IEP goals for ADHD
1,549 templates across 79 skills in 11 areas, led by executive function, social-emotional & communication, and behavior & classroom expectations. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
1,549 templates · 79 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Sustained Attention & Task Engagement Executive Function
Remain engaged in independent work for a set number of minutes
Engagement during independent work
By the annual IEP review date, during a 20-minute independent work period at the student's instructional level, the student will remain engaged with the assigned task independently for at least 15 minutes, in 4 of 5 consecutive observed sessions, as measured by duration recording collected three times per week.
Attend to whole-group instruction for a set number of minutes
Attending during whole-group instruction
By the annual IEP review date, during whole-group instruction lasting at least 15 minutes, the student will attend to whole-group instruction by following along in the materials being discussed and responding when directed independently for at least 12 minutes, in 4 of 5 observed lessons, as measured by direct observation collected twice weekly.
Impulse Control & Inhibition Executive Function
Freeze when the music stops in a game
Stopping an action on a cue
By the annual IEP review date, during a movement game when the music stops, the student will stop moving and hold a freeze pose independently within 2 seconds, on 4 of 5 consecutive sessions, as measured by latency recording collected three times a week, timing five stops per game.
Hold a my-turn-next card for a shared item
Waiting for a turn
By the annual IEP review date, during free play, when another child is using an item the student wants, the student will take the my-turn-next card and hold it until the other child's turn ends independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily during free play.
Task Initiation Executive Function
Begin independent work within a set time after the direction
Starting independent work after a direction
By the annual IEP review date, after the teacher gives the direction to begin an independent written task, the student will begin the assigned task by writing or marking a first response independently within 60 seconds, on 4 of 5 consecutive observed work periods, as measured by latency recording collected two to three times per week.
Start an open-ended task using a first-step plan
Starting open-ended or effortful tasks
By the annual IEP review date, when assigned an open-ended writing task during independent work time, the student will start the task by completing its first step using a self-written first-step plan within 2 minutes, in 4 of 5 consecutive data collection sessions, as measured by latency recording collected weekly.
Organization Executive Function
Organize the binder and take-home folder using a checklist
Binder and take-home folder organization
By the annual IEP review date, during a weekly 10-minute binder check, the student will organize the binder and take-home folder using a binder checklist, performing at least 7 of 8 steps independently, on 3 of 4 consecutive weekly checks, as measured by a task-analysis checklist collected weekly.
Set up the workspace with the materials a lesson needs
Preparing the workspace for a lesson
By the annual IEP review date, when a materials list is posted at the start of a lesson, the student will set up the workspace with the materials for the lesson using the posted materials list, performing at least 5 of 6 steps independently, in 4 of 5 consecutive observed lessons, as measured by a task-analysis checklist collected twice weekly.
Self-Monitoring Executive Function
Self-rate on-task behavior in agreement with the teacher
Accurate self-rating of on-task behavior
By the annual IEP review date, during a 20-minute independent work period with an interval cue every 2 to 5 minutes, the student will record a yes or no self-rating of on-task behavior at each cue that matches the teacher's rating independently in at least 8 of 10 opportunities, in 4 of 5 consecutive sessions, as measured by opportunity-by-opportunity data collected three times per week.
Check work with a self-check checklist and fix errors
Checking work for errors
By the annual IEP review date, after finishing an independent written assignment and before turning it in, the student will mark each item on a self-check checklist and correct the errors it identifies independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Paragraph Organization Writing
Write an organized paragraph with a topic sentence, details, and a conclusion
Topic sentence, supporting details, and conclusion
By the annual IEP review date, given a familiar topic and a 25-minute writing period, the student will write a paragraph with a topic sentence, at least three supporting details, and a concluding sentence independently, earning a score of at least 10 out of 12 on a 12-point paragraph organization rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.
Choose details that support a topic sentence
Selecting relevant supporting details
By the annual IEP review date, given a topic sentence and a list of 10 sentences, some related and some unrelated, the student will sort the sentences by marking each one that supports the topic sentence and crossing out each one that does not independently with at least 90% accuracy on sentence-sorting decisions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Study & Test-Taking Skills Executive Function
Practice weekly spelling words with a look-cover-write-check routine
Studying spelling or sight words with a routine
By the annual IEP review date, given the weekly spelling or sight-word list during a 10-minute practice time at school, the student will practice the words using the look-cover-write-check routine using a routine card with pictures for each step, performing at least 5 of 6 steps independently, on 4 of 5 consecutive practice sessions, as measured by a task-analysis checklist collected twice weekly.
Read the directions and do the sample item before starting a test
Following test directions
By the annual IEP review date, given a classroom test or quiz with written directions and a sample item, the student will complete the test-start routine using a test-start card, performing at least 4 of 5 steps independently, on 4 of 5 consecutive tests, as measured by a task-analysis checklist collected each test or quiz.
Time Management Executive Function
Estimate how long a task will take and compare with actual time
Estimating task time
By the annual IEP review date, before beginning an independent assignment expected to take 10 to 30 minutes, the student will write a time estimate for the task that falls within 5 minutes of the actual completion time using a time estimation log in at least 4 of 5 opportunities, across 3 consecutive weekly logs, as measured by opportunity-by-opportunity data collected weekly.
Record assignments and due dates in a planner
Recording assignments in a planner
By the annual IEP review date, when assignments are posted at the end of each class, the student will record assignments in a planner or digital calendar using the class assignment board as a model, performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily and summarized weekly.
All 79 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Executive Function
Social-Emotional & Communication
Behavior & Classroom Expectations
Writing
Functional & Independence Skills
Motor & Sensory Skills (OT, PT & Adapted PE)
Transition & Postsecondary Skills
Math
Science, Social Studies & Digital Literacy
Speech & Language
Goals for students with ADHD: attention, task initiation, organization, self-monitoring, and impulse control. Students with ADHD are most often served under Other Health Impairment, and the goals that follow are the executive function, attention, and self-management goals that teams write most. Each one uses a unit that fits the behavior: seconds for starting work, minutes for staying engaged, and percent for work turned in.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 633 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 304 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 198 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 98 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 92 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 70 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 153 goals here
- Reading fluency trackerWords attempted, errors, words correct per minute, and accuracy for each probe.Used by 1 goal here
Frequently asked questions
Does a student with ADHD automatically get an IEP?
No. ADHD is not its own IDEA category. A student may qualify under Other Health Impairment when the condition affects educational performance and the student needs specially designed instruction. Some students are served with a Section 504 plan instead. The evaluation team decides.
What makes an attention goal measurable?
A clear definition of the behavior (eyes on task, materials in hand, responding when asked), a defined observation period, and a numeric criterion such as minutes engaged or intervals on task. 'Will pay attention' is not measurable; 'will remain engaged for 15 of 20 minutes of independent work' is.
Which goals pair well with an ADHD-related eligibility?
Task initiation (latency), sustained attention (duration), assignment completion (percent of work), organization (task-analysis checklists), and self-monitoring. Pick the one or two that assessment shows matter most rather than writing a goal for every area.
IEP Atlas Pro
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