O&M specialist Transition & Postsecondary Skills IEP goals
16 transition & postsecondary skills templates tagged for the orientation and mobility specialist, across 3 skills: community access & travel, transition-related skills, postsecondary education readiness. Each opens in the builder with a matching data sheet.
16 templates · 3 skills · 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.
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.
Self-determination, career exploration, employment, postsecondary education, independent living, and community access for students 14 to 21. 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 9 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 6 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal 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.