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• Dec 22, 2022
• 11 min read

Special education: IEP goals for executive functioning skills (2024)

Updated: May 7

Last Updated: March 8, 2024

So just how important are executive functioning skills?

Well, according to Dr. Adele Diamond's analysis of all the major studies on executive functioning skills:

"EFs are more important for school readiness than are IQ or entry-level reading or math" ( Blair & Razza 2007 , Morrison et al. 2010 )

"EFs predict both math and reading competence throughout the school years" ( Borella et al. 2010 , Duncan et al. 2007 , Gathercole et al. 2004 )

Oddly, when I was a special education teacher in the public school system, I could count on one hand the number of times the phrase "executive function" was brought up in IEP meetings or by parents.

Executive functioning IEP goals are not as much a part of the IEP process as they deserve to be, so as a parent, you'll need to make sure they are included in the discussion.

In this article, I'll provide you with a range of executive functioning IEP goals that will guide your student's IEP team to support the development of:

Organization

Self-advocacy

Time management

Visualizing outcomes

Evaluating priorities

Plus, I'll walk you through how to evaluate whether or not your student's current IEP goals are written in a way that can actually help your child.

For reference, here are other articles I have written about executive functioning and the IEP process.

How to advocate for executive function coaching services (as part of the IEP)

What are executive functioning skills?

Parenting Students with ADHD: 4 Emails You Need to Send in November (2022)

How do I request additional assessment for a student who already has an IEP?

Table of Contents

What is executive dysfunction, executive functioning iep goals, what are the parts of an iep goal, sample iep goal: planning, sample iep goal: organization, sample iep goal: self-advocacy, sample iep goal: initiation, sample iep goal: time management, sample iep goal: inhibition.

Sample IEP goal: Visualizing outcomes and goal setting

Sample IEP goal: Evaluating priorities

Sample iep goal: writing, what actions should an iep team take when a student is not making progress toward his or her iep goals, what other areas of executive functioning are there.

Further resources

About the author

When a child struggles with managing school, completing homework, organization skills, or completing a complex task, they may have executive dysfunction.

Signs that indicate your child may have executive dysfunction disorder are they struggle to:

Complete tasks

Independently transition

Display an appropriate emotional response when given a direct instruction

Plan independently

Identify errors in their schoolwork

Turn in homework assignments

Often, these skills are overlooked by teachers and schools in general, because there is a great focus on grades and subject matter knowledge.

But as we know, what matters when you enter the working world is not that you can correctly recite the order of US presidents, but rather that you can see a goal to completion.

As parents, sometimes we want to do everything for our children. We feed them, choose their clothes, set alarms for them, and remind them of where to be and when.

But one day, we will not be able to do these things, and hopefully, they have developed their executive functioning skills at this point to be successful without us.

If you are concerned your child may be struggling with executive dysfunction, ask for an Independent Education Evaluation (IEE) so your child can be assessed.

You can bring this information (and the evalution) to an IEP meeting to explore how goals can be written and services can be provided to teach your child these vital skills.

To start, it is important to understand the components of an IEP goal.

Every IEP goal must have a baseline.

A baseline is the data that is collected before the implementation of a support plan around the goal. Baseline data can be collected by measuring whatever behavior or skill is written about in the IEP goal.

Once you have a clear baseline, then you can move into writing a neat and meaningful IEP goal.

For an IEP goal to help improve executive functioning skills, it must include the following components that must be written in measurable terms:

IEP Goal Element #1 : Date

By (date of next annual IEP)

By December 2023,...

IEP Goal Element #2 : Condition:

when provided with...

when given access to...

with access to a calculator...

when provided with access to Google Tasks

By December 2023, when provided with access to Google Tasks

IEP Goal Element #3 : Functional performance indicator

This is the target skill you want the student to complete.

student will track her assignments...

By December 2023, when provided with access to Google Tasks, Cynthia will track her assignments...

IEP Goal Element #4 : Observable Behavior

What is something you can say for certain has happened?

by writing all missing and upcoming assignments in Google Tasks...

By December 2023, when provided with access to Google Tasks, Cynthia will track her assignments, by writing all missing and upcoming assignments in Google Tasks...

IEP Goal Element #5 : Criteria

This is where you get the measurable part of the goal.

with no more than 1 prompt and 80% accuracy...

with less than three verbal prompts

By December 2023, when provided with access to Google Tasks, Cynthia will track her assignments, by writing all missing and upcoming assignments in Google Tasks with no more than 1 prompt and 80% accuracy...

IEP Goal Element #6 : Mastery

This is where you measure this target skills over a period of time or across trials.

for four consecutive weeks.

By December 2023, when provided with access to Google Tasks, Cynthia will track her assignments, by writing all missing and upcoming assignments in Google Tasks with no more than 1 prompt and 80% accuracy for four consecutive weeks.

IEP Goal Element #7 : Measurement

How will this goal be measured?

...as measured by weekly reviews of Cynthia's planner by case manager.

A complete executive functioning IEP goal:

By December 2023, when provided with access to Google Tasks, Cynthia will track her assignments, by writing all missing and upcoming assignments in Google Tasks with no more than 1 prompt and 80% accuracy for four consecutive weeks as measured by weekly reviews of Cynthia's planner by case manager.

when provided with a list of upcoming assignments

Functional performance indicator:

(student name) will accurately predict the amount of time required to complete all assignments due that week

Observable behavior:

by recording those estimates into a planner

with at least (target percent) accuracy

in 3 of 4 randomized checks

Measurement:

as measured by reviews of (student's name) planner by (staff position that will be progress monitoring).

Putting it all together you have:

By (date of next annual IEP), when provided with a list of upcoming assignments, (student name) will accurately predict the amount of time required to complete all assignments due that week by recording those estimates into a planner with at least (target percent) in 3 of 4 randomized checks as measured by reviews of (student's name) planner by (staff position that will be progress monitoring).

when given dividers for each class and a binder

(student name) will organize class materials

by placing all completed and upcoming assignments into the appropriate section of the binder

Independently

in 4 out of 5 opportunities

as measured by teacher observation.

By (date of next annual IEP), when given dividers for each class and a binder, (student name) will organize class materials by placing all completed and upcoming assignments into the appropriate section of the binder, independently, in 4 out of 5 opportunities, as measured by teacher observation.

when provided with templates for self-advocacy

(student name) will advocate to their teachers

by copying the appropriate template and filling in the blanks

with no more than 2 prompts

in 3 out of 4 opportunities

as measured by permanent products (emails).

By (date of next annual IEP), when provided with templates for self-advocacy (student name) will advocate to their teachers by copying the appropriate template and filling in the blanks with no more than 2 prompts in 3 out of 4 opportunities as measured by permanent products (emails).

when provided with a direct instruction to complete a task

(student name) will begin the task

by identifying the initial step to get started and confirming this with teacher

in 3 out of 5 opportunities

as measured by teacher records.

By (date of next annual IEP), when provided with a direct instruction to complete a task, (student name) will begin the task by identifying the initial step to get started and confirming this with teacher with no more than 2 prompts in 3 out of 5 opportunities as measured by teacher records.

when provided with directions for a multiple step task or project and visual reminders

(student name) will chunk the project in manageable parts

by writing out at least three tasks with estimated times for completion

independently

in 2 out of 3 opportunities

as measured by recorded data.

By (date of next annual IEP), when provided with directions for a multiple step task or project and visual reminders , (student name) will chunk the project in manageable parts, by writing out at least three tasks with estimated times for completion, independently, in 2 out of 3 opportunities, as measured by recorded data.

with access to an assignment and a timer

(student name) will successfully remain on task

by setting a timer for a self-determined amount of time and engaging in the assignment

with 80% success

as measured by teacher observations.

By (date of next annual IEP), with access to an assignment and a timer, (student name) will successfully remain on task, by setting a timer for a self-determined amount of time and engaging in the assignment, independently, with 80% success, as measured by teacher observations.

Sample IEP goal: Visualizing and goal setting

with access to a S.M.A.R.T. goals graphic organizer,

(student name) will set at least three S.M.A.R.T. goals,

by writing the goals using the elements of the S.M.A.R.T. goals template

with no more than two prompts,

in 3 out of 5 trials,

as measured by permanent products.

By (date of next annual IEP), with access to a S.M.A.R.T. goals graphic organizer, (student name) will set at least three S.M.A.R.T. goals, by writing the goals using the elements of the S.M.A.R.T. goals template, with no more than two prompts, in 3 out of 5 trials, as measured by permanent products.

with access to list of assignments that are due for a class,

(student name) will prioritize which assignment will have the greatest impact on the class grade,

by making a list of the assignments, starting with the most impactful to the least impactful,

independently,

in 3 out of 5 opportunities,

By (date of next annual IEP), with access to list of assignments that are due for a class (student name) will prioritize which assignment will have the greatest impact on the class grade, by making a list of the assignments, starting with the most impactful to the least impactful, independently, in 3 out of 5 opportunities, as measured by teacher observation.

To download my whole IEP goal bank, click here:

https://www.efspecialists.com/specialeducation

with access to graphic organizers, visual supports and a completed assignment,

(student name) will self initiate editing activities,

by using the C.L.E.A.R. writing methodology to evaluate if all components of a C.L.E.A.R. paragraph are completed,

in 2 out of 3 opportunities,

as measured by permanent records.

By (date of next annual IEP), with access to graphic organizers, visual supports and a completed assignment, (student name) will self initiate editing activities, by using the C.L.E.A.R. writing methodology to evaluate if all components of a C.L.E.A.R. paragraph are completed, independently, in 2 out of 3 opportunities, as measured by permanent records.

Having well-written IEP goals to develop executive function skills is the first step, but it is just as important that your student has opportunities to practice executive functioning skills.

Special education teachers need to assign individual tasks and measure task success on a consistent basis to ensure the goal is appropriate for your child.

It is the job of both the general education teacher and the special education teacher to utilize typical classroom assignments as opportunities for evaluating a student's ability meet their measurable goals.

Try sending this email if you are unclear on the progress your student is making toward their IEP goal:

Hello (special education teacher name)

I hope you are doing well.

I am looking forward to your update this semester on how my child is progressing toward reaching the IEP goal(s) you are supporting them on:

(copy goal here)

Would you tell me what approaches you are using to help my child reach these goals?

Additionally, is there anything I can do to support this work?

Thank you for your guidance,

(Your name)

This template is drawn from my article Four Emails You Need to Send In November which will give you more ideas on how to prepare for the end of each school semester.

This is not an exhaustive list. Goals can also be written in other areas of executive functioning deficits such as:

Emotional control

Problem solving

Self monitoring

Self control

Impulse control

Supporting the development of executive function skills in children with Individualized Education Plans requires ongoing, diligent effort. As a family, you are your child's first and most influential teacher, and fine-tuning their IEP to promote EF skills can make a world of difference in their learning journey.

However, we understand that understanding and implementing the intricacies of an IEP can feel overwhelming. Remember, you are not alone in this journey. Many families have navigated this path and found success, and we're here to support you every step of the way.

By subscribing to our weekly newsletter, you're taking a significant step toward empowering your child's academic progress. Each issue will equip you with tips, strategies, and resources to help you fine-tune your child's IEP to build stronger EF skills. You'll get insights from experts, real-world success stories from other families, and actionable steps to help your child succeed.

Further resources:

https://adayinourshoes.com/executive-functioning-iep-goals-accommodations/

Blair C, Razza RP. Relating effortful control, executive function, and false-belief understanding to emerging math and literacy ability in kindergarten. Child Dev. 2007;78:647–63. [ PubMed ] [ Google Scholar ]

Morrison FJ, Ponitz CC, McClelland MM. Self-regulation and academic achievement in the transition to school. In: Calkins SD, Bell M, editors. Child Development at the Intersection of Emotion and Cognition. Am. Psychol. Assoc.; Washington, DC: 2010. pp. 203–24. [ Google Scholar ] [ Ref list ]

Borella E, Carretti B, Pelgrina S. The specific role of inhibition in reading comprehension in good and poor comprehenders. J. Learn. Disabil. 2010;43:541–52. [ PubMed ] [ Google Scholar ][ Ref list ]

Duncan GJ, Dowsett CJ, Claessens A, Magnuson K, Huston AC, et al. School readiness and later achievement. Dev. Psychol. 2007;43:1428–46.[ PubMed ] [ Google Scholar ] [ Ref list ]

Gathercole SE, Pickering SJ, Knight C, Stegmann Z. Working memory skills and educational attainment: evidence from National Curriculum assessments at 7 and 14 years of age. Appl. Cogn. Psychol. 2004;18:1–16. [ Google Scholar ] [ Ref list ]

Sean G. McCormick  is a former public school special education teacher who founded   Executive Function Specialists  to ensure all students with ADHD and Autism have access to high-quality online executive function coaching services.  

With this mission in mind, he then founded the Executive Function Coaching Academy  which trains schools, educators, and individuals  to learn the key approaches to improve executive function skills for students.

He is also the co-founder of UpSkill Specialists , a business with a mission to provide adults with ADHD and Autism Spectrum Disorder , access to high-quality executive function coaching services that can be accessed through Self-Determination funding.

• Special Education
• Executive Function

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• Bran Hicks M.Ed.
• 14 min read

11 Executive Functioning IEP Goals for Middle School

Updated: May 5

Middle school is a jungle. It's where kids learn more than just math or science; they start to manage their own lives. But here's the kicker: not all kids find this easy because of something called executive functioning . It's like the command center in their brains, telling them when to start their homework, how to plan for that big project, or even just remembering to bring their gym shoes. Some kids struggle with this. They're not lazy or uninterested; their command center just needs a bit more fine-tuning. So, when we talk about executive functioning in middle schoolers, we're shining a light on skills that help them manage time, tasks, and emotions effectively. Helping them sharpen these skills can turn their middle school jungle into a more navigable path.

Key Takeaways

Essential Skills for Independence : Focus on improving executive functions critical for students' independence and daily management of tasks, emotions, and activities.

Comprehensive Goals : Outlines 11 specific IEP goals tailored to bolster various aspects of executive functioning, including organization, time management, and emotional regulation.

Practical Strategies : Provides actionable steps and strategies to help students develop and strengthen these essential skills effectively.

Long-term Benefits : Emphasizes the lasting impact of these skills beyond middle school, preparing students for high school, college, and adult life.

Support and Tracking : Discusses the importance of consistent tracking and support to ensure students meet their IEP goals, fostering continuous improvement and success.

Goal 1: Improve Organization Skills

To boost organization skills, it’s key to set straightforward, attainable goals. The idea is to help the student manage their time, materials, and workload with ease. Here is how you can break it down:

Track Assignments:  The student should regularly use a planner or digital app to jot down homework and upcoming tests. This simple step ensures they know what’s due and when.

Organize Materials:  Establish a system for keeping school materials. This might mean having a specific spot for textbooks, notebooks, and supplies both at school and at home. Everything should have its place.

Set a Routine:  Encourage setting up a daily and weekly study schedule. Blocking out time for homework and revision can greatly reduce last-minute stress and improve work quality.

Review Weekly:  Once a week, the student should go over their planner and materials. This helps catch any missed assignments or upcoming deadlines and keeps everything up to date.

By focusing on these areas, the goal is to make organization a habit, not a hassle. This will make schoolwork manageable, leaving more time for relaxation and hobbies. Remember, improvement takes time and practice, but every small step counts.

IEP Goal 1: Enhance Assignment Tracking By [specific date], the student will utilize a planner or digital app to record homework and test dates, ensuring they are aware of all due dates and upcoming assessments, achieving a consistency of at least 90% over four consecutive weeks.

IEP Goal 2: Systematize Material Organization By [specific date], the student will establish and maintain a systematic organization of their educational materials, such as textbooks and supplies, both at school and home, demonstrating proper placement in designated areas with 90% accuracy each week for eight consecutive weeks.

IEP Goal 3: Establish Routine Management By [specific date], the student will create and adhere to a daily and weekly study schedule, allocating specific times for homework and study sessions, and maintaining this routine without reminders in 80% of opportunities over ten consecutive school days.

IEP Goal 4: Conduct Weekly Reviews By [specific date], the student will independently conduct weekly reviews of their planner and school materials to ensure all assignments are noted and materials are organized, achieving a thorough review with no missed items in 9 out of 10 consecutive weeks.

IEP Goal 5: Develop Consistent Organizational Habits By [specific date], the student will demonstrate improved organizational habits by consistently using organizational strategies (tracking assignments, organizing materials, setting routines, and reviewing weekly), showing progress from initial baseline measurements towards achieving set benchmarks in organization over a period of three months.

These goals are structured to help the student progressively build and reinforce effective organizational skills, contributing to better overall academic performance and reduced stress.

Goal 2: Enhance Time Management Abilities

To boost time management skills, focus on setting specific goals that are achievable and measurable. Start with simple actions like using a planner or calendar to track assignments and commitments. Here's how to do it: Break larger tasks into smaller, manageable parts and set deadlines for each part. This method makes big projects less overwhelming and helps keep track of progress. Encourage the use of timers or alarms to remind them when it’s time to start or stop an activity. Practicing these strategies can significantly improve organization and reduce procrastination. Consistency is key. With time, these tasks will become a habit, leading to improved time management skills.

IEP Goal 1: Utilize Planning Tools By [specific date], the student will use a planner or calendar to track all assignments and commitments daily, demonstrating the ability to maintain an updated schedule with 95% accuracy for 12 consecutive weeks.

IEP Goal 2: Task Segmentation By [specific date], the student will effectively break down at least two large projects per month into smaller, manageable tasks, setting clear deadlines for each segment, and completing each task by the predetermined deadline over a three-month period.

IEP Goal 3: Implement Time Reminders By [specific date], the student will use timers or alarms to manage start and stop times for at least three different activities or tasks each day, adhering to these time constraints with 90% accuracy over two months.

IEP Goal 4: Develop Routine Time Management Practices By [specific date], the student will demonstrate improved time management by consistently applying learned strategies such as using planners, setting alarms, and breaking tasks into smaller parts, showing measurable progress from baseline on time management assessments over six months.

IEP Goal 5: Reduce Procrastination By [specific date], the student will initiate homework or projects within 30 minutes of the planned start time without prompting, doing so in 85% of opportunities over a continuous four-week period.

These goals aim to establish a solid foundation for effective time management, encouraging the student to develop habits that will enhance their academic and personal efficiency.

Goal 3: Develop Working Memory and Recall

Improving working memory and recall is crucial. Kids need to store and use information effectively. To help, consider setting specific goals. For example, aim for the student to remember and follow three-step directions within 90 percent accuracy over several weeks. Use memory aids like note-taking strategies or mnemonic devices. Practice by chunking information, breaking big tasks into smaller, manageable parts. Also, regular review sessions can strengthen memory, making recall easier. Focus on progress, not perfection, and adapt strategies to fit the student's unique learning style.

IEP Goal 1: Follow Multi-Step Directions By [specific date], the student will accurately remember and follow three-step directions in both academic and non-academic settings with at least 90% accuracy in 9 out of 10 consecutive trials.

IEP Goal 2: Use Memory Aids By [specific date], the student will consistently use note-taking strategies and mnemonic devices to aid memory recall during class lessons and while completing assignments, demonstrating these techniques effectively in 85% of opportunities over a four-week period.

IEP Goal 3: Practice Chunking Information By [specific date], the student will apply the chunking strategy to break down new or complex information into smaller, manageable parts in at least three different academic subjects, showing improved recall from baseline by 80% accuracy across ten consecutive school days.

IEP Goal 4: Conduct Regular Review Sessions By [specific date], the student will participate in scheduled review sessions twice a week to reinforce previously learned material, enhancing retention and recall with an improvement from a baseline performance of 50% accuracy to 80% accuracy within three months.

IEP Goal 5: Adapt Learning Strategies to Personal Style By [specific date], the student will identify and utilize at least two personalized learning strategies that complement their unique learning style, demonstrating an improvement in recall accuracy by 20% over a two-month period compared to baseline measurements.

These goals are tailored to strengthen the student’s working memory and recall capabilities, which are fundamental for successful learning and application of knowledge across various contexts.

Goal 4: Strengthen Task Initiation

To help a student improve in task initiation, focus on clear, concise goals that make starting tasks less daunting. Here's a straightforward approach: break projects into smaller, manageable pieces. This method decreases overwhelm, making it easier for the student to take the first step. For example, if a project seems big and scary, chopping it into smaller tasks can make it appear more doable. Encourage setting a specific time to start each piece, which builds a routine and reduces procrastination. Praise progress, not just completion, to boost confidence in their ability to tackle tasks. This approach not only helps in school but is a valuable skill that benefits personal growth and future professional endeavors.

IEP Goal 1: Break Down Projects into Manageable Parts

By [specific date], the student will independently break down at least two large projects per month into smaller, clearly defined tasks, initiating and completing each task according to a set timeline with 85% success over three consecutive months.

IEP Goal 2: Set Specific Start Times

By [specific date], the student will set specific start times for initiating tasks in at least three different classes, adhering to these times with 90% accuracy over eight consecutive weeks, thereby reducing procrastination.

IEP Goal 3: Develop Routine Task Initiation

By [specific date], the student will establish a daily routine for starting and completing tasks, beginning work within 10 minutes of the scheduled time for 90% of assigned tasks over a period of six weeks.

IEP Goal 4: Recognize and Celebrate Progress

By [specific date], the student will track their progress on task initiation and completion and will participate in a weekly review session to celebrate achievements, showing consistent improvement in starting tasks independently across four consecutive months.

IEP Goal 5: Apply Task Initiation Skills Across Contexts

By [specific date], the student will demonstrate improved task initiation skills not only in academic settings but also in at least two extracurricular activities or home tasks, starting tasks on time and with minimal prompting in 80% of opportunities for two months.

These goals aim to enhance the student's ability to begin tasks promptly and manage their responsibilities more effectively, fostering confidence and autonomy in both educational and personal settings.

Goal 5: Boost Planning and Prioritization

Improving planning and prioritization is key for middle schoolers, especially those with executive functioning challenges. It's all about helping students learn to identify what tasks are most important and need to happen first. Think of it like this: you wouldn't play a soccer game without knowing the rules, right? Similarly, doing homework or projects without a plan is just setting up for a tough time. Here are simple steps to boost planning and organization:

List it out : Start by writing down all tasks or assignments.

Mark the must-dos : Highlight or circle tasks that are top priority.

Break it down : Big tasks? No problem. Break them into smaller steps.

Set deadlines : Assign a 'finish by' date to each task or step.

Check off : Cross out tasks as they are completed. It feels great and shows progress.

This way, students get to see clearly what needs their attention first and can tackle tasks one at a time without feeling overwhelmed. It's like having a game plan that guides them to the finish line, step by step.

IEP Goal 1: Effective Task Listing

By [specific date], the student will demonstrate the ability to list all tasks and assignments for the week in a planner or digital tool, accurately and independently, maintaining this habit with 100% accuracy across 12 consecutive weeks.

IEP Goal 2: Prioritize Tasks

By [specific date], the student will identify and highlight top-priority tasks in their planner for each school day, consistently marking these tasks accurately in 90% of opportunities over a two-month period.

IEP Goal 3: Break Down Large Tasks

By [specific date], the student will independently break large tasks into smaller, manageable steps for at least three major assignments or projects per month, documenting these steps and adhering to the breakdowns with 85% success over four months.

IEP Goal 4: Adherence to Deadlines

By [specific date], the student will set and meet deadlines for each step of school-related tasks, achieving their 'finish by' dates with 90% compliance in at least 10 consecutive projects or assignments.

IEP Goal 5: Task Completion Tracking

By [specific date], the student will consistently use a check-off system to track the completion of tasks, showing progress by crossing out completed tasks and reviewing completed lists during weekly planning sessions, achieving task completion in 95% of listed tasks over three months.

These goals are structured to help the student develop effective planning and prioritization skills, which are essential for managing academic workload and reducing stress. This structured approach helps the student focus on critical tasks first and ensures that they can handle their responsibilities systematically.

Goal 6: Enhance Flexibility and Adaptability

Teaching a middle schooler to be more flexible and adapt to changes isn't just about getting them to switch from math to English class without a fuss. It's about prepping them for real life, where things hardly ever go as planned. Here's the simple truth: life throws curveballs. The aim of Goal 6 is to get students to roll with the punches, whether it’s a sudden pop quiz, a change in lunch menu, or having to work with someone they aren't exactly best friends with. Here’s what it involves—learning to shift gears smoothly when the plan changes, being okay with trying plan B (or C, or D) when plan A falls through, and seeing change not as a roadblock but as a detour that might lead to something great. Build this skill, and watch them not just survive but thrive in both school and beyond.

IEP Goal 1: Adapt to Schedule Changes

By [specific date], the student will demonstrate the ability to adapt to unexpected schedule changes (e.g., classroom swaps, changes in lesson plans) calmly and effectively, maintaining appropriate behavior and engagement in the new activity in 90% of instances over a two-month period.

IEP Goal 2: Manage Unexpected Academic Challenges

By [specific date], the student will apply coping strategies (e.g., deep breathing, seeking clarification) when faced with unexpected academic tasks such as pop quizzes or changes in project requirements, showing effective adjustment in 85% of such occurrences over three months.

IEP Goal 3: Collaborate with Diverse Peers

By [specific date], the student will participate in group projects or classroom activities with peers they do not usually choose to work with, demonstrating cooperative behavior and contributing effectively to group goals in 90% of opportunities for the next academic semester.

IEP Goal 4: Implement Alternative Plans

By [specific date], when initial plans for schoolwork or activities fail, the student will independently formulate and follow a secondary plan (Plan B), successfully completing the task using the alternative strategy in at least 80% of relevant scenarios over four months.

IEP Goal 5: Positive Attitude Towards Change

By [specific date], the student will express a positive or neutral attitude when encountering changes in routine or plans, verbalizing constructive perspectives or solutions rather than complaints in 85% of instances across a six-month period.

These goals aim to foster resilience and adaptability, helping the student s navigate the various challenges and changes they encounter in school settings and beyond, thus preparing them for real-world scenarios where flexibility is crucial.

Goal 7: Increase Goal-Directed Persistence

Goal-Directed Persistence is about sticking with a task, even when it gets tough. For middle schoolers, this means not giving up on homework or projects, even when they'd rather be doing something else. A good goal for this could be to work on tasks without stopping for a set amount of time each day, say 30 minutes to start. As they get better at this, the time can be increased. It also means finishing every task they start, whether it's a math problem set or a book report. This doesn't just help them get better grades, but it teaches them a valuable life skill: perseverance. The aim here is not just to complete tasks but to do so with a level of quality that reflects their best effort. This skill is crucial for success in school and beyond, helping them tackle challenges with confidence.

Goal 8: Foster Metacognition and Self-Reflection

Fostering metacognition and self-reflection means helping middle school students think about their own thinking and understanding their learning process. This goal aims to make them more aware of how they approach problems, tasks, and learning in general. By doing so, students can identify their strengths and weaknesses, set realistic goals, and develop strategies to overcome challenges. This skill not only boosts their academic performance but also builds resilience and adaptability. To achieve this, students can be encouraged to ask themselves questions like, "How did I come to this answer?", "What strategies worked well for me?", and "How can I improve next time?". Teachers and parents should also engage in discussions with the students about their thought processes and learning experiences. This practice helps students to become conscious of their cognitive strategies, assisting them in becoming more efficient and effective learners.

IEP Goal 1: Sustained Task Engagement

By [specific date], the student will engage in individual academic tasks for a continuous period of 30 minutes each day, demonstrating the ability to stay focused without breaks, with 90% compliance over eight consecutive weeks.

IEP Goal 2: Complete Assigned Tasks

By [specific date], the student will complete every homework assignment and project from start to finish, demonstrating task completion with a quality reflective of their best effort in 95% of all assigned work over a three-month period.

IEP Goal 3: Increase Work Duration Gradually

By [specific date], the student will increase their uninterrupted work time from 30 minutes to 45 minutes on tasks, maintaining focus and producing quality work throughout the extended period in 85% of opportunities over four months.

IEP Goal 4: Develop Task Resilience

By [specific date], when facing challenging or lengthy tasks, the student will apply persistence strategies (e.g., taking brief structured breaks, setting mini-goals) to continue working until completion, demonstrating effective use of these strategies in 90% of challenging assignments across a semester.

IEP Goal 5: Reflective Task Completion

By [specific date], the student will reflect on and record the completion process for major tasks or projects, identifying what strategies helped maintain their persistence and what areas need improvement, doing this for every major assignment over the course of five months.

These goals aim to cultivate a strong work ethic and resilience in the student, helping them not only to complete tasks but to engage deeply and persist through challenges, thereby enhancing their academic performance and life skills.

Goal 9: Improve Impulse Control and Emotional Regulation

To improve impulse control and emotional regulation, it's important to set clear, achievable targets. Middle school can be a roller coaster of emotions and impulses, but with the right goals, students can learn to manage them effectively. Here’s a simple yet focused approach: start by identifying triggers that lead to impulsive behaviors or emotional outbursts. Is it stress? Boredom? Frustration? Recognizing these triggers is step one. Next, work on strategies like taking deep breaths, counting to ten, or finding a healthy outlet like talking to a friend or going for a walk. It’s about building a toolbox of strategies that the student can pull from when those triggers pop up. Practice is key. The more these strategies are practiced in a calm state, the easier it will be to use them when needed. Remember, progress in controlling impulses and regulating emotions won't happen overnight. Celebrate small victories along the way to keep motivation high.

IEP Goal 1: Identify Emotional Triggers

By [specific date], the student will identify triggers that lead to impulsive behaviors or emotional outbursts in a journal or digital log, recognizing and recording at least three different triggers with 90% accuracy over a two-month period.

IEP Goal 2: Practice Calming Strategies

By [specific date], the student will demonstrate the ability to use calming strategies (e.g., deep breathing, counting to ten) when experiencing strong emotions or impulses, applying these techniques successfully in 85% of identified trigger situations over three months.

IEP Goal 3: Utilize Healthy Outlets

By [specific date], the student will identify and engage in at least two healthy outlets (e.g., talking to a friend, going for a walk) when feeling overwhelmed or stressed, consistently using these outlets in 90% of applicable instances for four consecutive months.

IEP Goal 4: Routine Practice of Emotional Regulation Techniques

By [specific date], the student will practice selected emotional regulation strategies during calm states at least twice a week, thereby enhancing their ability to apply these techniques effectively under stress, measured by a 25% decrease in emotional outbursts at school over six months.

IEP Goal 5: Celebrate Progress in Emotional Management

By [specific date], the student will self-reflect and record small victories in managing impulses and emotions weekly, sharing this progress during counseling sessions or with a designated teacher, maintaining this reflective practice consistently over five months.

These goals focus on building a comprehensive set of skills for managing emotions and impulses, crucial for navigating the complexities of middle school and beyond. By systematically identifying triggers, practicing regulation strategies, and recognizing improvements, the student can develop greater control over their responses to emotional challenges.

Implementing and Tracking IEP Goals for Success

To make sure your middle schooler meets their IEP (Individualized Education Program) goals for executive functioning , keep things straightforward and focused. Start by picking clear, achievable targets. Think about goals like improving time management by using a planner every day or enhancing decision-making by considering two to three options before making a choice. Once you've set these goals, tracking progress is key. Use simple, direct methods like checklists or daily journals. This makes it easy for both you and your student to see what's working and what needs a bit more effort. Remember, the goal here is constant improvement, not perfection. Regular check-ins can help adjust goals as your student grows. And always celebrate the wins, no matter how small. This keeps motivation high and makes the journey towards better executive functioning a positive experience for everyone involved.

I hope this discussion sparks some ideas and strategies you can bring into your classroom. Remember, teaching is as much about learning as it is about guiding. Keep exploring, keep questioning, and most importantly, keep inspiring!

For more tips, insights, and resources, be sure to visit our blog . If you’re looking for detailed IEP goals and strategies, explore our IEP goal bank . And for the latest educational tools and materials, don’t forget to check out our store .

We’d love to hear from you—whether it’s a question or a story to share, feel free to leave a comment below or contact us directly.

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• Executive Functioning

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Executive Functioning IEP Goals: A Complete Guide and Goal Bank

Executive functioning refers to a set of skills that are involved in planning, organizing, initiating, completing tasks, and regulating behavior. These skills are crucial for academic and social success, and individuals with executive functioning difficulties may struggle with daily life activities. For more in depth information on executive functioning coaching and outcomes, our Chief Clinical Officer, Dr. Jordan Wright has published a white paper that you can download it here .

IEP Goals for Executive Functioning

Individualized Education Program (IEP) goals are designed to address the specific needs of each student with a disability. When it comes to executive functioning, IEP goals may include:

• Planning and organizing : The student will be able to independently create and follow a daily schedule or task list, including prioritizing tasks and breaking them down into smaller steps.
• Initiation : The student will be able to start and complete tasks without excessive prompting or assistance from others.
• Attention and focus : The student will be able to sustain attention and focus on a task for a specified period of time, and minimize distractions.
• Time management : The student will be able to accurately estimate how long a task will take and manage their time effectively to complete it with limited prompting.
• Self-regulation : The student will be able to recognize and control their own emotional responses, impulses, and behaviors in a variety of situations.
• Problem-solving and decision-making : The student will be able to identify problems, generate and evaluate potential solutions, and make informed decisions.

These goals can be tailored to the individual needs of the student and may be adjusted over time as progress is made .

Utilize the SMART IEP Goal Model

When developing IEP goals for executive functioning skills, it is important to utilize the SMART goal model for increased success and accountability. Using this framework ensures that  the goals are Specific, Measurable, Achievable, Relevant, and Time-bound. SMART goals help to clarify what the student should achieve, how progress will be measured, and by when.

To help get your Special Education/IEP team get started, we’ve put together a SMART goal bank with executive functioning IEP goals for each age group. As always, you will need to modify these goals based on the student’s individual needs and your school’s resources.

After developing your IEP goals , you and your team will want to make sure you are properly tracking and monitoring the IEP SMART goals. For more information on how to do this successfully, check out our recent blog .

Example Executive Functioning IEP Goals for Primary Students

• By the end of the school year, the student will demonstrate improved organization skills by independently creating and maintaining a daily schedule with at least 3 tasks to complete per day, with no more than 1 reminder needed per week.
• By the end of the trimester,  the student will improve their time management skills by completing in-class assignments within the given time frame, with no more than 1 reminder needed per week.
• After 9 weeks, the student will improve their ability to follow multi-step directions by accurately completing classroom tasks requiring at least 2-3 steps, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved working memory skills by recalling and following through on at least 2 multi-step directions given within a 5-minute period, with no more than 1 reminder needed per week.
• By the end of the school year, the student will improve their self-monitoring skills by checking their work for errors before turning it in, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved attention and focus by remaining on-task for at least 5 minutes during independent work time, with no more than 1 reminder needed per week.
• By the end of the school year, the student will improve their ability to shift focus and transition between tasks by independently switching to a new task when instructed to do so, with no more than 1 reminder needed per week.

Example Executive Functioning IEP Goals for Intermediate Students

• By the end of the school year, the student will demonstrate improved planning and prioritization skills by creating and following through on a weekly schedule with at least 5 tasks to complete per week, with no more than 1 reminder needed per week.
• By the end of the school year, the] will improve their time management skills by completing in-class assignments and homework within the given time frame, with no more than 1 reminder needed per week.
• By the end of the trimester, the student will improve their ability to follow multi-step directions by accurately completing classroom tasks requiring at least 4 steps, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved working memory skills by recalling and following through on at least 3 multi-step directions given within a 10-minute period, with no more than 1 reminder needed per week.
• By the end of the quarter, the student] will improve their self-monitoring skills by checking their work for errors and making appropriate revisions before turning it in, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved attention and focus by remaining on-task for at least 10 minutes during independent work time, with no more than 2 reminders needed per week.
• By the end of the school year, the student will improve their decision-making skills by accurately identifying at least 3 solutions to a problem presented in class and choosing the most appropriate solution, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved emotional regulation skills by using at least 3 appropriate coping strategies when feeling frustrated or upset in class, with no more than 1 reminder needed per week.

Example Executive Functioning IEP Goals for Middle School Students

• By the end of the school year, the student will demonstrate improved organization skills by independently creating and maintaining a weekly schedule with at least 5 tasks to complete per week, with no more than 1 reminder needed per week.
• By the end of the school year, the student will improve their time management skills by completing in-class assignments and homework within the given time frame, with no more than 1 reminder needed per week.
• By the end of the school year, the student will improve their ability to follow multi-step directions by accurately completing classroom tasks requiring at least 5 steps, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved working memory skills by recalling and following through on at least 4 multi-step directions given within a 15-minute period, with no more than 1 reminder needed per week.
• By the end of the school year, the student will improve their self-monitoring skills by checking their work for errors and making appropriate revisions before turning it in, with no more than 2 reminders needed per week.
• By the end of the trimester, the student will demonstrate improved attention and focus by remaining on-task for at least 15 minutes during independent work time, with no more than 2 reminders needed per week.
• By the end of the school year, the student will improve their decision-making skills by accurately identifying at least 4 solutions to a problem presented in class and choosing the most appropriate solution, with no more than 1 reminder needed per week.

Example Executive Functioning IEP Goals for High School Students

• By the end of the school year, the student will demonstrate improved organization skills by independently creating and maintaining a daily and weekly schedule with at least 5 tasks to complete per day and 10 tasks per week, with no more than 1 reminder needed per week.
• By the end of the school year, the student  will improve their ability to follow multi-step directions by accurately completing classroom tasks requiring at least 6 steps, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved working memory skills by recalling and following through on at least 5 multi-step directions given within a 20-minute period, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved attention and focus by remaining on-task for at least 20 minutes during independent work time, with no more than 1 reminder needed per week.
• By the end of the school year, the student will improve their decision-making skills by accurately identifying at least 5 solutions to a problem presented in class and choosing the most appropriate solution, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved emotional regulation skills by using at least 4 appropriate coping strategies when feeling frustrated or upset in class, with no more than 1 reminder needed per week.  

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Write IEP Goals for Healthy Student Work Habits

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When a student in your class is the subject of an Individual Education Plan (IEP), you will be called upon to join a team that will write goals for him or her. These goals are important, as the student's performance will be measured against them for the remainder of the IEP period and their success can determine the kinds of supports the school will provide. 

SMART Goals

For educators, it's important to remember that IEP goals should be SMART. That is, they should be Specific, Measurable, use Action words, be Realistic and they're Time-limited.

Here are some ways to think about goals for children with poor work habits. You know this child. She or he has trouble completing written work, seems to drift away during oral lessons, and may get up to socialize while children are working independently. Where do you start setting the goals that will support her or him and make them a better student?

Executive Functioning Goals

If a student has a disability such as ADD or ADHD , concentration and staying on task won't come easily. Children with these issues often have difficulty sustaining good work habits. Deficits such as this are known as executive functioning delays. Executive functioning includes basic organizational skill and responsibility. The purpose of goals in executive functioning is to help the student keep track of homework and assignment due dates, remember to turn in assignments and homework, remember to bring home (or return) books and materials. These organizational skills lead to tools to manage his daily life. 

When developing IEPs for students who need help with their work habits, it is important to remember to key in on a few specific areas. Changing one behavior at a time is much easier than focusing on too many, which will be overwhelming for the student.

Sample Behavioral Goals

• Focus attention with minimal supervision or intervention.
• Refrain from distracting others.
• Listen when directions and instructions are given.
• Identify what is needed each work period and each day for homework.
• Be prepared for assignments.
• Take the time to do things right the first time. 
• Think things out on your own before asking.
• Try things independently without giving up.
• Work independently as much as possible.
• Apply successful strategies when involved in problem-solving.
• Be able to re-state problems, instructions, and directions to help with understanding the task at hand.
• Take responsibility for all work being done.
• Participate fully in group situations or when called upon.
• Be responsible for self and belongings.
• Remain positive when working with others.
• Cooperate in both large and small group settings.
• Be considerate of the opinions of others.
• Seek positive solutions for any conflicts that may arise.
• Always follow the routines and rules.

Use these prompts to craft SMART goals . That is, they should be achievable and measurable and have a time component. For example, for the child who struggles with paying attention, this goal incorporates specific behaviors, is actionable, measurable, time-bound, and realistic: 

• The student will attend (sit still with eyes on the teacher, keeping their hands to themselves, using a quiet voice) to a task during large and small group instruction for a ten-minute period, with no more than one teacher prompt in four out of five trials, to be measured by the teacher.

When you think about it, many of the work habits lead to good skills for life habits. Work on one or two at a time, obtaining success before moving to another habit.

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• IEP - Writing an IEP
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• Data Collection for Special Education
• Data Collection for Individual Education Plan Implementation
• IEP Math Goals for Operations in the Primary Grades
• Behavior Goals for Individual Education Plans
• Writing a Lesson Plan: Independent Practice
• Writing Lesson Plans in the Self-Contained Classroom
• The Inclusive Classroom as the Best Placement
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Beyond Academics: IEP Goals to Promote Independence and Increase Success

Helen Fuller Tarkington, M.Ed.

Advanced Consultant

University of North Carolina

Here are some of the additional challenges that many of our students face:

• Auditory processing (the ability to understand or process verbal language)
• Executive functioning (the ability to plan, focus attention, or organize thoughts)
• Time management and transitioning (the ability to effectively utilize and understand the passage of time)
• Reliance on routines (the need for predictability and stability; difficulty with changes)
• Communication and self-advocacy (the ability to express wants and needs)
• Emotional regulation and management (the ability to modulate responses to feelings or emotions appropriate to social norms)

Auditory Processing

Students with auditory processing challenges may not clearly understand directions or process the information a teacher is verbally presenting even when they understand the actual content. When students have auditory processing deficits, they might appear as if they were choosing not to follow directions or complete assignments, when in reality they were simply not able to keep up with the pace of the lecture or comprehend the language the speaker is using.

Because students’ receptive language or processing skills may not match their cognitive abilities, we must teach them alternative ways to gain needed information, allowing for greater independence and success. They may need a variety of visual supports (visual cues that give the learner additional concrete information about the expectations, activity, or skills being taught) to better understand both academic material and classroom expectations. But we need to teach students the most effective ways to utilize the supports we give them. This is best achieved through writing IEP goals like the ones below. Remember that all of them should be individualized for each student, but these examples will give you starting points.

Sample Goals

Using a checklist or work system.

When given a color-coded folder system with assigned activities or tasks organized in each folder, Marta will independently complete at least 4 assignments on 6 out of 8 days by September 15, 2021.

Note-taking

Executive functioning.

For students who have a difficult time planning, following directions, or managing materials, write IEP goals to address improving these skills. Often students need direct instruction and visual supports to follow specific sequences, to keep track of school tools and materials, and to start their work, remain on task, and turn it in when finished.

Independently starting work

When given a visual checklist, Izzy will independently follow all steps (review and check for understanding of the instructions, gather needed materials, and ask for help only after attempting to start work) to begin a classwork assignment in 4 out of 5 consecutive trials by September 1, 2021.

Turning in homework

Time management and transitioning.

Many students have difficulty tracking the passage of time, managing their time, or shifting their attention from activity to the next. Visual supports like schedules , calendars, and reminders to wait or that it’s time to transition can help clarify when events will take place or when to stop an activity and shift attention to the next one. IEP goals for learning how to utilize these visual supports can maximize independence and promote overall success.

When given a visual reminder and various suitable waiting activities (i.e., Play-Doh, squishy ball, sensory beads), Jessica will quietly and appropriately (i.e., sit or stand in designated area, keep hands to self) wait for an upcoming event for a minimum of 30 seconds in at least 8 out of 10 trials by September 1, 2021.

Transitioning with a countdown cue

Reliance on routines.

Students who rely on routines can really benefit from having a consistent way to access information about their day and by going through an established routine for making transitions . Additionally, teaching students how to adjust to schedule changes and interruptions and how to cope with new and different situations can be critical to student success.

Adapting to changes to schedule

When given a visual schedule and a “change card” signifying that a change has been made to the schedule, Grace will independently transition to the new activity within 1 minute in at least 8 out of 10 trials by March 1, 2021.

Leaving unfinished work for later

Communication and self-advocacy.

Some students have difficulties communicating their needs or advocating for themselves throughout the day. These challenges can result in frustration and confusion. Write goals to teach your students how to more easily communicate their wants, needs, and critical personal information to enhance independence and overall success.

Making a choice and communicating a request

When given a visual choice board, Antonio will independently make a choice and communicate a request to a partner in at least 6 out of 8 trials by September 1, 2021.

Providing personal identification

Emotional regulation and management.

Finally, as a result of many of the above challenges, students may additionally exhibit negative behaviors due to increased frustration and anxiety. Instruction and the use of visual supports can alleviate anxiety and therefore, serve as a prevention tool. It’s also helpful to write goals to teach students proactive ways to regulate their emotions and to advocate for and get the emotional support they need.

Asking for a break and following break rules

When given a break card, Fred will independently ask for a break in at least 8 out of 10 trials by September 1, 2021.

Learning and practicing a calming routine

About the author.

Helen Fuller Tarkington is a special education teacher who has also worked as an autism specialist and educational consultant. She is a certified Advanced Consultant for the University of North Carolina's TEACCH Autism Program. Her blend of experiences as a practitioner, consultant and trainer has given her a unique perspective and interest in helping teachers efficiently and effectively implement evidence-based practices within the classroom. She holds an M.Ed in Special Education from the University of North Carolina, Greensboro.

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50 High School Accommodations for Every ADHD Challenge

The right to a level playing field doesn’t end after elementary school. here are some of the most effective classroom accommodations to help your child succeed in grades 9 through 12 — without sacrificing personal accountability..

No disability should sentence your child to a 13-year struggle in school. Even in high school, where “responsibility” and “accountability” are stressed, students with ADHD or learning disabilities have a right to reasonable accommodations to help them succeed. It’s not only possible to implement accommodations for these students, it’s crucial to their success — both during the high school years and in the future.

Susan Yellin, Esq. , director of advocacy and transition services at The Yellin Center for Mind, Brain, and Education , says the two most common school difficulties for students with ADHD are input issues and output issues. Input issues are born of distraction — if your mind is wandering, you don’t comprehend what you’re hearing or reading (the input). Additionally, says Yellin, “executive functioning deficits common with ADHD intertwine with output.” A student may struggle to organize an essay, or forget to bring home, complete, or turn in homework. He or she may have learned the material, but still struggle to output the work required to show it. Classroom accommodations can help teens with ADHD manage these challenges, leveling the playing field.

Determining the Right Accommodations for Your Student

To determine the most appropriate and impactful accommodations for your child, first sit down with him to discuss and list his biggest school struggles. Encourage him to describe, in detail, why each one is a struggle, when he’s aware of the reasons. If he’s not sure why he’s having trouble with a certain task or area, brainstorm possibilities together.

Once you have a list of challenges, identify one or more accommodations to address each one. When you’re done, you’ll have a list of struggles and potential solutions ready to present to the school.

Not sure what to ask for? Here are some of the most effective classroom accommodations to help your child succeed in grades 9 through 12 — without sacrificing personal accountability. (Keep in mind, no student will need all of these accommodations.)

[ Free Download: Transform Your Teen’s Apathy Into Engagement ]

Potential High School Accommodations

• Allow extra time on tests so the student is not rushed. Avoid timed tests of basic facts, if possible.
• Provide frequent checks for accuracy during classwork. Set a certain number of problems to complete (one row only, or four or five problems), and check these before the student is permitted to continue.
• List the steps/procedures for multi-step problems and algorithms. Post clearly numbered steps and/or give the student a desk-copy model of the steps needed to solve problems.
• Keep sample math problems on the board and have the student write them in a notebook for reference.
• Reduce the number of problems assigned. Ten completed problems written neatly, with work shown — rather than a full page of problems — is enough to assess a student’s understanding.
• Allow the use of speech-to-text software, such as the free tool in Google Docs or Dragon Dictation .
• Allow the student to substitute written papers or essays for original videos, dioramas, posters, PowerPoint presentations, etc.
• Allow typing instead of writing by hand.
• Offer oral assessments instead of written.
• Give the student writing templates that model correct writing forms (e.g., a persuasive essay, a narrative) and scaffold the writing process with prompts.
• Offer a framework for essay organization — like a graphic organizer, mind map, story map, timeline, the POWER (Plan, Organize, Write, Edit, Revise) method, or software like Draft: Builder , Inspiration , or Xmind .
• Break writing assignments into small steps.
• Don’t grade for neatness.
• Support poor spelling and grammar with contextual spell checkers like Ginger Software or Ghotit Real Writer , or word prediction software like Co:Writer , Word Q or Speak Q.
• Create worksheets and exams using a PDF annotation software like Adobe Reader 11 , Acrobat Reader DC , or Mac Preview, allowing the student to use mouse and keyboard skills to enter responses instead of overtaxing writing skills.
• Read tests aloud to the student.
• Use human-narrated audio books, e-texts with text-to-speech software, or a combination program like Kindle Immersion reading or LearningAlly audiobooks , allowing the student to see and hear the text for improved comprehension.
• Allow the use of highlighters and sticky notes to mark up print books, or literacy software like Kurzweil 3000 to do the same in e-texts, to aid understanding and retention in students with critical thinking issues and poor working memory.

EXECUTIVE FUNCTIONING

• Provide an extra set of books to keep at home.
• Set a goal of completing 75 percent of the assigned homework.
• Ask the student twice during class how he will remember facts or rules discussed.
• Provide the student with guided notes or full classroom notes.
• Record audio of the class and then synchronize this with hand-written or typed notes using a tool like the Livescribe Smartpen ,  Notability , or Microsoft OneNote .
• Use assistive technology to help the student keep up with assignments (rather than trying to juggle lots of loose papers).
• Allow the student extended time on classwork, homework, quizzes, and tests.
• Provide detailed, written instructions.
• Email the parent a list of assignments or post assignments to the school website.
• Use a digital notebook or web clipper utility like Evernote to create a cumulative “knowledge bank” of prior learning. These programs simulate a paper binder and automatically retain a link to their source.
• Create folders that are categorized by “next action:” to turn in, give to parents, give to teacher, or complete tonight.
• Allow the student to use a kitchen timer or visual task timer — like Time Timer ,  Watchminder , or DropTask — to see time’s passage and make it less of an abstract concept.
• Provide time once a week for locker cleanout.
• Color-code academic materials. Use green, for example, for all science notebooks, binders, folders, and textbook covers. Keep related classroom books and materials in bins of the same hue.
• Provide study guides several days before a test.

[ Your High School Get-It-Together Guide ]

EMOTIONS AND BEHAVIOR

• Offer a calm-down spot or break for the student to use when needed. Create a plan ahead of time so the student can signal the teacher and go to the predetermined break spot without attracting attention and without disruption.
• Schedule a weekly check-in with the guidance counselor and/or the special education teacher.
• Let the student run errands for the teacher to provide a break.
• Check in with the student occasionally to assess mood.
• Have a crisis plan or Behavior Intervention Plan (BIP) for angry outbursts, if they’re a frequent problem.
• Post clear expectations and consequences.

MISCELLANEOUS

• Assign an adult mentor to check in with the student and work with him or her on skills and assignments.
• Allow the student to correct mistakes on tests for extra credit.
• Provide a guided study hall period.
• Allow the student to leave class early for more time to change classes or to avoid crowded and overwhelming hallways.
• Invite the student to participate in a social-skills group.
• Seat the student front and center, near the teacher, and away from doors or windows where noise or passing students may be a distraction.
• Cue the student to stay on task with a private signal — a gentle tap on the shoulder, for example.
• Schedule a five-minute period for the student to check over his or her work before turning in homework or tests.
• Illustrate vocabulary words and science concepts with small drawings or stick figures.
• Compliment positive behavior and work.
• Provide an alternative activity other than a large assembly, like a pep rally, for students with sensory sensitivities, anxiety, or overwhelm in crowds.

Implementing Accommodations at School

Once you’ve determined some appropriate accommodations to help your student, the next step is presenting them to the school. When teachers and administrators agree to implement them for your child, you may decide on an informal agreement to that effect, or the accommodations may be included in a 504 Plan or Individualized Education Program (IEP).

A 504 Plan or IEP, says Yellin, is “not a statement to teachers that ‘it might be nice if you implement it.’ An IEP is a legal document stating that the child is entitled to these [accommodations]. Teachers don’t have the option, legally, to ignore this. It’s a contract — a legal statement incumbent on the teachers.”

Nonetheless, you and your teen must be diligent about making sure accommodations are applied. If you find that some or all of your child’s teachers aren’t implementing the accommodations in the classroom, Yellin recommends a nice conversation with teachers first. Bring them a copy of the IEP or 504 Plan and highlight important aspects for them, she advises. Remind teachers that, “When seeking accommodations on the SAT or ACT, you have to show that the student is already using these accommodations in class in order to get them on these types of tests.” Visit collegeboard.org for updated details on securing accommodations on the SAT.

If the parent-teacher meeting doesn’t prompt a change, Yellin says it’s time to escalate. Call an IEP or 504 meeting with the school to come up with a mechanism that ensures teacher compliance. Escalate further to a hearing before a state officer or a civil rights complaint, if necessary. It’s that important, especially during the high school years.

What If Your Student Refuses Accommodations?

Teens with ADHD are notorious for avoiding or refusing help, especially when it calls peer attention to their differences and struggles. If your child is refusing accommodations due to possible social implications, Yellin advises first educating teachers and classmates about ADHD and learning disabilities. “If the teacher is not sufficiently sensitive, put (teacher education) in the IEP.”

You have two choices when your child is pushing back against accommodations at school: heed their input and let them go it alone, or insist on accommodations. If your child would be a B- student without accommodations and a B+ student with them, pushing for accommodations likely isn’t worth the battle and potential stigma. However, if your child is a D or F student without accommodations and an A, B, or C student with them, you should insist on the accommodations.

If your child won’t get on board, conduct an experiment on the efficacy of accommodations. Work with a teacher to give two assessments: one with accommodations and one without. Or do two practice SATs at home, one with extended time and one without. Tell your student, “Let’s see how you do.” If the accommodations make a big difference in performance, it should be clear to your child that they really are a benefit.

Once a child starts high school, the stakes grow higher all around. Not only do grades now matter for getting into college, but “this is also an important opportunity for kids to build their advocacy skills and understand that, once they leave high school, they’re on their own,” says Yellin. “In college, much more responsibility is on them — they have to identify, they have to provide documentation, they have to go to their professors for accommodations.” Pretty soon, it will be all on them — now is the time to make sure they’re prepared.

More resources:

• CollegeBoard.org

[ Are You Ready to Roll? Navigating High School with ADHD ]

Adapted with permission from sandrarief.com ,  How to Reach and Teach Children with ADD/ADHD , Second Edition, copyright 2005, and  The ADD/ADHD Checklist, Second Edition , copyright 2008, by Sandra F. Rief, M.A.

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• 22 March, 2024

A Step-by-Step Guide to Setting Task Initiation Goals in IEPs

Task initiation is a critical executive function skill that enables students to begin tasks promptly and efficiently. This guide is designed to assist educators in crafting effective Task Initiation IEP goals, helping students with special needs overcome procrastination and improve their ability to start tasks independently.

Understanding Task Initiation

Task initiation involves the ability to begin a task without undue procrastination, in a timely manner. For students with special needs, difficulties with task initiation can hinder academic performance and increase anxiety, making it a key area of focus in educational planning.

The Significance of Task Initiation Goals in IEPs

Incorporating task initiation goals into a student’s Individualized Education Program (IEP) is essential for promoting independence and productivity. These goals help students develop the necessary skills to initiate tasks, enhancing their overall academic and life skills proficiency.

Creating SMART Task Initiation IEP Goals

• Specific : Define what the student is expected to achieve, specifying the tasks and settings.
• Measurable : Include criteria that clearly track the student’s progress in initiating tasks.
• Achievable : Set realistic goals considering the student’s current capabilities.
• Relevant : Link the goals to academic and personal development needs.
• Time-bound : Establish a timeframe for the student to accomplish these goals.

Task Initiation IEP Goals and Compliance

Effective task initiation IEP goals should be compliant with legal standards and tailored to the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP). This ensures that the goals are suited to meet the identified needs within the context of the Individuals with Disabilities Education Act (IDEA).

• Alignment with legal and educational requirements : Goals must cater to the student’s unique educational needs as stipulated under IDEA.
• Measurable and specific : Goals should have clear, quantifiable criteria for assessment.
• Regular reviews and adjustments : It’s crucial to reassess goals periodically to ensure they remain relevant and challenging.

Task Initiation IEP Goals Samples

Disclaimer : These sample goals are provided as a template. It’s important to customize each goal to the specific circumstances and needs of the student to ensure they are meaningful and achievable.

• Immediate Start : By (date), the student will begin their assigned task within 5 minutes of instruction, improving from their baseline of needing reminders 80% of the time to requiring reminders only 20% of the time.
• Homework Initiation : By (date), the student will independently start their homework within 30 minutes of arriving home, as evidenced by a weekly tracking sheet showing improvement from 1 out of 5 days to 4 out of 5 days.
• Classwork Initiation : By (date), upon entering the classroom, the student will start their starter activity without teacher prompting in 8 out of 10 instances, up from 3 out of 10.

Elevate Your Team’s Approach to IEP Meetings

Our Transition Planning Rubric is designed to support district leaders and educators in guiding their teams towards excellence in transition planning.

It provides comprehensive criteria that cover the breadth of transition planning, from gauging student engagement to evaluating post-secondary goals and services.

Why Use This Rubric?

• Tailored Feedback:  Utilize a structured scoring system to evaluate and enhance individual transition plans.
• Fillable Format:  Conveniently fill out the rubric digitally or print it for hands-on collaboration.
• Action-Oriented Guidance:  Benefit from a clearly defined path towards creating robust and legally compliant IEPs.

Expand your team’s capabilities and improve the success of IEP meetings.

Additional Examples of Task Initiation IEP Goals:

• Project Commencement : By (date), the student will independently begin multi-step projects by creating a task list and starting the first task within one school day of assignment, shown by documented teacher observations improving from 1 out of 5 projects to 4 out of 5 projects.
• Morning Routine Initiation : By (date), the student will start their morning routine at school (e.g., unpacking, turning in homework, sitting at their desk) within 10 minutes of arrival with 90% consistency, up from 50% consistency, as tracked by daily teacher logs.
• Digital Learning Initiation : By (date), the student will log into their required learning platforms and begin their assignments within 15 minutes of scheduled start time, with progress from needing reminders 70% of the time to only 30% of the time, as recorded by the learning management system logs.

Strategies for Teaching Task Initiation Skills

• Visual Aids : Use visual schedules and checklists to remind students of tasks they need to start.
• Routine Building : Help students establish consistent routines that facilitate automatic task initiation.
• Motivational Reinforcements : Implement positive reinforcements for timely task initiation to encourage consistent behavior.

More on Task Initiation IEP Goals

Task initiation is more than just starting tasks; it involves overcoming the inertia that many students with executive functioning difficulties face. By including task initiation goals in an IEP, educators can provide students with the tools they need to succeed academically and in everyday activities.

By adopting Ori Learning’s innovative strategies and resources, schools can ensure these IEP goals are not only met but exceeded, thereby fostering greater independence and efficiency in their students’ educational journeys. Discover how our curriculum supports robust IEP goal attainment by scheduling a consultation with our experts today.

Jon Izak is the founder and CEO of Ori Learning.

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Executive Functioning IEP Goals

Executive functioning is a set of mental processes that help you gain control over your actions so you can achieve your goals. Executive function skills allow us to plan and organize our daily activities, time, and behaviors as well as change or shift between tasks. Executive functioning abilities are sometimes referred to as executive skills, cognitive skills, self-management skills, or organizational skills. Executive function problems can interfere with learning, working, and social life. For special education students, it may be necessary to create executive functioning IEP goals.

Three Main Components of Executive Functioning

There are three main components of Executive Functioning:

• Inhibitory control or self-control: the ability to stop an inappropriate or non-suitable response in favor of a different response that is more appropriate for a given situation. For example, a student might demonstrate inhibitory control when they are interrupted when playing video games in order to do their homework.
• Working memory : the ability to remember information for short periods of time so that it can be used to complete tasks or solve problems. For example, a child with executive functioning Issues might need assistance remembering what to write down for their homework assignments if they get interrupted in the middle of the task.
• Cognitive flexibility: the ability to switch between different tasks or actions as a situation changes. With this executive functioning component, you might be able to complete your math assignment in the classroom but unable to do it in study hall when there are more distractions. Another example is being able to move from planning a task to completing a task independently.

Executive Functioning Strategies for Students

What are examples of executive functioning deficits.

These executive function skills can be identified by clinical observation and evaluation.

Executive Functioning deficits are indicated when individuals demonstrate difficulties with:

• setting goals and initiating action in task situations
• meeting due dates for assignments
• developing, implementing, and monitoring plans to achieve goals
• being able to pay attention
• shifting between activities in order to maintain goal-directed behavior
• adapting to new situations
• using feedback from the environment for modifying ongoing tasks or directing his/her behavior
• impulse control and self-regulation skills
• engaging in self-directed actions and behaviors that are adaptive and socially appropriate.

What are Strengths and Weaknesses for Students with Executive Function Disorder?

A student with executive functioning issues may have strengths or weaknesses in the following areas:

• Initiating projects, tasks, work
• Carrying out tasks through to completion
• Having efficient and good work habits
• Completing a complex task
• Managing their emotions
• Transitioning through daily routines
• Monitoring and regulating behavior including impulsivity
• Shifting between activities or multi-tasking during our daily lives

Since executive function deficits can affect each individual differently, their areas of need will vary. Executive functioning individual education plan goals will be unique to each student and what works best to help them succeed in school, work, and life.

How can Executive Functioning be Improved?

There are several methods that may help improve executive functioning skills:

• Self-monitoring of behavior, setting goals and self-reinforcements
• Work on compensatory skills
• Direct instruction or repetitive instruction on skills such as emotional control or organization.
• Encourage recess throughout the school day
• Development of Work and Study Habits: setting up a schedule and creating a work space will help students develop good habits and avoid procrastination. This includes the use of calendars, to do lists, and prioritizing tasks which can be helpful in Executive Functioning IEP annual goals for school.
• Social Skills Training: Executive Functioning Deficits can hinder a student’s ability to engage in appropriate social behaviors at school. This can include practicing how to initiate a conversation, take turns when talking, and read social cues from others including facial expressions and tone of voice.
• Try mindfulness techniques.
• Use forward or backward chaining.
• Use accommodations such as academic planners.
• Executive Function Training: Several computer-based training programs have been designed to improve executive function skills which can allow students to practice executive functioning skills in different settings. Executive function training has been shown to help with math skills.

Student Planner PDF – Forms and Lists

Examples of executive function iep goals and strategies to help.

Here are several examples of possible executive function IEP goals for students with actionable steps and strategies that may be helpful. Always remember that each student is an individual and seek the advice of other professionals to develop a plan for each student.

Task Segmentation

• Goal 1 : By the end of the semester, the student will break down assignments into smaller steps, accurately completing each segmented task 85% of the time.
• Goal 2 : Within six weeks, the student will independently use a task breakdown chart for multi-step projects in 4 out of 5 assignments.
• Strategy : Provide task breakdown charts and give guidance on dividing tasks during initial implementation.

Visualization Tools

• Goal 1 : By the end of the term, the student will successfully use graphic organizers to arrange their ideas in 90% of their written assignments.
• Goal 2 : In the next three months, the student will categorize and color-code information in their notes for 8 out of 10 lectures.
• Strategy : Introduce various graphic organizers and color-coding techniques, and model their usage.

Structured Routine

• Goal 1 : Over the next nine weeks, the student will start their day using a visual schedule, adhering to it in 4 out of 5 school days.
• Goal 2 : By the next parent-teacher conference, the student will be following a consistent homework routine 80% of the time.
• Strategy : Collaborate with the student to create a visual daily schedule and a homework routine, placing emphasis on consistency.

Clear Directions

• Goal 1 : By mid-term evaluations, the student will demonstrate the ability to follow multi-step directions without assistance in 7 out of 10 instances.
• Goal 2 : Within two months, the student will independently refer to provided checklists for task completion in 85% of their assignments.
• Strategy : Use visual and written checklists for assignments, and practice following directions through games and classroom activities.

Active Engagement

• Goal 1 : Over the next two months, the student will use self-talk or questioning methods to maintain engagement in 9 out of 10 classroom activities.
• Goal 2 : By the next quarter, the student will successfully employ mnemonic devices to remember key concepts in 4 out of 5 tests.
• Strategy : Teach self-talk techniques, questioning methods, and various mnemonic devices.

Timed Breaks

• Goal 1 : For the upcoming semester, the student will utilize the Pomodoro Technique (or a similar time management method) during study sessions, effectively completing tasks within designated intervals 90% of the time.
• Goal 2 : By year-end, the student will independently take timed breaks during extended tasks, enhancing productivity in 85% of instances.
• Strategy : Introduce the Pomodoro Technique and provide timers or apps that facilitate timed breaks.

Working Memory Skills

• Goal 1 : In the next six weeks, the student will demonstrate improved recall by correctly answering 8 out of 10 questions after visualizing information.
• Goal 2 : Over three months, the student will play memory-enhancing games at least twice a week, showing improvement in their game scores.
• Strategy : Introduce visualization techniques and incorporate memory games into weekly routines.

Self-awareness

• Goal 1 : By the end of the term, the student will identify and articulate at least three personal strategies that aid their learning in a reflective journal.
• Goal 2 : Over two months, the student will demonstrate the ability to self-correct and refocus during distractions in 8 out of 10 instances.
• Strategy : Facilitate reflective journaling sessions and teach mindfulness techniques.

Technology Utilization

• Goal 1 : In the next quarter, the student will effectively use task manager apps for 90% of their assignments.
• Goal 2 : By mid-year, the student will independently set digital reminders for all project deadlines.
• Strategy : Introduce beneficial technology tools and give tutorials on their usage.
• Goal 1 : Over the next two months, the student will mimic organizational habits demonstrated by the teacher in 4 out of 5 class activities.
• Goal 2 : By the end of the semester, the student will reproduce at least three executive function skills exhibited by peers or educators in real-life scenarios.
• Strategy : Regularly demonstrate executive function skills in class and encourage peer sharing of effective habits.

Group Collaboration

• Goal 1 : In the upcoming group projects, the student will actively participate and contribute to team organization and planning in 4 out of 5 group activities.
• Goal 2 : By year-end, the student will reflect on and adopt at least two executive function strategies learned from peers.
• Strategy : Foster group work, emphasizing peer learning, and encourage students to share their best practices.

Feedback and Praise

• Goal 1 : By the end of the month, the student will seek feedback on their executive function strategies for three different tasks and make necessary adjustments.
• Goal 2 : Over the next two months, the student will respond positively to praise, further implementing praised strategies in 85% of subsequent tasks.
• Strategy : Provide regular feedback sessions and incorporate a system of positive reinforcement in the classroom.

More Examples of Executive Functioning IEP Goals

There are endless possibilities when it comes to goal setting for a student’s IEP. Special education teachers, students, support staff, and parents need to collaborate and work together to write measurable goals. Remember the key word is measurable IEP goals. Listed below are sample IEP goals that may be helpful.

Planning and Organizational IEP Goals

Planning and basic organizational skills require a student to manage current and future-oriented task demands. Then initiation is necessary to begin a task or activity and to independently generate ideas, responses, or problem-solving strategies.

For students who have difficulties with planning and organizing, Executive Functioning goals may include the following:

• The student will spend 15 minutes before each class to write down the notes/materials needed for that class.
• The student will have two extra copies of all their paper on hand so they are able to keep track of materials and turn school work in when necessary
• The student will set up a daily schedule with reminders for the day so schoolwork will not get interrupted.
• The student will independently check their backpack everyday for papers, notebooks, books etc to avoid being unprepared for class by the end of the school year.
• Within a reasonable time frame (ie 15 minutes), the student will write down a list of tasks they want to accomplish and then prioritize them with the most important task first.
• The student will improve their time management skills by using a visual timer during activities.
• Using graphic organizers, the student will take notes in science class.

Impulse Control and Emotional Control Executive Function Goals

Inhibition is the ability to stop one’s own behavior at the appropriate time. Emotional Control is being able to modulate emotional responses by bringing rational thought to bear on feelings. For students who have issues with inhibition or emotional control executive functioning goals may include the following:

• The student will keep track of activities that are not allowed at school or home and will develop a plan to avoid those activities.
• During classroom activities, the student will use a hand signal to indicate they need help.
• The student will practice deep breathing techniques during times of frustration or boredom to keep from acting impulsively.
• The student will have a “cool down spot” at school where they can go when they feel frustrated so they are able to calm themselves before reacting.
• The student will be given a “decision tree” with visual supports where they can weigh the pros and cons of Executive Actions before making decisions.

Self Regulation Triggers and Calming Tools

Shifting and transitioning iep goals.

Shifting or transitioning is the ability to move freely from one situation to another and to think flexibly in order to respond appropriately to the situation.

For students who have difficulties with shifting executive functioning, goals may include the following

• The student will write down all the steps needed to complete a multi step task and draw a picture of each step.
• With verbal prompts from the teacher, the student will learn to transition with small, manageable steps that can be completed to reach a larger goal.
• The student will be assigned an “assistant” who can help transition between tasks.
• Using visual reminders, the student will transition independently from recess to math class.
• Using a timer, the student will independently transition to the next task.

Self-Monitoring IEP Goals

Self-Monitoring is the ability of a student to monitor one’s own performance and to measure it against some standard of what is needed or expected.

For students who have issues with self-monitoring Executive Functioning goals may include the following:

• The student will create a list of all their strengths and weaknesses and how these Executive Functions can affect their performance in school.
• During a study session, the student will rate how well they have been paying attention and will reward themselves if their rating is high.
• The student will self-monitor task completion using a simple 4 step checklist.
• The student will set small goals for executive functions they want to work on and self-monitor whether they achieve the goal.

Self-Assessments and Checklists for Good Work Habits

Working memory iep goals.

Working memory is the capacity to hold information in mind for the purpose of completing a task. Students who have deficits in working memory executive functioning goals may include the following:

• The student will use a “cue card” with reminders about what needs to get done and where it can be found so they can remember their responsibilities.
• The student will create a calendar with scheduled activities and assignments to keep track of deadlines.
• Using assistive technology, the student will learn to set reminders on their laptop.
• The student will write and use “post it” notes on their desk in class to remind them about tasks they need to complete.
• The student will learn how to divide large assignments into smaller steps so the student can remember each step along the way.

Working Memory, Hemisphere Integration and Attention Building Bundle

Executive function deficits affect the brain’s ability to regulate behavior, plan tasks, organize assignments, control emotions, remember important information, and more. Executive Functioning IEP goals can range from reminders that help the student remember their responsibilities or learning to use step-by-step checklists of tasks that make them less overwhelming. When students with executive function deficits reach their goals, they can be more functional and successful academically, socially, and emotionally.

It is extremely important to take the needs of your student into consideration when creating a list of IEP goals. Each student is unique and creating measurable goals is a great way to monitor progress and promote success in school and at home.

More Resources

Read more about student strengths here.

Read more about the strengths and weaknesses for the IEP here.

Read more abou t IEP goals here.

Read Written Expression IEP Goals here.

ADHD IEP Goals and Objectives

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• Grades 6-12
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Free IEP Goal Bank With 110+ Goals and Printable Tracking Sheets

All the goals you need, when you need them.

There are as many IEP goals as there are students. But the longer you teach special education, the more you’ll find yourself searching for just the right reading comprehension goal for a student with a learning disability or a behavior goal for a kid who has ADHD. That’s where an IEP goal bank, also known as a goal database, comes in.

Below you’ll find a list of over 100 IEP goals covering a variety of focus areas. Plus be sure to fill out the form on this page to get access to a free, editable Google Doc version of the goal bank along with a bundle of free editable goal-tracking sheets. The bundle includes daily and weekly goal-tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

IEP Goals 101

• Reading Comprehension Goal Bank
• Math Goal Bank
• Writing Goal Bank
• Behavior Goal Bank
• Social Skills Goal Bank
• Social-Emotional Goal Bank
• Executive Functioning Goal Bank
• Self-Advocacy Goal Bank

IEP goals should be specific enough to be implemented by anyone who reads them. They should address aspects of the general curriculum but at the student’s functional level. And the goals should be actionable and measurable.

The goals should also include the accuracy and number of trials that the student needs to complete to show mastery. The accuracy and number of trials will depend on the student’s ability, strengths, and skills. (Typical accuracy and trials are 80% 4-out-of-5 trials.)

Finally, the goals should include the level of support the student needs. Should they be demonstrating the skill independently, or do they need a few prompts or maximum support? Build that into the goal too.

So, a finished goal might be: When given a pile of coins (all one type), Jaime will count the coins and find the total with no more than two prompts with 70% accuracy in 3 out of 5 trials.

IEP Goals for Your Database

A lot of thought goes into each IEP goal, so here are more than 100 goals that every special education teacher should have in their bank.

Reading Comprehension IEP Goal Bank

Reading comprehension is a skill that many students struggle with it. Choose a goal that helps students reach the next level of reading comprehension so they can understand and enjoy what they read.

• When given a story at their reading level, [STUDENT] will use a storyboard or story map to outline the story’s main elements.
• When given a nonfiction text at their reading level, [STUDENT] will select and use the appropriate graphic organizer to identify key information.
• When given a paragraph at their reading level, [STUDENT] will apply the RAP strategy ( R eading a single paragraph, A sking oneself to define the main idea and supporting details, P utting the information into the reader’s language).

• When given a passage at their reading level, [STUDENT] will use an outline strategy to summarize the content or retell the story.
• When given a text at their reading level, [STUDENT] will read and demonstrate literal knowledge by answering five literal questions.
• [STUDENT] will demonstrate understanding of text using total communication (AAC devices, PECS, verbalization, sign language) to answer five literal questions about the text.
• When presented with a passage at their reading level, [STUDENT] will use context clues to identify the meaning of unknown words.
• When given a passage at their instructional level, [STUDENT] will make a prediction and read to confirm or adjust their prediction with information from the text.
• When given a text at their reading level, [STUDENT] will identify the main idea and two supporting details.

• Given a sentence, [STUDENT] will combine background knowledge with information from the text to infer the author’s meaning.
• Given a passage at their reading level, [STUDENT] will answer five inferential questions.
• After reading a passage with visual supports (e.g., highlighting), [STUDENT] will answer literal questions with minimal assistance.
• After reading a passage at their reading level, [STUDENT] will identify the author’s purpose for writing.
• Given a list of author’s purposes and a text, [STUDENT] will select the correct author’s purpose for writing.

Math IEP Goal Bank

Students may be working on numeracy or word problems. Whatever their focus, choose a math goal that helps them progress.

• [STUDENT] will identify a one- or two-digit number (verbally, pointing, written).
• [STUDENT] will rote-count from 1 to 25 (or higher).
• [STUDENT] will skip-count by 2, 3, 5, 10 to 50 (verbal or written).

• Given 10 addition problems, [STUDENT] will independently add single-digit numbers with (or without) regrouping.
• [STUDENT] will independently subtract a single-digit number from a double-digit number with (or without) regrouping.
• Given 10 subtraction problems, [STUDENT] will independently subtract double-digit numbers from double-digit numbers with (or without) regrouping.
• [STUDENT] will independently tell time to the half hour (or quarter hour, etc.) on an analog clock (verbal or written).
• [STUDENT] will independently identify the next dollar amount when given a price, determine how much is needed to make a purchase, and count out the necessary amount using school money.
• Given a quarter, dime, nickel, and penny, [STUDENT] will identify the coin and value.
• Given a random amount of coins (all one type or mixed), [STUDENT] will independently count the coins.

• When given two-digit (or three- or four-digit) numbers, [STUDENT] will round to the nearest tens (or hundreds or thousands).
• Given two numbers (pictures, groups of items), [STUDENT] will determine which number is greater than/less than/equal to by selecting or drawing the appropriate symbol.
• Given data and a graph (bar, pie), [STUDENT] will complete the graph to display the data.
• Given a graph (bar, pie, line), [STUDENT] will answer three questions about the data.
• [STUDENT] will identify the numerator and denominator in a fraction.
• When given a picture of a shape divided into parts, [STUDENT] will color the correct number of sections to represent the fraction given.

• [STUDENT] will solve one-step word problems using addition and subtraction (or multiplication and division).
• [STUDENT] will independently solve 15 multiplication facts (up to 9).
• Given a fact-fluency tracker, [STUDENT] will track mastery of multiplication facts up to 12.
• Given a problem-solving checklist, [STUDENT] will use the checklist to solve a one-step or two-step word problem.

Writing IEP Goal Bank

Here are writing IEP goals for organization, fluency, and editing.

• Given a topic, [STUDENT] will write a sentence that accurately addresses the topic.
• Given a word bank, [STUDENT] will select the appropriate words to complete a sentence or paragraph about a topic.
• [STUDENT] will use a keyword outline to write a paragraph with at least [number of] sentences, including an introduction/topic sentence and conclusion sentence.

• [STUDENT] will dictate a response to a question and use talk-to-text to communicate at least three sentences about a topic.
• [STUDENT] will write a three-paragraph essay about a topic that includes a clear introductory sentence, main idea, supporting details, and conclusion.
• [STUDENT] will select and use the appropriate graphic organizers to organize ideas in response to a writing topic.

• When given a paragraph to revise, [STUDENT] will add transitional words and phrases to connect ideas in sentences (or paragraphs).
• When given a prompt, [STUDENT] will maintain writing for [amount of time] as measured by observation and student writing output.

Behavior IEP Goal Bank

Everything we see in school is behavior, from working to engaging in class to maintaining self-control and managing emotions. If a student has an IEP for ADHD, an emotional disability, autism, or other categories, they may be working on behavior goals to improve their ability to succeed in school.

• Given a self-monitoring checklist, [STUDENT] will demonstrate self-regulation during [# of sessions] across [# of months].

• Given a token board, [STUDENT] will follow class rules to earn [# of tokens] for each 30-minute period in special and general education settings.
• Given a self-regulation strategy (e.g., zones of regulation), [STUDENT] will identify when they are moving from green to red, and apply a self-regulation strategy to maintain their self-regulation.
• Given support and a visual model, [STUDENT] will implement an organizational system for their locker/desk/backpack/binder.

• Given scripts and reminders, [STUDENT] will manage frustration and disruptions to their routine during classroom activities.
• Given a social story, [STUDENT] will be able to adjust to new routines and procedures in the classroom.
• By the end of the IEP, [STUDENT] will manage conflicts, independent of teacher support, 4 out of 5 occurrences over a ___ time period.
• Given a work assignment, [STUDENT] will initiate work tasks as measured by observation and work completion.
• Given a work assignment, [STUDENT] will complete work tasks as measured by observation and work completion.
• Given a token board and visual or rules, [STUDENT] will follow rules and earn tokens throughout the total school environment.

Social Skills IEP Goal Bank

Social skills may not seem academic, but how students engage with others can be an important outcome for students who have deficits in this area. Here are goals that can support their progression in forming relationships with peers and adults.

• During unstructured class time, [STUDENT] will engage in respectful conversation with peers (maintain personal space, use respectful voice).
• During unstructured class time or play time (e.g., recess), [STUDENT] will engage with peers (participate, share, follow rules, take turns) for > 10 minutes with minimal adult prompting.

• During a preferred activity, [STUDENT] will invite a peer to join in during recess.
• During a preferred activity, [STUDENT] will engage in appropriate conversation (ask appropriate questions, respond to questions, take turns) for > five turns.
• When frustrated or involved in a conflict, [STUDENT] will resolve the conflict without aggression but will apply a problem-solving strategy (walk away, tell a teacher).
• [STUDENT] will demonstrate five back-and-forth exchanges with peers during structured play activities.

• [STUDENT] will engage in appropriate turn-taking with peers in classroom discussion.
• [STUDENT] will decrease inappropriate verbal comments to once per day (or week) or less as measured by teacher observation and behavior checklist.
• Given a pre-activity checklist, [STUDENT] will identify one peer they would like to engage with and how they are going to engage (e.g., ask a question, invite to play).

Social-Emotional Skills IEP Goal Bank

Identifying and managing feelings is another important school outcome for students who have deficits in this area. Here are goals that help students advance in social-emotional skills.

• [STUDENT] will work cooperatively with peers in small-group settings (e.g., share materials, engage in conversation, accept others’ ideas).

• [STUDENT] will identify appropriate social rules and expectations for various social situations.
• [STUDENT] will refrain from interrupting others.
• [STUDENT] will identify emotions presented in picture form.

• [STUDENT] will engage in communication with others by asking questions when provided with the opportunities.
• [STUDENT] will increase or maintain conversation about a preferred or nonpreferred topic.
• Given a strategy and visual prompts, [STUDENT] will identify the signs of anxiety and apply a strategy to address feelings of anxiety in real and simulated situations.
• Given a picture scale, [STUDENT] will identify the level of anxiety they are feeling.

Executive Functioning IEP Goal Bank

Executive functioning skills are skills like planning, working memory, attention, problem-solving, mental flexibility, and self-regulation that help kids be successful in school. Students with poor executive functioning have a hard time with time management, organization, getting started with or finishing work, and connecting past experiences with current actions. (Know any kids like this?) Here’s a list of goals for helping students with executive functioning.

• Given visual cues, [STUDENT] will implement a system for organizing their backpack (locker, binder).
• Given a task and a list of materials, [STUDENT] will gather the needed items to complete the task.

• [STUDENT] will arrive at class with necessary materials (paper, pen, computer).
• [STUDENT] will use a checklist (visual schedule) to independently complete classwork.
• [STUDENT] will respond appropriately to oral commands.
• [STUDENT] will ask for clarification and further explanation when needed.
• [STUDENT] will request desired objects or instructional materials and equipment using [picture prompts, sign language, AAC device, etc.].

• [STUDENT] will express needs, wants, and feelings using [picture prompts, sign language, verbalization, etc.].
• [STUDENT] will create a daily visual schedule (or checklist or to-do list) and complete it.
• By the end of the IEP, [STUDENT] will demonstrate the ability to follow multiple-step directions (two or three steps) with minimal (one or two) adult prompts.
• By the end of the IEP, [STUDENT] will refer to their checklist for task completion to finish assigned work.

Self-Advocacy IEP Goal Bank

Self-advocacy goals are for skills from decision-making to goal attainment, asking for help, and speaking up for yourself. These are important skills that students need to develop, especially as they transition into independent living, college, and career.

• [STUDENT] will effectively communicate their needs and preferences in the classroom by [raising their hand, writing a note].
• [STUDENT] will use a communication notebook to write questions and concerns to the teacher one time per week.
• [STUDENT] will identify a goal, create a list of steps to achieve the goal, and work through the steps.
• Given a challenging situation to solve, [STUDENT] will define the problem and come up with two possible solutions.
• Given a task that involves a choice (e.g., the school lunch menu, a list of books), [STUDENT] will select between the options available.

• [STUDENT] will create a list of three personal strengths and three areas for improvement.
• [STUDENT] will actively participate in the development of their IEP goals and accommodations.
• [STUDENT] will identify one IEP goal and three objectives to support that goal.
• When faced with an academic challenge, [STUDENT] will seek assistance by raising their hand or using the classroom procedure for seeking help.
• [STUDENT] will advocate for accommodations and/or modifications in the classroom using an appropriate time, tone of voice, and language.
• [STUDENT] will demonstrate understanding of their learning preferences using a checklist, verbal communication, or another method of communication.
• [STUDENT] will engage in positive self-talk daily with and without teacher support.
• By the end of the IEP, [STUDENT] will learn and apply two self-advocacy strategies.

• By the end of the IEP, [STUDENT] will demonstrate the ability to ask for help when needed.
• By the end of the IEP, [STUDENT] will identify and communicate two environmental requirements (e.g., “I need a movement break”).
• By the end of the IEP, [STUDENT] will engage in three conferences and/or meetings where the student will communicate their educational needs.
• [STUDENT] will explain and advocate for testing accommodations through the classroom teacher, testing center, school counselor, etc.
• [STUDENT] will reflect on their academic progress and will determine which accommodations are supporting their learning.

Get Your Free Editable and Printable IEP Goal Bank and Goal Sheets

Just fill out the form on this page to get instant access to an editable Google Doc with all the goals mentioned above as well as a bundle of four printable and editable goal-tracking sheets. Save your goal bank and access it any time to cut and paste goals into your IEP software and/or into the editable and printable goal-tracking sheets provided. The bundle includes daily and weekly tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

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Examples of Executive Functioning IEP Goals

Instructor Samantha Harrington IEP goals for executive functioning address organization, planning, memory, and time management. Explore examples and sample IEP goals for each area to learn more about these processes.

Table of Contents

Organization, time management.

We use executive functioning skills in our daily lives to organize, plan, remember, and even manage our time. These skills give us the ability to prioritize, pay attention, schedule, and even begin tasks. They are housed in what we might consider the control center of our brain, and these skills are imperative to function effectively and complete day-to-day tasks.

The following IEP goals can easily be amended to fit the needs of your student. The accuracy rate and/or measurability should be realistic and attainable by the student for whom they are written.

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Student will use visual cues (graphic organizer or drawing) attached to desk 3 out of 5 times to place supplies/materials in their appropriate location as evidenced by teacher/staff observations.

Student will organize personal materials in a binder daily with 90% accuracy as measured by daily binder checks.

Student will bring assignments/homework to and from school with 90% accuracy as measured by daily binder checks.

Student will maintain personal materials in desk in an orderly, easily accessible manner as evidenced by independently locating needed materials 8 of 10 times.

Student will use colored highlighters to identify subject-specific homework (e.g., red=math, yellow=science, etc.) with 70% accuracy as evidenced by teacher observations and parent checks.

Student will use Cloze notes with 80% accuracy when presented with new content in class as evidenced by teacher feedback.

Student will independently write daily assignments and homework in daily planner with 90% accuracy as measured by daily planner checks.

Student will briefly write out steps prior to beginning a project or complex task with 80% accuracy as measured by teacher observation.

Student will create a graphic organizer with relevant content information prior to beginning a project or complex task 4 out of 5 times as evidenced by teacher observations and data.

Student will use a timer to signal a one-minute alert before an impending transition to the next subject/class with 70% accuracy as evidenced by teacher observations/charting.

Student will use a weekly calendar to write upcoming due dates/tests with 90% accuracy as evidenced by weekly teacher checks.

Student will utilize a checklist of requirements prior to turning in a project or complex task with 80% accuracy as evidenced by teacher feedback or self-graded rubric.

Student will accurately repeat verbal instructions with 80% accuracy before beginning assignment as evidenced by teacher/staff observation and data.

Student will accurately follow classroom procedures for turning in assignments with 80% accuracy 4 out of 5 consecutive days.

Student will use mnemonics to aid in memorization of content material 4 out of 5 times as measured by teacher observations and data.

Student will use graphic organizers to record or recall content knowledge 8 out of 10 times as evidenced by teacher feedback.

Student will use Post-it notes to record questions that cannot be answered immediately 7 out of 10 times as measured by teacher/staff observations.

Student will verbally identify key concepts immediately following a class lecture/discussion with 60% accuracy as measured by teacher feedback.

Student will follow a personal to-do checklist attached to desk or binder for daily routines or procedures (turning in work or logging in to a website) with 80% accuracy as evidenced by teacher feedback and charted data.

Student will independently begin assignment 8 out of 10 times as evidenced by teacher-charted observations.

Student will begin assignment with no more than one prompting 9 out of 10 times as evidenced by teacher-charted data.

Student will independently complete task/assignment for a minimum of 10 minutes before taking a break 8 out of 10 times as evidenced by teacher-charted data.

Student will independently begin an assigned task within 3 minutes 7 out of 10 times as evidenced by teacher-charted data.

Student will participate in small-group activities for a 15-minute period without task avoidance (e.g., bathroom breaks, shoe tying, pencil sharpening) for 4 out of 5 trials as measured by staff documentation.

Student will complete assignments in class with no more than 2 verbal prompts 3 out of 5 times as measured by staff documentation.

Student will double-check assignments 8 out of 10 times for 100% completion before turning in, as measured by teacher feedback.

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15 “Planning” IEP Goals for Real Life

Written by:

  Rebekah Pierce

Filed under: Planning , Executive Functioning , IEPs

Published:  March 11, 2022

Last Reviewed: February 26, 2024

READING TIME:  ~ minutes

This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students.

This resource aims to inspire the development of IEP goals that address executive functioning needs, not a substitute for the detailed, student-centered IEP goal setting process. Educators and IEP teams are urged to use this as a tool for ideation, basing final goals on student assessments and collaborative IEP team insights.

Are you the teacher of a child who needs to work on his skills in planning? Perhaps you’re a parent of such a student. Whatever the case may be, you may find yourself struggling to come up with IEP goals that will not only address any weaknesses your child might have, but target those weaknesses specifically to turn them into strengths .

In this post, we’ll show you how to set IEP goals for planning – and give you a few more resources you can turn to if you’re feeling stuck.

What is Planning?

Out of all of the executive functioning skills that you might want to improve and hone in a student, planning is one of the most important. That’s because planning (along with the more general “time management”) is necessary for every aspect of life, from applying for a job to saving for long-term purchases .

Whether it’s planning what to eat for dinner or planning how to get your homework done, a child needs to be able to plan in order to be successful as an independent adult.

Planning and basic organizational skills require a person to be able to manage both current and future-oriented demands. They’ll not only need the skills to initiate those activities or tasks, but also be able to come up with responses, solutions, ideas, or problem-solving strategies to help them get things done.

Of course, being able to prioritize tasks is an element of planning, too.

Sample IEP Goals for Planning

Because planning is such a broad category of executive functioning skills, setting IEP goals for this area can be a bit challenging. It requires more individualization than practically any other skill, and you’ll need to think carefully about your child’s (or your student’s) individual skills and weaknesses to help you identify the right kind of goals.

Being generic won’t work here – you’ve got to be specific.

However, if you’re feeling stuck, you may want to consider the sample IEP goals below to give you an idea of what sorts of skills you might want to target while writing your goals.

Adaptive Goals

• By the end of the IEP term, the student will use her planner to accurately and legibly record homework assignments for every class, every day of the week.
• By the end of the school year, the student will spend 10 minutes before each class to write down the notes and materials needed for that class.
• By the end of the school year, the student will spend 10 minutes each day writing down a list of tasks they want to accomplish and then prioritize them, ranking each from 1 to 10, with 1 being the task they want to accomplish first.
• By the end of the school year, the student will use a weekly calendar to write upcoming due dates and tests with 90% accuracy, as evidenced by weekly teacher checks.
• By the end of the school year, the student will use a checklist of requirements prior to turning in a project with 80% accuracy, as evidenced by teacher feedback or a self-graded rubric.

Social Goals

• By the end of the school year, the student will make appropriate decisions on a daily basis four out of five times as measured by teacher observation and a behavior checklist.
• By the end of the IEP period, the student will remain on task and work independently 90% of the time, as measured by teacher observation.
• By the end of the school year, the student will reduce instances of non-compliance (becoming distracted and ignoring tasks, staff directives, and demands) to an average of 20% of intervals or less across all educational environments, as measured by self-monitoring checklists and teacher feedback.

Reading Goals

• By the end of the school year, the student will create a graphic organizer with relevant content information while reading a grade-level passage, 4 out of 5 times, as evidenced by teacher observations and data.
• By the end of the IEP period, when given a grade-level reading passage, the student will identify the main idea and provide at least three details related to the main idea with 90% accuracy in three out of four trials.
• By the end of the school year, the student will use context clues and other strategies to determine the meaning of unfamiliar words, then identify terms to record on flashcards, with 80% accuracy in four out of five opportunities.
• By the end of the IEP term, the student will write out steps prior to beginning a word problem with 80% accuracy, as measured by teacher observation.
• By the end of the school year, the student will independently read a two-step word problem, identify which operation is to be used, and solve it with 100% accuracy on four out of five trials, as measured quarterly.

Writing Goals

• By the end of the school year, the student, when given a writing assignment, will independently create an outline 100% of the time, with the main topic and supporting points as a basis, as measured by teacher feedback.
• By the end of the IEP period, the student will independently develop his ideas fully and will write passages that contain (x number) of paragraphs and at least (x number) details per paragraph, as evidenced by a teacher-provided rubric.

Tips on Setting Goals for Planning

Now that you’ve identified some possible goals in the area of planning, it’s time to incorporate them. So how exactly do you do that?

Here are some tips.

Make Them Relevant

Executive functioning skills are some of the most relevant and real-world-based skills you can work on. Therefore, you should incorporate exercises that are easy to implement in the real world and can be transferred across different curricular areas and settings.

Though your child might not always enjoy working on these skills, do your best to make things as “non-clinical” as possible. Use real-world applications, fun graphics, and other activities that help engage a student and encourage them to buy in to their own progress.

Ensure That They are Skills- and Evidence-Based

All strategies you include in the IEP should be evidence-based. Use strategies and exercises that are based on the top research and are proven to be successful with that specific executive functioning deficit.

It’s fine to do some experimenting, but you should be as targeted as possible in your approach.

They also should focus on specific skills. Although planning is admittedly a broad category, you’ve got to make sure the IEP goals you write target one specific skill (such as writing things down in a planner rather than just completing assignments by a due date).

Strategies that are evidence-based and proven to be successful in improving planning skills include:

• Using Google Calendar to record appointments and due dates
• Setting a timer to work for five minutes on a given task
• Creating a written schedule and looking at it several times per day
• Relying on visual aids and graphic organizers to plan out projects and plan ahead

Differentiate

No two students are exactly alike – so it’s important to not take a cookie-cutter approach when writing and implementing IEP goals. Make sure the goals you write are customized to the individual student. While it’s very common for two students to have similar deficits in the area of planning, it’s unlikely that both students will have the exact same skills that need to be improved upon.

For example, in the Exam Study Plan Worksheet found in our Executive Functioning Workbook (coupon code LSA20 for 20% off at checkout), you’ll see a variety of activities to help your child plan for an upcoming exam. It includes graphs where your child can block out time spent studying and even a graphic organizer where they can list priority areas to study, ranked from high to low.

It’s incredibly hands-on, incredibly visual, and incredibly relevant – making it a great option for students who are struggling with planning.

Make Sure They’re Feedback-Based and Feedback-Driven

Again, all goals should be based on feedback and driven by feedback. Make sure you’re tailoring each one to the specific deficits you’ve seen in your student and that you regularly measure your student’s progress by using actual feedback. It’s okay to rely on observational data in some cases, but you should aim to provide hard, recordable data whenever you can.

Fit The Goals Into Daily Life

Again, real-world applications are key. Whenever possible, invest in tools that help you integrate skill-building across every setting. As you probably already know, repetition is key when it comes to improving a skill – and executive functioning skills like planning are no different.

Tools like the Executive Functioning Workbook not only check off all the boxes from above, but are also portable and convenient.

This first-edition workbook can be printed or downloaded as a PDF. It includes all kinds of fun, interactive, and differentiated activities to help you identify and target all sorts of executive functioning goals – planning is one of them. Consider downloading it today!

How to Address Each Goal

There’s no maximum or minimum number of goals for an IEP – you should write as many goals as your child needs in order to be successful.

If you’re having trouble figuring out how to address or assess each goal, you may want to consider downloading our Executive Functioning Assessment . This assessment will give you a better idea of where your learner is struggling and what you can do to improve it. That way, you’ll be able to be more targeted in your approach and not feel like you’re fumbling around in the dark.

This resource isn’t just for teachers, either. It’s also a free tool that parents can use, even when they’re dealing with schedules that are already jam-packed. The assessment will give you a clear picture of what you need to work on next, with activities that can easily be integrated into your daily routine.

Your Next Steps

So what’s next?

Writing IEP goals or even working on executive functioning skills like planning in a less formal setting, as a parent, can be a challenge. You want to make sure you’re targeting your child’s specific needs and strengths, yet you also don’t want anything to fall through the gaps.

You’ll have an easier time both identifying and addressing goals related to planning when you have the right tools on your side. Check out the Real-Life Executive Functioning Workbook today – and plan for a better future tomorrow.

Looking For More Executive Functioning IEP Goal Ideas?

Visit our EF IEP Goal Resource Hub or check out our other skill-specific IEP goal articles:

• 8 Impulse Control IEP Goals
• 8 Attentional Control IEP Goals
• 8 Self-Monitoring IEP Goals
• 10 Problem Solving IEP Goals
• 10 Working Memory IEP Goals
• 9 Emotional Control IEP Goals
• 7 Cognitive Flexibility IEP Goals
• 10 Organization IEP Goals
• 12 Task Initiation IEP Goals
• 10 Time Management IEP Goals
• 15 Planning IEP Goals

Further Reading

• Rebekah Pierce: Teaching Unique Learners About Saving For Long-Term Purchases
• Amy Sippl: Planning Skills: Long-Term Supports & Strategies For Diverse Learners
• Amy Sippl: 10 Planning Skills Every Child Should Learn
• Amy Sippl: Executive Functioning Skills 101: The Basics Of Planning
• Rebekah Pierce: Why Two Skills Are Better Than One In The Context Of Transition Planning
• Rebekah Pierce: 9 Job Skills Your Teen Can Improve From Home

About The Author

Rebekah pierce.

Rebekah is a New York writer and teacher who specializes in writing in the education, gardening, health, and natural food niches. In addition to teaching and writing, she also owns a farm and is the author of the blog J&R Pierce Family Farm .

Related Posts

16 tips to customize a to-do list for any learner, the connection between sleep deprivation and executive function, task initiation tools to support your adolescent, 10-minute tips to improve flexible thinking, 17 journaling prompts for neurodivergent teens, measuring progress: signs that executive function coaching is working.

Life Skills Advocate is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to Amazon.com. Some of the links in this post may be Amazon.com affiliate links, which means if you make a purchase, Life Skills Advocate will earn a commission. However, we only promote products we actually use or those which have been vetted by the greater community of families and professionals who support individuals with diverse learning needs.

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I need a good detailed organization goal that will help my child get her HW assignments written in her planner, completed and turned in on time. Help please

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Home » SEL Implementation » Understanding IEP Goals for Work Completion: A Comprehensive Guide

Understanding IEP Goals for Work Completion: A Comprehensive Guide

Key takeaways.

• Work completion is essential for the academic success of students with IEPs, fostering skills like time management and self-confidence.
• IEP goals are tailored to each student’s unique needs, focusing on improving work completion among other academic and social skills.
• Effective IEP goals for work completion should be SMART: Specific, Measurable, Attainable, Relevant, and Time-bound.
• Setting appropriate goals involves assessing the student’s abilities, collaborating with stakeholders, and aligning goals with the student’s needs.
• Strategies for supporting IEP goals include explicit instruction, visual supports, structured routines, and positive reinforcement.
• Regular monitoring and adjusting of IEP goals are crucial to reflect the student’s progress and changing needs.

Introduction: Understanding IEP Goals for Work Completion: A Comprehensive Guide

Work completion is a crucial aspect of academic success for students with Individualized Education Programs (IEPs). These programs are designed to provide tailored support and accommodations to students with disabilities, ensuring they have equal access to education. In this comprehensive guide, we will delve into the importance of work completion, the role of IEP goals in promoting it, and how to set appropriate goals for students. Whether you are a parent, educator, or student, this guide will provide valuable insights and strategies to support work completion.

I. Introduction

A. Importance of work completion in academic settings

Completing assigned tasks and assignments is essential for academic success. It helps students develop important skills such as time management, organization, and problem-solving. Additionally, work completion contributes to a student’s overall academic performance and builds their self-confidence.

B. Overview of Individualized Education Program (IEP) goals

IEP goals are specific objectives that are developed for students with disabilities as part of their individualized education plans. These goals are tailored to address the unique needs and challenges of each student, ensuring they receive appropriate support and accommodations to succeed academically and socially.

C. Purpose of the blog post

The purpose of this blog post is to provide a comprehensive guide on understanding and setting IEP goals specifically related to work completion. By the end of this guide, you will have a clear understanding of the importance of IEP goals, how to set appropriate goals, and strategies to support students in achieving them.

II. Understanding IEP Goals

A. Definition and purpose of IEP goals

IEP goals are specific objectives that outline what a student is expected to achieve within a specified timeframe. These goals are designed to address the student’s unique needs and challenges, focusing on areas such as academic skills, social-emotional development, and functional abilities. The purpose of IEP goals is to provide a roadmap for educators, parents, and students to work collaboratively towards achieving desired outcomes.

B. Role of IEP goals in promoting work completion

IEP goals play a crucial role in promoting work completion by providing students with clear expectations and targets to strive towards. These goals help students develop the necessary skills and strategies to overcome challenges related to work completion, such as task initiation, time management, and attention span. By setting specific and measurable goals, educators can provide targeted support and interventions to ensure students are on track to meet their objectives.

C. Components of effective IEP goals for work completion

Effective IEP goals for work completion should be specific, measurable, attainable, relevant, and time-bound (SMART). They should clearly define the desired outcome, provide a way to measure progress, be achievable within a reasonable timeframe, directly address the student’s needs, and align with their individual strengths and abilities. Additionally, effective goals should be meaningful and motivating for the student, fostering a sense of ownership and engagement in their learning process.

III. Setting Appropriate IEP Goals for Work Completion

A. Assessing the student’s current abilities and challenges

Before setting IEP goals for work completion, it is essential to assess the student’s current abilities and challenges. This can be done through observations, assessments, and discussions with the student, parents, and educators. By understanding the student’s strengths and areas of improvement, you can set goals that are realistic and tailored to their individual needs.

B. Collaborating with the student, parents, and educators

Collaboration is key when setting IEP goals for work completion. By involving the student, parents, and educators in the goal-setting process, you can gain valuable insights and perspectives. This collaborative approach ensures that everyone is aligned and committed to supporting the student in achieving their goals.

C. Identifying specific and measurable goals

When setting IEP goals for work completion, it is important to be specific and measurable. Instead of setting a vague goal like “improve work completion,” break it down into smaller, measurable objectives such as “complete 80% of assigned tasks independently within a week.” This allows for clear tracking of progress and provides a sense of accomplishment for the student.

D. Aligning goals with the student’s individual needs and strengths

Each student has unique needs and strengths, and IEP goals should reflect that. Consider the student’s learning style, interests, and abilities when setting goals for work completion. By aligning goals with their individual needs and strengths, you can create a more meaningful and effective plan for their success.

IV. Examples of IEP Goals for Work Completion

A. Goal 1: Increasing task initiation and organization skills

Objective: The student will independently initiate tasks and organize materials with 80% accuracy within a month.

B. Goal 2: Improving time management and prioritization abilities

Objective: The student will effectively manage their time and prioritize tasks, completing assignments within given deadlines with 90% accuracy within a semester.

C. Goal 3: Enhancing attention and focus during work tasks

Objective: The student will sustain attention and focus on work tasks for a minimum of 20 minutes without distractions with 85% accuracy within three months.

D. Goal 4: Developing problem-solving and decision-making skills

Objective: The student will independently identify problems, generate solutions, and make informed decisions with 75% accuracy within six months.

V. Strategies for Supporting IEP Goals for Work Completion

A. Providing explicit instruction and modeling

Explicitly teach the skills and strategies needed for work completion. Break down tasks into smaller steps, provide clear instructions, and model the desired behaviors. This helps students understand expectations and develop the necessary skills to complete their work independently.

B. Implementing visual supports and organizational tools

Visual supports, such as visual schedules, checklists, and graphic organizers, can help students stay organized and focused. Use color-coding, visual cues, and timers to support time management and task completion. These tools provide visual reminders and support students in independently managing their work.

C. Incorporating structured routines and schedules

Establishing structured routines and schedules can help students develop a sense of predictability and reduce anxiety. Create a consistent daily schedule that includes designated times for work completion. This helps students understand expectations and develop a routine that supports their productivity.

D. Offering positive reinforcement and motivation techniques

Positive reinforcement and motivation techniques can encourage students to stay engaged and motivated during work tasks. Provide praise, rewards, and incentives for completing tasks and meeting goals. Celebrate small achievements to boost self-confidence and maintain a positive learning environment.

VI. Monitoring and Evaluating Progress

A. Collecting data to track goal attainment

Regularly collect data to track the student’s progress towards their IEP goals. This can be done through observations, work samples, checklists, and assessments. Analyze the data to identify areas of improvement and make informed decisions about adjusting strategies or goals as needed.

B. Regularly reviewing and adjusting IEP goals

IEP goals should be reviewed regularly to ensure they remain relevant and appropriate. As the student progresses, goals may need to be adjusted or modified to reflect their changing needs and abilities. Regular communication and collaboration with the student, parents, and educators are essential in this process.

C. Collaborating with the student, parents, and educators for feedback

Seek feedback from the student, parents, and educators to gain insights into the effectiveness of the strategies and interventions. Regularly communicate with all stakeholders to ensure everyone is informed and involved in the student’s progress. This collaborative approach fosters a supportive and inclusive learning environment.

VII. Conclusion

A. Recap of the importance of IEP goals for work completion

IEP goals for work completion play a vital role in supporting students with disabilities in achieving academic success. These goals provide a roadmap for educators, parents, and students to work collaboratively towards improving work completion skills and fostering independence.

B. Encouragement for individuals to seek professional guidance

If you are an educator or parent seeking further guidance on setting and supporting IEP goals for work completion, consider consulting with a Speech Language Pathologist or a Social Emotional Learning expert. These professionals can provide personalized strategies and interventions tailored to the student’s unique needs.

C. Final thoughts and call-to-action for further exploration of the topic

Setting appropriate IEP goals for work completion is a complex process that requires a deep understanding of the student’s needs and challenges. By implementing effective strategies and interventions, educators and parents can support students in achieving their goals and fostering independence.

Looking for More Information on Setting IEP Goals for Work Completion?

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