Executive Function IEP goals for Speech or Language Impairment
59 executive function templates across 10 skills: following multi-step directions, working memory strategies, study & test-taking skills, self-monitoring, sustained attention & task engagement, impulse control & inhibition, planning, task initiation, cognitive flexibility, assignment completion. Each opens in the builder with a matching data sheet.
59 templates · 10 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
Follow three-step oral directions in order
Following oral multi-step directions
By the annual IEP review date, when given a three-step oral direction by an adult during classroom routines, the student will complete all three steps of the direction in the order given without a repetition of the direction in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Follow multi-step directions given to the whole group
Following group-delivered directions
By the annual IEP review date, when a multi-step direction is given to the whole class, the student will follow the steps of the group direction in the order given without an individual repetition of the direction in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during two selected routines.
Working Memory Strategies Executive Function
Repeat or restate a direction before acting on it
Verbal rehearsal
By the annual IEP review date, after receiving a multi-step oral direction from an adult and before acting on it, the student will repeat the direction or message aloud or quietly to self independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Bring back two named items from across the room
Retrieving two named items
By the annual IEP review date, when asked to get two named items from a shelf or bin across the room, the student will return with both named items independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Study & Test-Taking Skills Executive Function
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.
Write a summary of a text section in own words
Summarizing a section in own words
By the annual IEP review date, after reading a section of 1 to 2 pages in a content textbook or article, the student will write a summary that meets the summary rubric independently, earning a score of at least 6 out of 8 on a 4-row summary rubric scored 0 to 2 per row, on 3 of 4 consecutive summaries, as measured by a defined scoring rubric collected weekly.
Self-Monitoring Executive Function
Rate understanding during a lesson and act on a low rating
Rating understanding and acting on it
By the annual IEP review date, when the teacher asks for a rating of understanding (fist to five, thumbs) during a lesson, the student will give a rating that matches performance on the first practice item and, after a low rating, ask a question or join the re-teach group independently in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during one lesson and summarized weekly.
Show thumbs up or down after cleanup
Rating own cleanup in preschool
By the annual IEP review date, at the end of cleanup time, when an adult asks did you put it all away and shows the picture of a clean center, the student will rate the cleanup with a thumbs up or down, or by touching a picture, to match the adult's view, and finish any part still undone independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected daily during cleanup, summarized weekly.
Sustained Attention & Task Engagement Executive Function
Attend to a read-aloud for a set number of minutes
Listening to a read-aloud
By the annual IEP review date, during a whole-class read-aloud of a picture book or chapter, the student will attend to the read-aloud by following along in their usual way, responding to questions when asked, and remaining in the listening area independently for at least 10 minutes, in 4 of 5 consecutive read-alouds, as measured by direct observation collected three times per week.
Answer and use materials during small group
Engagement measured by momentary time sampling
By the annual IEP review date, during a 10-minute teacher-led small group at the table scored at 6 momentary time-sampling checks, the student will be engaged in the group activity by answering, pointing to or handling the group materials, or repeating with the group independently in at least 5 of 6 opportunities, on 4 of 5 observed groups, as measured by direct observation collected three times per week.
Impulse Control & Inhibition Executive Function
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.
Ask for an item instead of grabbing it
Asking before acting
By the annual IEP review date, during play or table activities, when they want an item someone else has or an item on an adult's desk, the student will independently pause and ask for the item with a word, sign, picture, or device instead of taking it in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily.
Planning Executive Function
Put the picture steps of a familiar task in order
Sequencing picture steps of a task
By the annual IEP review date, given 3 picture cards showing the steps of a familiar classroom task in mixed order, the student will arrange the picture cards in the order the steps happen and say each step independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Tell a building plan, then build it
Planning a build before starting
By the annual IEP review date, at the block or building center, before getting materials, the student will state, draw, or choose a picture of what they will build and then build something that matches the plan independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected three times per week.
Task Initiation Executive Function
Begin a table activity after the teacher's cue
Starting a table activity in preschool
By the annual IEP review date, after sitting at the table and hearing the teacher's cue to start a familiar activity, the student will begin the activity by picking up the materials and making a first response independently within 30 seconds, on 4 of 5 consecutive observed activities, as measured by latency recording collected three times per week.
Name the first step, then do it
Starting with a self-made first step
By the annual IEP review date, when a familiar worksheet or center task is handed out with the direction to begin, the student will say, sign, or point to the first thing to do and then begin it within 1 minute independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily, summarized weekly.
All 10 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. Speech or Language Impairment is one of the largest IDEA categories, and most of these goals are written and monitored by the speech-language pathologist. Articulation and phonology goals count sounds in words; language goals count utterances, responses, or steps, usually in trial-by-trial data.
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 33 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 2 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 5 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.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
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
Who writes speech and language IEP goals?
The speech-language pathologist usually drafts them from the evaluation, and the IEP team adopts them. Teachers and families contribute present-level information, especially about how communication works outside the therapy room.
How are articulation goals measured?
By percent accuracy for a target sound at a level (isolation, syllable, word, sentence, conversation), scored from a set number of productions. Goals often step up through levels as the student masters each one.
Which executive function goals fit students with speech or language impairment?
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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