Grades K-2 Executive Function IEP goals
148 executive function templates list kindergarten to grade 2 among their grade bands, across 12 skills: sustained attention & task engagement, task initiation, organization, self-monitoring, planning, following multi-step directions, cognitive flexibility, impulse control & inhibition, working memory strategies, time management, assignment completion, study & test-taking skills. Each opens in the builder with a matching data sheet.
148 templates · 12 skills · K–2 · 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.
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.
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.
Begin work after a whole-class direction without an extra prompt
Starting work without repeated prompts
By the annual IEP review date, when a direction to begin work is given to the whole class, the student will begin the assigned task within 1 minute of the whole-class direction without an additional adult prompt in at least 8 of 10 opportunities, across 3 consecutive weeks of data, as measured by direct observation collected daily during two selected class periods.
Organization Executive Function
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.
Put materials back in their labeled spot at cleanup
Putting materials away at cleanup
By the annual IEP review date, when the cleanup signal is given at the end of center time, the student will return each used item to the bin or shelf spot with the matching picture label independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during cleanup and summarized 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.
Compare finished work to a model and fix mismatches
Checking work against a model
By the annual IEP review date, after completing a pattern, block structure, or shape tracing with a model card in view, the student will compare the work with the model, point to any part that does not match, and fix it before saying done independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Planning Executive Function
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.
Gather the materials for an activity before starting it
Choosing materials before a play or craft activity
By the annual IEP review date, before starting a craft or building activity with a picture of the finished product, the student will name or point to the materials the activity needs and collect them before starting independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected 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.
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.
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.
Impulse Control & Inhibition Executive Function
Freeze when the music stops in a game
Stopping an action on a cue
By the annual IEP review date, during a movement game when the music stops, the student will stop moving and hold a freeze pose independently within 2 seconds, on 4 of 5 consecutive sessions, as measured by latency recording collected three times a week, timing five stops per game.
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.
All 12 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
In kindergarten through grade 2, executive function goals target foundational skills and are measured with short probes, word lists, or direct observation that fit a young student's attention span. Criteria usually use small item sets and frequent checks.
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 16 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 83 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 11 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 8 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 21 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 9 goals here
Frequently asked questions
How are executive function goals measured in the early grades?
With brief, repeatable measures: a one-minute probe, a 10-item set, or a few observed opportunities per day. The goal's mastery rule states how many measurements must meet the criterion.
Should early-grade goals be tied to grade-level standards?
Goals come from the student's present levels and should enable progress in the general curriculum, but the criterion is set from baseline data, not copied from a standard. The standard can inform what skill to target.
How many goals should a K-2 student have?
One per area of need identified in the evaluation. Young students often have goals across several areas (communication, early literacy, self-regulation), so keeping each goal to one measure keeps data collection realistic.
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