Executive Function IEP goals for Dyslexia
52 executive function templates across 9 skills: study & test-taking skills, assignment completion, sustained attention & task engagement, self-monitoring, task initiation, following multi-step directions, planning, working memory strategies, cognitive flexibility. Each opens in the builder with a matching data sheet.
52 templates · 9 skills · 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.
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.
Assignment Completion Executive Function
Complete assigned reading with a reading log
Completing assigned reading
By the annual IEP review date, when a chapter or article is assigned to be read before the next class, the student will complete the assigned reading and record the pages read and one note per section in the reading log independently in at least 4 of 5 opportunities, across 3 consecutive two-week periods, as measured by opportunity-by-opportunity data collected each assigned reading and summarized every two weeks.
Finish classwork in a co-taught class
Completing work across co-taught classes
By the annual IEP review date, during independent practice in a co-taught math or English class, with both teachers circulating, the student will finish the assigned classwork by the end of the work period and place it in the class turn-in spot independently, completing at least 85% of assigned classwork items in co-taught classes, across 3 consecutive weeks, as measured by work-sample analysis collected weekly.
Sustained Attention & Task Engagement Executive Function
Find the place in the text when asked during shared reading
Following along during shared reading
By the annual IEP review date, during shared reading when the teacher stops and asks the class to point to the current line, the student will point to the correct line or word within 5 seconds of the check independently in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected during shared reading twice weekly, 5 checks per session.
Read a chosen book for a set time
Attention during independent reading
By the annual IEP review date, during the class independent reading block with a self-selected book at the independent level, the student will independently read the chosen book continuously, turning pages at a reading pace, without switching books or leaving the reading spot for at least 15 minutes, on 4 of 5 observed reading blocks, as measured by duration recording collected twice per week.
Self-Monitoring Executive Function
Mark confusing parts while reading and act on them
Monitoring comprehension while reading
By the annual IEP review date, while reading a passage at the instructional level with a marking system (check for clear, question mark for confusing), the student will mark at least one spot per page as clear or confusing and use a fix-up strategy (reread, look back, ask) at each confusing mark independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Proofread a draft and correct own errors
Proofreading own writing
By the annual IEP review date, after drafting a paragraph or short essay, using a three-item proofreading checklist (capitals, end marks, circled misspellings), the student will reread the draft one checklist item at a time and correct the errors they find independently with at least 75% accuracy on checklist-type errors in the draft (errors corrected out of errors present), on 3 of 4 consecutive writing samples, as measured by work-sample analysis collected every two weeks.
Task Initiation Executive Function
Put first words down for a writing prompt
Starting a writing task
By the annual IEP review date, after the teacher posts a writing prompt and says to begin writing, the student will begin writing by putting at least three words related to the prompt on the page or screen independently within 2 minutes, on 4 of 5 consecutive writing prompts, as measured by latency recording collected twice weekly.
Read the first section when reading time starts
Starting assigned reading in class
By the annual IEP review date, when the teacher assigns a chapter or article section to read silently and says to begin, the student will open the text to the assigned page and begin reading (tracking, highlighting, or answering the first guide question) independently within 60 minutes, on 4 of 5 consecutive reading assignments, as measured by latency recording collected twice weekly.
Following Multi-Step Directions Executive Function
Work through a station card's steps
Station card directions
By the annual IEP review date, during station rotations, given a station card with three or four written steps, the student will read the station card and complete each step it lists before the rotation signal independently with at least 85% accuracy on station card steps completed as written, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Mark the action words in directions first
Marking action words in written directions
By the annual IEP review date, given a worksheet, test, or assignment with written directions of two to four actions, the student will underline each action word in the directions (such as solve, explain, circle, list) and carry out every underlined action independently with at least 90% accuracy on direction actions carried out, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Planning Executive Function
Prepare talking points for the IEP meeting
Planning for a student-led IEP meeting
By the annual IEP review date, two weeks before the annual IEP meeting, given a meeting planning template, the student will write or record talking points for the meeting that cover strengths, needs, goals, and helpful supports independently, earning a score of at least 7 out of 8 on a 4-row IEP meeting plan rubric scored 0 to 2 per row, for 2 consecutive IEP or transition meetings, as measured by a defined scoring rubric collected before each IEP or transition planning meeting.
Map a four-year course plan to a goal
Planning a course sequence
By the annual IEP review date, during course selection, given the graduation requirements and the student's transcript, the student will write a four-year course plan that meets graduation requirements and includes courses tied to the student's postsecondary goal independently, earning a score of at least 7 out of 8 on a 4-row course plan rubric scored 0 to 2 per row, for 2 consecutive course selection periods, as measured by a defined scoring rubric collected each course selection period.
Working Memory Strategies Executive Function
Write a dictated sentence after one hearing
Holding a sentence in mind while writing
By the annual IEP review date, given a dictated sentence of 8 to 10 known words said once, the student will write the dictated sentence with every word in order independently with at least 90% accuracy on words written in the correct order, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly, with 3 sentences per probe.
All 9 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. Dyslexia is usually served under Specific Learning Disability. The goals below target the reading skills most often affected: phonological awareness, phonics and decoding, sight word recognition, fluency, and spelling, each measured with probes or word lists that can be repeated weekly.
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 3 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 8 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 19 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 8 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 10 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 4 goals here
Frequently asked questions
Can an IEP say 'dyslexia'?
Yes. The U.S. Department of Education confirmed in 2015 that nothing in IDEA prohibits using the terms dyslexia, dyscalculia, or dysgraphia in evaluations, eligibility determinations, or IEP documents. The eligibility category is still Specific Learning Disability in most states.
How are decoding and fluency goals measured?
Decoding goals usually use accuracy on a word list or nonsense-word probe. Fluency goals use words correct per minute on an unpracticed passage at the student's instructional level, measured with curriculum-based measurement probes.
Which executive function goals fit students with dyslexia?
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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