Developing Executive Functioning IEP Goals: Your Guide with Examples 

Executive functioning is essential for students to plan, organize, and complete tasks. This guide aims to assist educators in creating effective Executive Functioning IEP goals, helping students with special needs to become more independent and successful in their academic and daily lives.

Understanding the Concept of Executive Functioning:

Executive functioning refers to the mental skills that enable individuals to plan, focus attention, remember instructions, and juggle multiple tasks successfully. It’s particularly important for students receiving special education supports as it impacts their ability to learn and perform in school and everyday life.

The Significance of Executive Functioning in IEP Goals:

Incorporating executive functioning goals into a student’s IEP is crucial. These goals help students develop skills needed for academic success and independent living, such as time management, organization, and problem-solving.

Creating SMART Executive Functioning IEP Goals:

Specific: Clearly define what the student is expected to accomplish, including the specific executive functioning skills to be developed.

Measurable: Include measurable criteria to track the student’s progress towards achieving their goals.

Achievable: Set realistic goals considering the student’s abilities and resources.

Relevant: Ensure goals are directly linked to the student’s educational and life skills needs.

Time-bound: Assign a specific timeframe for achieving these goals.

Executive Functioning IEP Goals Samples:

Organizational Skills

1. By (date), the student will organize their school materials and assignments in their binder or folder system, improving from 0/10 opportunities to 8/10 opportunities.

2. By (date), the student will demonstrate the ability to prioritize daily tasks using a to-do list or a digital organizer, improving from 0/10 tasks to 8/10 tasks prioritized correctly.

3. By (date), the student will independently gather and prepare all necessary materials for the next day’s classes before leaving school, showing improvement in 8/10 observed instances.

Time Management

1. By (date), the student will use a planner or digital tool to track assignments and deadlines, effectively managing their time for 4 out of 5 assignments.

2. By (date), the student will break larger assignments into smaller, manageable tasks with specific deadlines, completing these tasks on time for at least 3 out of 4 assignments.

3. By (date), the student will start and finish classwork within the allocated time, demonstrating this ability in 8/10 class periods.

Problem-Solving

1. By (date), when presented with a problem in class, the student will outline steps to solve it and attempt at least two solutions, improving from 0/10 opportunities to 8/10 opportunities.

2. By (date), the student will identify a problem in a group setting and contribute at least one viable solution, showing improvement in 7/10 group activities.

3. By (date), in a situation where the first solution does not work, the student will try an alternative approach, demonstrating this skill in 7/10 instances.

Task Initiation

1. By (date), the student will begin assigned tasks within 5 minutes of instruction, improving from 0/10 opportunities to 8/10 opportunities.

2. By (date), the student will independently start homework within 30 minutes of returning home, as evidenced in 4 out of 5 days a week.

3. By (date), upon entering the classroom, the student will immediately commence their starter activity without teacher prompting in 8/10 instances.

Goal-Setting

1. By (date), the student will set a specific academic goal each week and track their progress towards achieving it, with success in 3 out of 4 weeks.

2. By (date), for long-term projects, the student will set interim goals and meet them, completing at least 3 out of 4 project milestones on time.

3. By (date), the student will articulate personal learning goals for each subject area and take steps to achieve these, showing progress in 3 out of 4 subject areas.

Strategies for Teaching Executive Functioning Skills:

• Direct Instruction: Teach specific executive functioning skills, such as how to use a planner or prioritize tasks.
• Real-World Practice: Give students opportunities to apply these skills in classroom and real-life scenarios.
• Supportive Feedback: Provide regular feedback and adjust strategies as needed based on the student’s progress.

Conclusion:

Incorporating executive functioning goals in a student’s IEP fosters independence and academic success. By setting SMART goals and using effective strategies, educators can significantly enhance their students’ ability to manage and excel in their educational journey and beyond.