Executive Function IEP goals for Deaf or Hard of Hearing
16 executive function templates across 6 skills: following multi-step directions, working memory strategies, sustained attention & task engagement, task initiation, self-monitoring, study & test-taking skills. Each opens in the builder with a matching data sheet.
16 templates · 6 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Following Multi-Step Directions Executive Function
Ask for a direction to be repeated when unsure
Asking for a repetition when unsure
By the annual IEP review date, when a multi-step direction is given and the student has missed or forgotten part of it, the student will ask the adult to repeat or clarify the direction before starting independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by direct observation collected daily during two routines and summarized weekly.
Follow multi-step directions with a safety step in active classes
Directions in labs, shops, and PE
By the annual IEP review date, when given a three- to four-step oral direction in a lab, shop, art room, or gym that includes a safety step, the student will complete every step in order, including the safety step, before beginning the activity independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected each activity session and summarized weekly.
Working Memory Strategies Executive Function
Fill in guided notes during teacher-led instruction
Capturing information with guided notes
By the annual IEP review date, during a teacher-led lesson with a guided-notes page, the student will fill in the guided-notes blanks as the information is presented independently, completing at least 85% of assigned guided-notes blanks, in 4 of 5 consecutive lessons, as measured by work-sample analysis collected twice weekly.
Ask for long information to be written down or repeated
Asking for information in writing
By the annual IEP review date, when given spoken information with more than three parts and no written version, the student will ask for the information to be written, posted, or repeated before leaving or starting independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by direct observation collected two to three opportunities per week, summarized weekly.
Sustained Attention & Task Engagement Executive Function
Use noise-reducing headphones during work time
Attention in a noisy room
By the annual IEP review date, during independent work in a classroom where other groups are talking, the student will put on noise-reducing headphones when the room gets loud and continue the assigned work independently for at least 20 minutes, on 4 of 5 observed work periods, as measured by duration recording collected twice per week.
Follow a class video with a viewing guide
Attention during instructional videos
By the annual IEP review date, during a class instructional video of 10 to 20 minutes with a viewing guide, the student will watch the video and complete each viewing guide item as it comes up independently for at least 15 minutes, on 3 of 4 consecutive class videos, as measured by duration recording collected each class video and summarized weekly.
Task Initiation Executive Function
Make a start while the room is busy
Starting work in a busy room
By the annual IEP review date, when independent work is assigned while classmates are still moving, talking, or getting materials, the student will begin the assigned task within 2 minutes of the direction independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected three times per week.
Self-Monitoring Executive Function
Fill note gaps using the posted notes key
Checking notes against a teacher model
By the annual IEP review date, within one school day after a lesson, when the teacher's notes key is posted on the class platform, the student will mark each main point in the key that is missing from their notes and add those points in a different color independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Study & Test-Taking Skills Executive Function
Take two-column notes during a lecture
Taking notes during a lecture
By the annual IEP review date, during a 20-minute lecture with a two-column notes page, the student will take two-column notes that meet the lecture notes rubric independently, earning a score of at least 6 out of 8 on a 4-row lecture notes rubric scored 0 to 2 per row, on 3 of 4 consecutive lectures, as measured by a defined scoring rubric collected weekly.
Task initiation, organization, planning, attention, and self-monitoring. Goals for students who are deaf or hard of hearing cover listening and spoken language, sign language, self-advocacy about access (checking equipment, asking for repetition), and language skills that hearing loss can affect. The communication mode in each goal should match the student's IEP communication plan.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 3 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 7 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 2 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
What areas do goals for deaf or hard of hearing students usually address?
Listening and auditory skills, receptive and expressive language in the student's communication mode, vocabulary, self-advocacy about access and equipment, and sometimes reading and writing when language delays affect them.
Should self-advocacy be an IEP goal?
Often, yes. Reporting a dead battery, asking for a repeat, or choosing a seat with a clear view of the speaker are observable, countable skills, and they matter more as the student moves toward independence.
Which executive function goals fit students with Deaf or hard of hearing?
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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