Executive functioning IEP goals: examples by skill
By the IEP Atlas editorial teamLast updated
Short answer
A measurable executive functioning IEP goal targets one skill, such as starting work, organizing materials or planning a project, and measures it the way that skill shows up in class. Use latency for starting, a checklist for organization and work completion for planning. Example: given a written direction, the student will begin independent work within 2 minutes in 4 of 5 work periods.
Executive functioning is a group of skills a student uses to start, plan, organize, monitor and finish work. Goals in this area often fail because they name the whole group: "will improve executive functioning." No one can measure that. A good goal picks one skill, one setting and one measure. The Center on the Developing Child at Harvard describes executive function as a set of skills, including working memory, mental flexibility and self-control, that develop through childhood and adolescence.[3]
This page gives goals for 12 executive function skills, each paired with the data method that fits. All baselines are fictional and are there to show where the criterion came from. For a deeper set of goals on the two most requested skills, see task initiation IEP goals and on-task behavior IEP goals.
What makes an executive functioning goal measurable
Every goal below has four parts.
- Condition. The setting and task, such as "during independent math work" or "given a 3-week project."
- Behavior. One action someone can see, such as "begins writing" or "records the assignment in the planner."
- Criterion. A target built from the baseline, with a denominator: "in 4 of 5 work periods," "within 2 minutes."
- Measurement. The method, such as latency, a checklist or work completion.
Build in a strategy whenever you can. "Using a first-step card" or "with a checklist" tells staff what to teach and gives the student a tool to keep after the IEP ends.
How to choose the right goal
| What you see in class | Skill to target | Best measure |
|---|---|---|
| Sits for minutes before starting | Task initiation | Latency in minutes or seconds |
| Loses papers, messy binder or locker | Organization | Checklist score |
| Starts but rarely finishes or turns in | Assignment completion | Work completion percent |
| Long projects fall apart near the deadline | Planning | Interim steps met on time |
| Misjudges how long tasks take, late to class | Time management | Tasks finished in time, or on-time arrivals |
| Drifts off task during work | Sustained attention | Momentary time sampling |
| Misses steps in multi-part directions | Multi-step directions | Steps completed of steps given |
| Forgets what to do mid-task | Working memory | Strategy use or items recalled |
| Turns in work with obvious errors | Self-monitoring | Errors self-corrected |
| Gets stuck when plans change | Cognitive flexibility | Latency to re-engage |
| Acts or answers before thinking | Impulse control | Frequency or pause rate |
| Rereads notes but does poorly on tests | Study skills | Rubric or quiz score |
Starting and finishing work
Task initiation goals
Measure starting with latency recording: the time from the direction to the first step.
| Goal | Baseline | Measure |
|---|---|---|
| Given a written direction for independent work, the student will begin the task within 2 minutes, using a first-step card, in 4 of 5 work periods for 3 consecutive weeks. | Median 6 minutes | Latency |
| When unsure how to start, the student will use a start-up strategy (reread the directions, do the example, or ask one question) within 3 minutes in 8 of 10 observed tasks. | 2 of 10 | Opportunities |
Weak: "The student will start work on time." Measurable: the first goal above. "On time" has no number; "within 2 minutes" does.
Assignment completion goals
Use work completion: items or assignments finished out of those assigned.
| Goal | Baseline | Measure |
|---|---|---|
| During independent classwork, the student will complete the assigned work with a task checklist, finishing at least 80% of assigned items in 4 of 5 class periods. | 45% of items | Work completion |
| Using a planner check with the case manager each Friday, the student will reduce missing assignments from a median of 7 to 2 or fewer across all classes for 6 consecutive weeks. | 7 missing | Count from the grade portal |
Organizing and planning
Organization goals
A checklist score works well. Agree on 4 to 6 items and score each one yes or no.
| Goal | Baseline | Measure |
|---|---|---|
| At the end of each day, the student will organize the binder and take-home folder using a 5-item checklist, scoring 5 of 5 on 4 of 5 days for 4 weeks. | Median 2 of 5 | Checklist |
| Before each class, the student will complete a materials self-check and have all required materials on 9 of 10 days. | 5 of 10 days | Checklist |
Planning goals
| Goal | Baseline | Measure |
|---|---|---|
| Given a long-term assignment, the student will break it into dated steps on a planning sheet and meet at least 4 of 5 interim deadlines on 2 consecutive projects. | 1 of 5 deadlines | Interim steps met |
| Each Monday, the student will write a weekly plan listing all due dates and study times, with 90% of due dates recorded correctly across 6 weeks. | 40% recorded | Planner accuracy |
Time management goals
| Goal | Baseline | Measure |
|---|---|---|
| Before starting an assignment, the student will estimate the time it will take and record actual time, with estimates within 5 minutes of actual on 4 of 5 tasks. | 1 of 5 | Estimate vs actual |
| During a 30-minute work block, the student will pace work using time checkpoints, reaching each marked checkpoint on time in 3 of 4 checks across 3 weeks. | 1 of 4 | Checkpoints met |
Attention and following through
Sustained attention goals
Momentary time sampling gives a fair picture of engagement without counting every glance.
| Goal | Baseline | Measure |
|---|---|---|
| During 20 minutes of independent work, the student will stay engaged with the assigned task in at least 75% of 1-minute momentary time samples on 4 of 5 days. | 40% of samples | Momentary time sampling |
Multi-step directions goals
| Goal | Baseline | Measure |
|---|---|---|
| Given 3-step oral directions in class, the student will complete all steps in order, using a self-made note if needed, in 8 of 10 opportunities. | 4 of 10 | Opportunities |
Working memory goals
Working memory goals work best when they teach a strategy, because the skill itself changes slowly.
| Goal | Baseline | Measure |
|---|---|---|
| When given a multi-step task, the student will write down the steps and key details before starting, and complete the task using the notes in 4 of 5 tasks. | 0 of 5 | Strategy use |
Monitoring, flexibility and control
Self-monitoring goals
| Goal | Baseline | Measure |
|---|---|---|
| Before turning in math work, the student will check it for errors using a 3-item checklist and correct at least 2 of every 3 errors found by the teacher on 4 of 5 assignments. | Corrects 0 to 1 errors | Errors self-corrected |
Cognitive flexibility goals
| Goal | Baseline | Measure |
|---|---|---|
| When the daily schedule changes, the student will respond to the change by checking the updated visual schedule and starting the new activity within 3 minutes in 4 of 5 changes. | Median 12 minutes | Latency |
Impulse control goals
| Goal | Baseline | Measure |
|---|---|---|
| During class discussion, the student will pause before answering, raising a hand and waiting to be called, reducing call-outs from 10 to 3 or fewer per 30-minute lesson for 4 weeks. | 10 per lesson | Frequency |
Study skills goals
| Goal | Baseline | Measure |
|---|---|---|
| Before a unit test, the student will quiz themselves with flashcards or a practice set on at least 3 separate days, as shown in a study log, for 3 consecutive units. | 0 of 3 units | Study log |
EF goals vs accommodations for the same need
Teams often write an accommodation where a goal belongs, or the other way round. A goal teaches a skill the student will do more independently over time. An accommodation changes how the student accesses the work, and it stays in place.
| Need | Accommodation (access) | Goal (skill to build) |
|---|---|---|
| Slow to start | Teacher gives the first step aloud | Begins within 2 minutes using a first-step card |
| Loses papers | Teacher posts all handouts online | Files handouts in the right folder with a checklist |
| Misses multi-step directions | Directions given in writing | Writes down steps before starting |
| Runs out of time on tests | Extended time (1.5 times) | Paces a timed test using checkpoints |
| Forgets assignments | Weekly email of due dates | Records assignments in a planner daily |
| Drifts during work | Seat near the teacher | Self-monitors on-task behavior every 5 minutes |
Most students need both. The accommodation keeps them learning now; the goal shrinks the need for it later.
How to measure executive functioning goals
- Latency for starting tasks and recovering from changes. Use the latency data sheet and time 3 to 5 work periods a week.
- Checklists for organization and routines. Use the task analysis data sheet to score each item yes or no.
- Work completion for finishing and turning in work. The work completion measurement guide explains how to count items, not grades.
- Intervals for attention. The interval recording data sheet supports momentary time sampling.
Graph the data every week or two. If there is no change after 6 to 8 data points, change the strategy, not the student.
Short-term objectives for EF goals
Most EF objectives fade support step by step. For the task initiation goal:
- With an adult reading the first step aloud, the student will begin within 2 minutes in 4 of 5 work periods.
- With a first-step card on the desk and one adult cue, the student will begin within 2 minutes in 4 of 5 work periods.
- With a first-step card and no adult cue, the student will begin within 2 minutes in 4 of 5 work periods.
Adapting EF goals by grade
| Grade band | What changes | Example |
|---|---|---|
| K-2 | Picture supports, adult cues, short tasks | Picture checklist for packing up |
| Grades 3-5 | Written checklists, some self-rating | Planner with teacher initials |
| Middle school | Multiple classes, lockers, digital platforms | Weekly portal check for missing work |
| High school | Long-term projects, self-advocacy | Backward plan for a research paper; asks for an extension in advance |
Every guide in this cluster
Examples
The goals rest on the student's present levels. The present levels examples include one for task initiation. Run any draft through the goal checker before the meeting. The IEP must include measurable annual goals and describe how progress will be measured.[1] Progress monitoring works best with brief, repeated measures over time.[2]
Frequently asked questions
What are executive functioning skills?
They are the skills a student uses to manage their own learning: starting tasks, planning, organizing, managing time, holding information in mind, monitoring their work, shifting when plans change and controlling impulses. Each can be targeted with its own goal.
Does a student need an ADHD diagnosis to have executive functioning goals?
No. IEP goals follow the student's needs, not a diagnosis. Students with autism, learning disabilities, brain injuries and other disabilities often have executive functioning needs that affect their schoolwork.
How many executive functioning goals should one IEP have?
Usually one or two. Pick the skill that blocks the most learning, often task initiation or work completion, and measure it well. Adding many EF goals spreads instruction too thin.
Use it in IEP Atlas
- Executive function IEP goals
- Measurable annual goal in the IEP glossary
- Work completion measurement guide
- Latency data sheet
- IEP goal checker
Related guides
- Task initiation IEP goals
- On-task behavior IEP goals
- Present levels (PLAAFP) examples that lead to measurable goals
- Behavior IEP goal examples with data methods
- Organization IEP goals: 20 examples with the data behind them
- Working memory IEP goals: 12 examples that measure strategy use
- Time management IEP goals: 24 examples by sub-skill
- Attention IEP goals: 16 examples for focus, distraction and listening
- Cognitive flexibility IEP goals: 16 examples for changes, strategies and feedback
- Following directions IEP goals: 20 sample goals by step count and type
- Homework IEP goals: 20 examples and how to track completion data
- IEP goals for bringing materials to class: 12 examples
- IEP goals for checking work: 20 examples with baselines
- Impulse control IEP goals: 24 examples for waiting, blurting and rushing
- Learning strategies for students with IEPs: mnemonics, chunking and highlighting
- Planning IEP goals: 20 examples from first steps to long projects
- Self-monitoring IEP goals: 24 examples and how to collect the data
- Self-monitoring strategies that work in the classroom
- Teaching organization skills with a binder system
- Test-taking IEP goals: 24 examples for strategies before, during and after tests
- Waiting IEP goals: 24 examples with wait times and baselines
- Work completion IEP goals: 24 examples and a sample data sheet
- Working memory strategies for students in the classroom
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention
- A Guide to Executive Function, Center on the Developing Child, Harvard University
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.