Executive Function IEP goals for Down Syndrome
26 executive function templates across 11 skills: following multi-step directions, organization, assignment completion, self-monitoring, sustained attention & task engagement, planning, working memory strategies, task initiation, time management, cognitive flexibility, study & test-taking skills. Each opens in the builder with a matching data sheet.
26 templates · 11 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.
Following Multi-Step Directions Executive Function
Do a job task from a how-to video
Directions on a recorded or video model
By the annual IEP review date, at a work-based learning site, given a phone or tablet with a how-to video of a new task cut into short clips, the student will watch each clip and do that step of the job before moving to the next clip, performing at least 7 of 8 steps independently, on 3 consecutive shifts, as measured by a task-analysis checklist collected each shift with the task.
Cook a recipe one step at a time
Recipe directions
By the annual IEP review date, given a familiar picture or text recipe of six or seven steps in the school kitchen or independent living lab, the student will prepare the recipe by doing each step in order and marking each step done, performing at least 6 of 7 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly.
Organization Executive Function
Leave the station ready for the next shift
Organizing a work station at a job site
By the annual IEP review date, at the end of a work-based learning shift, before clocking out, the student will reset the work station to the posted closing standard independently, earning a score of at least 7 out of 8 on a 4-row station closing rubric scored 0 to 2 per row, on 4 of 5 consecutive shifts, as measured by a defined scoring rubric collected each shift, summarized weekly.
Check the wallet before leaving for the community
Keeping a wallet or ID kit organized
By the annual IEP review date, before leaving school for a community-based instruction trip, the student will check that the student ID, bus pass or card, money or payment card, and phone are in the wallet or kit independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by direct observation collected at each community trip or shift.
Assignment Completion Executive Function
Get through a shift's task list
Completing a shift task list at a job site
By the annual IEP review date, during a work-based learning shift with a written or picture task list, the student will finish each task on the list and mark it done before the end of the shift independently, completing at least 90% of assigned shift tasks, across 3 consecutive weeks of shifts, as measured by direct observation collected each shift, summarized weekly.
Get an adapted assignment done in class
Completing adapted assignments in inclusive classes
By the annual IEP review date, during a general education class with an adapted version of the class assignment, the student will finish the adapted assignment and hand it in with the class independently, completing at least 80% of assigned adapted assignments, across 3 consecutive weeks, as measured by work-sample analysis collected weekly.
Self-Monitoring Executive Function
Inspect a finished job task for quality
Quality check of a job task
By the annual IEP review date, after completing an assigned task at a work-based learning site, with a photo checklist of the finished standard, the student will compare the finished task with each checklist item, fix any item that does not meet the standard, and then report the task as finished to the supervisor independently in at least 5 of 6 opportunities, across 3 consecutive weeks at the work site, as measured by direct observation collected each work shift, summarized weekly.
Self-check a routine on a tablet photo checklist
Video or photo checklist on a tablet
By the annual IEP review date, after completing a familiar routine of 5 to 8 steps, with a photo checklist on a tablet, the student will swipe through the photo checklist, tap each step as done, and complete any missed step before reporting the job done independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected daily, summarized weekly.
Sustained Attention & Task Engagement Executive Function
Keep producing at job coach checks
Engagement at a work site measured by time sampling
By the annual IEP review date, during a 60-minute shift at a work-based learning site scored at 12 momentary job coach checks, the student will be working on the assigned job task by handling, sorting, stocking, cleaning, or entering items as trained independently in at least 10 of 12 opportunities, across 3 consecutive weeks of shifts, as measured by direct observation collected each shift and summarized weekly.
Respond in group lessons using a choice board
Attention in group lessons with significant support needs
By the annual IEP review date, during a 20-minute group lesson in a self-contained class with age-matched materials, the student will remain in the group lesson and respond to its questions by speech, device, sign, or choice board selection independently for at least 15 minutes, on 4 of 5 observed lessons, as measured by duration recording collected three times per week.
Planning Executive Function
Arrange a community outing from start to finish
Planning a community outing
By the annual IEP review date, during a transition class, when planning a community-based instruction trip as the trip leader, the student will complete the outing planning routine before the trip, performing at least 7 of 8 steps independently, on 3 consecutive planned outings, as measured by a task-analysis checklist collected with each planned outing.
Build an outing plan with a picture planner
Planning a community outing with a picture planner
By the annual IEP review date, during a life skills class, when planning the week's community outing with a picture planner, the student will choose the place, the time, how to get there, and what to bring by selecting photos on each page of the planner, performing at least 4 of 5 steps independently, on 3 consecutive planned outings, as measured by a task-analysis checklist collected weekly.
Working Memory Strategies Executive Function
Keep a running total while shopping
Keeping a running total
By the annual IEP review date, during a community shopping trip with a set budget and a list of 6 items, the student will update the running total on a calculator, phone, or notepad after each item goes in the cart independently in at least 5 of 6 opportunities, across 3 consecutive shopping trips, as measured by direct observation collected on each community or simulation shopping trip.
Check a picture recipe before each step
Using a picture recipe as a memory aid
By the annual IEP review date, during a life skills cooking lesson with a picture recipe of 6 to 8 steps, the student will touch or check off the next picture on the recipe before starting each step independently in at least 7 of 8 opportunities, across 3 consecutive cooking sessions, as measured by direct observation collected each cooking session.
Task Initiation Executive Function
Pick up a photo task strip and begin
Starting a familiar job from a photo task strip
By the annual IEP review date, when the student's daily schedule shows a school job and the photo task strip is at the job station, the student will take the photo task strip and begin the first pictured step of the job independently within 45 seconds, on 4 of 5 consecutive job days, as measured by latency recording collected daily.
All 11 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Task initiation, organization, planning, attention, and self-monitoring. Down syndrome is not an IDEA category on its own; students are usually served under Intellectual Disability, Speech or Language Impairment, or Developmental Delay. The goals below are the ones teams most often write: speech intelligibility, expressive language, fine and gross motor skills, and daily living routines.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 11 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 6 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 4 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 3 goals here
Frequently asked questions
Which eligibility category applies to a student with Down syndrome?
The evaluation team decides based on the student's needs. Common categories are Intellectual Disability, Speech or Language Impairment, and, for young children, Developmental Delay. The category does not limit which goals can be written.
How are intelligibility goals measured?
Usually by percent of words understood by an unfamiliar listener in a short sample, or by accuracy on target sounds in words and phrases. The SLP picks the measure that matches the student's speech profile.
Which executive function goals fit students with Down syndrome?
Task initiation (latency), sustained attention (duration), assignment completion (percent of work), organization and planning (task-analysis checklists), and self-monitoring. Choose the one or two that assessment shows matter most.
How do I measure an executive function goal without hovering?
Use short observation periods, permanent products (planner entries, submitted work), and student self-monitoring with a periodic accuracy check.
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