Grades 3-5 Executive Function IEP goals
271 executive function templates list grades 3 to 5 among their grade bands, across 12 skills: task initiation, sustained attention & task engagement, organization, self-monitoring, planning, cognitive flexibility, working memory strategies, following multi-step directions, assignment completion, time management, impulse control & inhibition, study & test-taking skills. Each opens in the builder with a matching data sheet.
271 templates · 12 skills · 3–5 · 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.
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.
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.
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.
Planning Executive Function
Break a long-term assignment into dated steps
Breaking down a long-term assignment
By the annual IEP review date, when given a long-term assignment due in 1 to 3 weeks, the student will create a written plan for the assignment using a project planning template, performing at least 6 of 7 steps independently, on 3 consecutive long-term assignments, as measured by a task-analysis checklist collected for each long-term assignment.
State a first-next-last plan before a multi-step task
Stating a first-next-last plan
By the annual IEP review date, before beginning a multi-step classroom task such as an art project or science activity, the student will state or draw a plan with a first, next, and last step independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Cognitive Flexibility Executive Function
Use a flexibility strategy when the schedule changes
Responding to schedule changes
By the annual IEP review date, when a planned activity or schedule is changed with little or no warning, the student will use a flexibility strategy (checking the updated schedule, saying a coping phrase, or choosing from a change menu) and join the new activity independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by direct observation collected each time a change occurs and summarized weekly.
Begin the next activity promptly after a change
Shifting from preferred to non-preferred activities
By the annual IEP review date, after an announced change from a preferred activity to a non-preferred task, the student will begin the new activity independently within 90 seconds, on 4 of 5 consecutive observed transitions, as measured by latency recording collected three times per week.
Working Memory Strategies Executive Function
Write down multi-part directions or details before beginning
Writing down steps and details
By the annual IEP review date, when given an oral direction or assignment with three or more parts, before beginning the task, the student will write down the steps or key details independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
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.
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.
Complete each step of written assignment directions
Following written multi-step directions
By the annual IEP review date, when given an assignment with written directions containing three or four steps, the student will complete each step of the written directions in order independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
All 12 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Grades 3 to 5 executive function goals build on foundational skills and begin to use longer tasks, multi-step work, and independence as the target. Measurement shifts toward curriculum-based probes, work samples, and rubrics the student can see.
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 22 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 131 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 31 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 12 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 35 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 25 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 15 goals here
Frequently asked questions
What changes in executive function goals between the early and upper elementary grades?
Tasks get longer and more independent, and the support level in the goal moves from prompts toward checklists and self-monitoring. The measure often changes too, from direct observation to work samples and probes.
Can an upper elementary goal include self-monitoring?
Yes. Students at this age can check their own work or rate their own behavior, and the goal can measure both the skill and the accuracy of the self-rating.
How do I set a criterion for a grade 3 to 5 student working below grade level?
Use the student's baseline on the measure and expected growth for that measure, not the grade-level benchmark. The goal should be ambitious for the student, as Endrew F. requires, and reachable within the year.
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