring or summer visit to the high school, given a building map and own schedule, the student will find each class on own schedule and the key offices using the map, performing at least 6 of 7 steps independently, on 2 consecutive visits, as measured by a task-analysis checklist collected at each visit and daily in the first week of school.
Postsecondary Education Readiness Transition & Postsecondary Skills
Navigate a college campus with a map
Campus navigation
By the annual IEP review date, during a campus visit, given a campus map and a list of buildings to find, such as the classroom, library and accessibility office, the student will find each listed building and room using the map and arrive by the planned time, performing at least 6 of 7 steps independently, on 3 consecutive campus routes, as measured by a task-analysis checklist collected at each campus visit or the first two weeks of the term.
Low Vision & Visual Efficiency Vision, Hearing & Assistive Technology
Use a glare strategy indoors and outdoors
Managing glare
By the annual IEP review date, when moving from indoors to bright sunlight, such as at recess, physical education, or dismissal, the student will put on prescribed tinted lenses or a visor, or move to a spot with less glare independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
Find a seat in a crowded cafeteria
Visual search in busy spaces
By the annual IEP review date, when entering the cafeteria with a tray at lunch, the student will pause at the entrance, scan the room in sections, and walk to the group or free seat they chose independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
Braille Literacy Vision, Hearing & Assistive Technology
Use braille signs and labels in the community
Functional braille in the community
By the annual IEP review date, during community lessons in public buildings with braille signs at doors and elevators, the student will find and read the braille sign or label and use the information to choose the right door, button, or item independently in at least 5 of 6 opportunities, across 3 consecutive community lessons, as measured by direct observation collected during each community lesson.
Auditory Skills (Deaf & Hard of Hearing) Vision, Hearing & Assistive Technology
Notice and locate warning sounds outdoors
Warning sounds in the community
By the annual IEP review date, during community outings, when a warning sound happens (such as a siren, car horn, or backup beeper), the student will stop, name the sound, point to where it is coming from, and tell what to do independently in 5 of 5 opportunities, across 3 consecutive community outings, as measured by direct observation collected during each community outing.
Social Studies Skills Science, Social Studies & Digital Literacy
Find a room using a school map
Maps and globes
By the annual IEP review date, when given a simple school map with picture symbols and asked to lead the adult to a named room, the student will find the named room on the map, point to the route, and walk to the room while holding the map independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
This goal bank for orientation and mobility specialists covers sighted guide, protective techniques, long cane skills, route travel, landmarks and mental maps, street crossings, and transit travel. Routes are written as task-analysis steps so any trained adult can record progress on learned routes.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 26 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 27 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 3 goals here
Frequently asked questions
How do O&M specialists write measurable goals?
Name the route or technique, the setting, and the support, and score the route as steps. For example, traveling from homeroom to the cafeteria with a long cane, completing 10 of 10 steps independently.
Can other staff collect O&M data?
Yes, for routes the student has already learned, using the O&M specialist's checklist. New routes and street crossings stay with the O&M specialist.
When should O&M goals start?
Often early, with concept development and sighted guide for young children. The O&M evaluation shows what the student needs at each age.
IEP Atlas Pro
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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.