IEP Goals for ADHD: 40 Examples With Baselines

A strong individualized education program (IEP) goal for a student with attention-deficit/hyperactivity disorder (ADHD) names one behavior you can see at school, starts from a measured baseline, and sets a criterion over a time window with a named data tool.

One of the 40 IEP goals for ADHD below (goal 16): given a paper or digital planner and a 2-minute end-of-class check-out with the teacher, [Student] will record every assigned task with its due date before leaving class on 8 of 10 school days across 4 consecutive weeks, as measured by a teacher-initialed planner-check sheet (baseline: complete entries on 3 of 10 days across two weeks of checks).

Jump to the 40 goals.

Does ADHD Qualify a Student for an IEP?

ADHD can qualify a student for an IEP, but a diagnosis alone does not. The regulations under the Individuals with Disabilities Education Act (IDEA) name ADHD in their definition of Other Health Impairment (OHI): limited strength, vitality or alertness, “including a heightened alertness to environmental stimuli,” that results in limited alertness in the educational environment, is due to a chronic or acute health problem such as ADHD, and adversely affects educational performance (34 CFR §300.8(c)(9)). The student is eligible only if, because of that impairment, the student also needs special education and related services (§300.8(a)(1)).

Getting an IEP for ADHD turns on an evaluation. A parent or the school can request one (§300.301(b)), and a district that declines must explain why in writing (§300.503(a)(2) and (b)). No single measure can be the sole criterion (§300.304(b)(2)), and a group of qualified professionals and the parent decide (§300.306(a)(1)). A doctor’s diagnosis is one source of evidence; school data shows the adverse effect and the need for specially designed instruction. A student who meets another category’s criteria, such as specific learning disability, can qualify there instead. States differ on whether OHI eligibility needs documented medical diagnosis, so check your state’s eligibility rules.

A student who doesn’t qualify under IDEA may still qualify under Section 504. A 504 plan usually lists accommodations and related services, though it can include special education too. The Office for Civil Rights says districts must evaluate any student who “needs or is believed to need” special education or related services because of a disability, and warns that a student with ADHD “may achieve a high level of academic success but may nevertheless be substantially limited in a major life activity” because of the extra time or effort the work takes (OCR, 2016). Good grades don’t settle the question.

Medical decisions belong to the family and the student’s doctor. This section summarizes federal rules; it isn’t legal advice for a specific case.

How ADHD Shows Up at School, and Which Goal Areas Follow

ADHD shows up at school as behaviors a teacher can count, and each one points to a goal area.

Careless errors (goals 13, 26 and 40) can come from rushing; these goals for students who rush through work pair finishing with an accuracy check.

The three ADHD presentations (predominantly inattentive, predominantly hyperactive-impulsive and combined) tend to point to different rows, and a student’s presentation can change over time. Pick goals from the student’s data: choose the 2–4 areas that most limit the student’s access to learning and progress, weighing the family’s and student’s priorities.

Impulse control is where school-based trials have shown the least. A 2025 meta-analysis of 22 school-based randomized controlled trials found that interventions for students with ADHD improved inattention (d = −0.33) but had no significant effect on hyperactivity/impulsivity (d = −0.09), and the authors say future interventions “would benefit from a more comprehensive focus on hyperactivity/impulsivity” (Yegencik, Bell & Deniz, 2025). The goals below don’t rely on reduction alone: each impulse-control goal names a behavior to teach.

Write Down the Baseline Before the Goal

A baseline is the student’s current level, measured the same way the goal will be; it belongs in the IEP’s present levels (§300.320(a)(1)) and again in the goal. Start with 3–5 data points in the setting the goal names (add a second setting if you need to know whether the problem is general) and keep going until the numbers settle. Write the baseline in the criterion’s unit: if the goal counts call-outs per lesson, the baseline counts call-outs per lesson, not “often.”

A baseline statement the goal can copy: “Across 5 observed whole-group lessons of 15–20 minutes, [Student] called out a median of 9 times per lesson (range 6–12).” Use the median when one hard day would pull an average up.

40 ADHD IEP Goal Examples by Grade Band

These 40 goals span eight areas (attention, starting work, organization and planning, impulse control, frustration, peer interaction, self-monitoring and checking work) and three grade bands, and each states a condition, an observable behavior, a criterion, a measurement tool and a baseline. They are models, and every number is illustrative. Rebuild each one from your student’s present levels; a goal copied without the student’s data won’t hold up at the meeting or in a file review. Grade bands organize the bank rather than set norms, and the last band covers 18–22 programs where state eligibility extends that far. Baselines sit in parentheses at the end. Three terms recur:

• “4 of 5 days for 3 consecutive weeks” means at least 4 of 5 school days in each of 3 weeks in a row. In a shorter week, write the adjusted criterion into the IEP (for example, 3 of 4 days).
• “8 of 10 school days across 4 consecutive weeks” means at least 8 of 10 in each two-week half (and 18 of 20 means at least 9 of 10).
• “Observed” sessions are the ones the team schedules in the goal’s setting.

Grades K–5

Attention

1. During 15-minute independent seatwork, with a picture card of “what working looks like” on the desk, [Student] will be on task (eyes on the work, writing, or hand raised for help) at 80% of 2-minute checks in 4 of 5 observed blocks for 3 consecutive weeks, as measured by momentary time sampling (baseline: on task at 45% of 2-minute checks across 5 observed blocks).

Starting work

2. After independent-work directions and the teacher’s “begin” in the first work block of the day, with a first-then picture strip on the desk, [Student] will make a first task action (a mark on the page, the book opened to the page) within 60 seconds without another prompt on 4 of 5 days for 3 consecutive weeks, as measured by a latency log in seconds (baseline: median 240 seconds across 5 days).

Organization and planning

3. During morning unpacking and end-of-day packing, with a 5-picture checklist for each routine and no more than one adult reminder per routine, [Student] will complete at least 9 of the 10 steps on 4 of 5 days for 3 consecutive weeks, as measured by the adult-initialed checklist (baseline: median 5 of 10 steps across 5 days).
4. At a 3-minute end-of-day desk check, with a 4-item picture checklist (papers in the take-home folder, books stacked, supplies in the pencil box, trash out), [Student] will complete all 4 items after one start signal on 4 of 5 days for 3 consecutive weeks, as measured by an adult desk-check record (baseline: all 4 items on 0 of 5 days).
5. When the class changes subjects, with a picture card of the next subject’s materials, [Student] will have every listed item out within 2 minutes of the teacher’s change signal on at least 80% of subject changes each week for 3 consecutive weeks, as measured by a transition tally sheet (baseline: 30% of subject changes across one week).

Impulse control

6. During whole-group instruction of 15–20 minutes, when [Student] has something to say, [Student] will raise a hand and wait to be called on instead of calling out in at least 4 of 5 lessons per week for 3 consecutive weeks, with no more than 2 call-outs (speaking without being called on) per lesson, as measured by a teacher frequency tally on the daily report card (baseline: median 9 call-outs per lesson across 5 observed lessons).
7. At the 6 scheduled daily transitions, including lining up, with a 3-step picture cue, [Student] will stop at the signal and walk with the group to the next spot without running, pushing or leaving the group on at least 5 of 6 transitions, on 4 of 5 days for 3 consecutive weeks, as measured by a transition tally (baseline: median 2 of 6 transitions per day across 5 days).
8. During one 20-minute seated lesson each day, with a break card for two 2-minute movement breaks that the teacher grants within a minute, [Student] will hold up the card and wait for the teacher’s nod instead of leaving the seat area without permission, with no more than 1 unapproved out-of-seat event per lesson on 4 of 5 days for 3 consecutive weeks, as measured by a frequency tally (baseline: median 6 per lesson across 5 lessons).

Frustration and emotional regulation

9. During independent math and writing, when [Student] shows frustration (says “I can’t,” pushes the work away or stops writing for 30 seconds), [Student] will use a choice from a 3-choice card (ask for help, 3 slow breaths, 2 minutes at the in-room calm spot) instead of throwing, crumpling or tearing materials, and be back at work within 3 minutes, in at least 80% of episodes (minimum 5) across 3 consecutive weeks, as measured by an episode log of the option used and minutes to restart (baseline: 1 of 6 episodes over 2 weeks, 17%).

Peer interaction

10. During 15-minute partner or small-group activities, with a turn-order card on the table, [Student] will wait while a peer takes a turn, then take one turn and pass the materials, on at least 80% of turns in a 5-minute observation, in 4 of 5 observed activities for 3 consecutive weeks, as measured by a turn-taking tally (baseline: 50% of turns across 5 observed activities).

Self-monitoring

11. During 15-minute independent work, with a picture self-monitoring card and a vibrating timer every 3 minutes (the teacher’s timer on the same interval), [Student] will circle “working” or “not working” at each prompt, matching the teacher’s marks on at least 4 of 5 prompts on 4 of 5 days for 3 consecutive weeks, as measured by a student–teacher agreement log (baseline: median 2 of 5 prompts matching across 5 days).
12. During whole-group lessons, with a tally strip on the desk, [Student] will mark each hand raise, keeping a count within 1 of the teacher’s (on lessons where the teacher counts 3 or more) in 4 of 5 observed lessons for 3 consecutive weeks, as measured by a student–teacher agreement log (baseline: within 1 of the teacher’s count in 1 of 5 lessons).

Checking work

13. Given a 3-item picture checklist (name written, every item answered, a check mark by one re-read answer) at the end of independent math, [Student] will complete each checklist item before turning in work on 4 of 5 assignments per week for 3 consecutive weeks, as measured by the teacher’s checklist record (baseline: all 3 items completed on 1 of 10 assignments across two weeks).

Grades 6–8

Attention

14. During independent work of 20 minutes or more in core classes, [Student] will be on task (reading, writing or working the assigned problem) at 80% of 2-minute checks in 5 of 6 observed periods (2 a week) across 3 consecutive weeks, as measured by momentary time sampling by the case manager or co-teacher (baseline: on task at 50% of 2-minute checks across 5 observed periods).

Starting work

15. After the teacher posts the task and says “begin,” with the first step written at the top of the assignment, [Student] will start that step within 2 minutes without another prompt in at least 80% of rated core-class periods each week for 3 consecutive weeks, as measured by a latency log on the daily report card (baseline: within 2 minutes in 1 of 5 periods; median 380 seconds).

Organization and planning

16. Given a paper or digital planner and a 2-minute end-of-class check-out with the teacher, [Student] will record every assigned task with its due date before leaving class on 8 of 10 school days across 4 consecutive weeks, as measured by a teacher-initialed planner-check sheet (baseline: complete entries on 3 of 10 days across two weeks of checks).
17. Given an assignment log on the daily report card and a 10-minute weekly check-in with the case manager, [Student] will turn in at least 85% of assignments given and due within the school day (class or study hall) across 4 core classes, each week for 4 consecutive weeks, as measured by a weekly gradebook review (baseline: 55% on time across 3 weeks).
18. At a weekly 5-minute binder check, with a color-coded binder (one folder per class), [Student] will have at least 90% of the papers in the binder and backpack filed in the correct folder on 4 consecutive weekly checks, as measured by a binder-check sheet (baseline: 40% correctly filed across 3 weekly checks).

Impulse control

19. During class discussions in one named class, when [Student] disagrees or wants to comment out of turn, [Student] will raise a hand or write the comment on a sticky note instead of calling out (speaking without being called on) or talking over a speaker, with no more than 1 such event per discussion in at least 80% of observed discussions (at least 3 a week) for 3 consecutive weeks, as measured by a teacher tally on the daily report card (baseline: median 7 per discussion across 5 discussions).
20. During labs, with the steps posted at the station, [Student] will wait for the teacher’s go signal before touching equipment and do the posted steps in order (no more than 1 out of order) in at least 4 of 5 consecutive labs, as measured by a lab-step checklist the teacher marks at the start and end of each lab (baseline: 1 of 5 labs).
21. With a break pass allowing one 3-minute break per period at a set, supervised spot, [Student] will show the pass before leaving and return within 5 minutes (the 3-minute break plus walking time), with no more than 1 unapproved exit (leaving without showing the pass, or back after more than 5 minutes) per week across all classes for 4 consecutive weeks, as measured by teachers’ sign-out logs compiled weekly by the case manager (baseline: median 4 unapproved exits per week across 2 weeks).

Frustration and emotional regulation

22. During independent math or writing, when [Student] stops working on a hard task (pushes it away or says it’s too hard), [Student] will use a taught option (show the help card, take a 2-minute timed break at the desk, or mark the item and skip ahead) instead of ripping work, refusing with head down or leaving the area, and be back at work within 5 minutes, in at least 80% of episodes (minimum 6) across 6 consecutive weeks, as measured by an episode log of the option used and minutes to restart (baseline: 1 of 5 episodes over 2 weeks, 20%).

Peer interaction

23. At lunch, seated with 2–3 peers who agreed to join and whom [Student] helped choose, with 3 conversation starters practiced in advisory, [Student] will start at least 2 on-topic exchanges per lunch (a question or comment directed to a peer) on 5 of 6 observed lunches over 3 weeks, as measured by a frequency count by the case manager (baseline: median 0 per lunch across 5 observed lunches).

Self-monitoring

24. At the end of each core class, [Student] will rate the day’s 2–3 daily report card targets yes or no before the teacher does, matching the teacher’s ratings on at least 80% of targets on 4 of 5 days for 3 consecutive weeks, as measured by student–teacher agreement on the card (baseline: 50% agreement across 5 days).
25. During independent math practice, [Student] will count and graph the problems completed at the end of class, within 1 of the teacher’s count in 4 of 5 classes per week for 3 consecutive weeks, as measured by a student–teacher agreement log (baseline: within 1 of the teacher’s count in 2 of 5 classes).

Checking work

26. Using a 4-item self-check card before turning in math classwork (all problems attempted, signs checked, work shown, answer re-read against the question), [Student] will make no more than 2 computation errors per 10 items on skills already mastered (90% or better on an earlier probe), on 4 of 5 assignments per week for 3 consecutive weeks, as measured by a work-sample error count (baseline: median 4 errors per 10 items across 5 samples).

Grades 9–12 and 18–22 Programs

Attention

27. During 20-minute lecture or job-training segments, with guided notes that leave blanks for key terms, [Student] will correctly fill in at least 85% of the blanks by the end of the segment in 4 of 5 observed lessons for 3 consecutive weeks, as measured by guided-note completion checked at the end of the lesson (baseline: 40% of blanks across 5 lessons).

Starting work

28. After receiving the first task of an observed class or job-site shift, with the first step written on a self-check sheet or digital to-do list, [Student] will start that step within 2 minutes without a second prompt on 4 of 5 days for 3 consecutive weeks, as measured by a latency log kept by the teacher or job coach (baseline: median 6 minutes across 5 days).

Organization and planning

29. During the last 3 minutes of each class, [Student] will enter every assignment and test with its due date in a digital calendar, with entries complete on at least 18 of 20 school days across 4 consecutive weeks, as measured by a weekly calendar check against teachers’ posted assignments (baseline: complete entries on 4 of 10 days across two weeks).
30. Given a long assignment lasting 2 weeks or more, a template for breaking it into steps and study-hall work time, [Student] will enter each step with its own due date in a digital calendar and complete at least 80% of the steps by their dates, on 2 consecutive long assignments, as measured by a step checklist reviewed weekly with the case manager (baseline: 30% of steps done by their dates on the last long assignment).
31. At the start of first period and of each job-site shift, with a self-check sheet of required materials (device, ID badge, notebook, job-site gear), [Student] will have every item on at least 18 of 20 days across 4 consecutive weeks, as measured by the self-check sheet verified by the teacher or job coach (baseline: all items on 5 of 10 days).
32. Each Friday in study hall, using the grade portal and a missing-work form, [Student] will list every missing assignment with a dated plan for each, with the list matching the gradebook on 4 consecutive weekly checks, as measured by the case manager’s weekly review (baseline: list matched on 1 of 4 weekly checks).

Impulse control

33. When a teacher or job supervisor gives a correction, [Student] will acknowledge it (a nod, “okay” or a written note) and start following it within 30 seconds, saving any disagreement for the end of class or a scheduled check-in instead of arguing on the spot (more than one verbal objection), on at least 80% of corrections (minimum 10) across 4 consecutive weeks, as measured by a tally on the daily report card (baseline: 20% of corrections across 2 weeks).
34. In classes where district policy and the IEP allow a phone, with the phone in a designated spot and one scheduled 2-minute check per period, [Student] will leave it there outside the check and any IEP-listed calendar entry, with no more than 1 unscheduled pickup per period in at least 90% of observed periods (2 a day) across 3 consecutive weeks, as measured by a frequency tally (baseline: median 5 per period across 5 periods).
35. During team meetings or group instruction at school or a job site, [Student] will write a question or comment down and raise it at the next pause or when invited, with no more than 1 interruption (speaking while someone else holds the floor) per 20 minutes in at least 80% of observed meetings (at least 3 a week) for 3 consecutive weeks, as measured by a frequency tally per meeting (baseline: median 5 per 20 minutes across 5 meetings).

Frustration and emotional regulation

36. When [Student] stops working after a hard task or a low grade in class or at a job site (puts the head down, pushes the work away or says it’s pointless), [Student] will use a taught option (a 5-minute break at a set spot with the break pass, a specific question, or a note on the self-check sheet and the next task) instead of leaving without permission, slamming materials or swearing, in at least 80% of episodes (minimum 6) across 6 consecutive weeks, as measured by an episode log of the option used (baseline: 1 of 5 episodes over 2 weeks, 20%).

Peer interaction

37. During 20-minute small-group sessions of 3–4 students, with an assigned role card, [Student] will let each speaker finish before adding an idea or disagreeing with a reason, with no more than 1 talk-over and at least 2 on-topic contributions per session in 5 of 6 observed sessions (2 a week) across 3 consecutive weeks, as measured by a group-work tally by the co-teacher or case manager (baseline: median 6 talk-overs and 1 contribution per session across 5 sessions).

Self-monitoring

38. During two 45-minute class periods a day, given a self-monitoring card and a vibrating timer every 10 minutes, [Student] will mark whether [Student] is working on the assigned task, with ratings that agree with the teacher’s independent ratings on at least 80% of prompts and the teacher’s on-task ratings at 80% or more, on 4 of 5 days for 3 consecutive weeks, as measured by a student–teacher agreement log (baseline: 50% agreement and 55% on-task ratings across 5 days of paired ratings).
39. During a 2-hour job-site shift, with a task checklist on a phone or clipboard, [Student] will check off each task when finished, matching the job coach’s record of completed tasks on at least 90% of tasks in 4 of 5 consecutive observed shifts, as measured by a student–job coach agreement log (baseline: 60% of tasks matching across 5 shifts).

Checking work

40. Using a 5-item self-check sheet before submitting typed writing of a paragraph or more (prompt answered, a topic sentence per paragraph, sources cited, spell-check run, reread once), [Student] will make no more than 1 spelling, capitalization or punctuation error per 100 words on 4 of 5 consecutive written assignments, as measured by a work-sample error count (baseline: median 4 errors per 100 words across 5 assignments).

Plan for safety and privacy too. A calm or break spot is the student’s choice, supervised, and never a consequence. A student who leaves the room or building unsupervised should have a functional behavioral assessment and a safety plan, not only a goal. Repeated “it’s pointless” statements can signal low mood; check in with the case manager, school psychologist or counselor. Peers in a lunch or group goal agree to take part and aren’t told about the IEP.

A Sample ADHD IEP: From Present Levels to Goals

A sample IEP for ADHD shows the thread an IEP must state under §300.320: present levels with data, measurable annual goals, services and progress reporting. This one follows a fictional Grade 7 student; every number is illustrative, and it isn’t a template or a state form.

Student: [Student], Grade 7, eligible under Other Health Impairment.

Present levels (with data): Across two weeks of end-of-class planner checks, [Student] recorded complete assignment entries on 3 of 10 days. In 5 observed discussions, [Student] called out or talked over a speaker a median of 7 times per discussion. During independent work, [Student] was on task at 50% of 2-minute checks across 5 observed periods. ADHD affects [Student]’s progress in the general curriculum: unrecorded assignments and off-task time leave missing work in most core classes.

Annual goals (summaries; the full text is in the bank above):

1. Organization and planning (goal 16): records every assigned task and due date at end-of-class check-out on 8 of 10 days across 4 consecutive weeks; teacher-initialed planner-check sheet; baseline 3 of 10 days.
2. Impulse control (goal 19): raises a hand or writes a sticky note instead of calling out or talking over a speaker, with no more than 1 such event in at least 80% of observed discussions for 3 consecutive weeks; teacher tally on the daily report card; baseline median 7.
3. Attention (goal 14): on task at 80% of 2-minute checks in 5 of 6 observed periods across 3 consecutive weeks; momentary time sampling by the co-teacher; baseline 50%.

Special education services: [minutes] per week of specially designed instruction in organization, self-monitoring of on-task behavior and classroom participation, with start date, frequency and location set by the team.

Accommodations (listed separately from the goals): a seat away from the door and windows; assignments given in writing as well as aloud; long assignments broken into smaller parts by the teacher; headphones or a privacy board during independent work (drawn from CHADD’s classroom accommodations). Accommodations support access; they don’t replace the instruction the goals describe.

Special factors (§300.324(a)(2)(i)): behavior impedes learning, so the team considered positive behavioral supports: the replacement-behavior instruction and the daily report card.

Progress monitoring and reporting: goals 16 and 19 become daily report card targets; the co-teacher samples goal 14 twice a week; the case manager graphs each goal in its own unit and sends the family data-based progress reports on the IEP’s stated schedule.

A complete IEP also covers assessment participation, time outside the general classroom and, from the first IEP in effect when the student turns 16, transition services (§300.320).

What a file reviewer checks:

1. Present levels give a baseline for each goal, in the goal’s unit, and say how ADHD affects progress in the general curriculum.
2. Each goal names its measurement tool, and the progress reports in the file use it.
3. Accommodations sit apart from the goals, and every goal has a service behind it.
4. The progress-report schedule is stated, and reports went out on it.
5. The goals trace to the student’s data, not to the diagnosis; where behavior impedes learning, the IEP shows positive behavioral supports were considered.

Weak Goal, Strong Goal: Two ADHD Rewrites

Three common mistakes weaken ADHD goals: a goal in every domain because the student “has ADHD”; impulse goals that say only what to stop (“will not call out”) with no replacement (“will raise a hand and wait”); and criteria no one at school can measure, such as when homework starts at home or how calm the student feels.

Pair 1

• Weak: “[Student] will improve focus and attention in class.”
• What’s wrong: “Focus” isn’t observable, and the goal has no condition, number, baseline or method.
• Strong: goal 14 above. It defines on task (reading, writing or working the problem), sets 80% of 2-minute checks in 5 of 6 observed periods, names momentary time sampling and gives a baseline in the same unit (50%).

Pair 2

• Weak (from an earlier version of this post): “The student will use calming strategies such as deep breathing or counting to ten before responding in class discussions, reducing outbursts from daily to twice per week.”
• What’s wrong: It mixes a strategy with an outcome, never defines “outburst,” names no measurement method or baseline period, and leaves the window unclear.
• Strong: goal 19 above. It defines the behavior (calling out or talking over a speaker), names what to do instead (raise a hand or write a sticky note), sets no more than 1 per discussion in 80% of observed discussions for 3 weeks, and counts it on the daily report card against a baseline median of 7.

Tracking ADHD Goals Day to Day: The Daily Report Card

A daily report card (DRC) turns 2–4 IEP goal behaviors into a one-page card that each teacher marks once per period and the student takes home each day. In a randomized study of 63 children with ADHD in special education placements, a DRC built from each child’s IEP goals and objectives improved observed classroom functioning and IEP goal attainment compared with business as usual, though not academic achievement (Fabiano et al., 2010).

Build it from the goals. Rate each target yes or no once per period or block, and write the tally or seconds in brackets so the raw number feeds the goal’s own measure. The Florida International University guide suggests 3–5 targets to start, depending on age; a card built from the IEP can start with the 2–4 goal behaviors. FIU sets criteria for each part of the day, a little better than what the student does now, and raises a criterion once the student meets it regularly. Write down each change; the IEP goal’s criterion stays put.

The example card below belongs to a second illustrative student, with targets from goals 15, 16 and 19; its call-out criterion starts looser than goal 19’s, as card criteria should.

Week of [date]: Mon 75% · Tue 67% · Wed 83% · Thu 75% · Fri 92% → 47 of 60 targets met, 78% for the week.

For Grades K–5, the columns become morning and afternoon blocks.

Print a blank copy (one page, no sign-up): Download the daily report card data sheet (PDF, one page)

Turn it into progress data. Graph each goal in its own unit (call-outs per lesson, seconds to start, days with a complete planner) against its criterion; the daily and weekly percentages are feedback for the student, not IEP progress data. On-task goals keep their own time sampling. The teacher glances at the card daily; the case manager graphs weekly and reviews every 2–3 weeks; families get formal progress reports on the schedule the IEP states (§300.320(a)(3)).

Decision rules:

• Flat or below the goal line after 6–8 data points: check fidelity first (was the card completed every period?), then change one thing: the support, the target or the reinforcement. If services need to change, revise the IEP.
• Card criterion met for 3 weeks: tighten the card or fade a support (a picture checklist becomes a written one), but keep anything the goal names as its condition or measure.
• IEP goal met and holding: tell the family, and have the team decide whether to revise the goal, fade supports or move to the next need, through the district’s amendment or review process.
• Several teachers (Grades 6–12 and beyond): the card travels between periods in a folder or as a digital form, and each teacher rates only their own period.

The card goes home daily for praise, not punishment. The FIU guide treats rewards at home, chosen by the child with the parents, as a necessary part of its program; the family decides whether and how to take that on, and the goals are measured at school either way.

A Classroom Lesson That Practices Organization

For students whose goals target organization, Lesson 2, “Getting Organized,” in the Adult Transition course for 18–22 programs, part of Ori Learning’s Transition Curriculum, practices the skill directly. The lesson doesn’t mention ADHD. One of its learning objectives: “Use a planner or checklist to track at least one assignment or daily task.”

In groups of 2–3, students give a thumbs up or down to scenarios such as “A student writes homework assignments in their planner.” and “A student checks their planner before leaving class.” They sort organized and disorganized habits, complete a checklist for their school materials, backpack or daily routine, and build their own organization plan. The last activity ends with a self-check tip: “Did I turn in my homework? Did I ask for help if I needed it?” The planner scenarios pair with goal 29’s end-of-class calendar entry, and the checklist students build can become the self-check sheet goal 31 names.

Sources

1. U.S. Department of Education. IDEA Part B regulations, 34 CFR Part 300 (eCFR): §300.8 (child with a disability; other health impairment), §300.301(b), §300.304(b)(2), §300.306(a)(1), §300.324(a)(2)(i) (special factors), §300.503(a)(2) and (b) (prior written notice), §300.320 (IEP content; measurable annual goals; progress reports).
2. U.S. Department of Education, Office for Civil Rights. Dear Colleague Letter and Resource Guide on Students with ADHD (July 26, 2016). https://www.ed.gov/sites/ed/files/about/offices/list/ocr/letters/colleague-201607-504-adhd.pdf
3. CHADD. Classroom Accommodations. https://chadd.org/for-educators/classroom-accommodations/
4. Center for Children and Families, Florida International University. How to Establish a School-Home Daily Report Card. https://ccf.fiu.edu/research/_assets/how_to_establish_a_school_drc.pdf
5. Fabiano, G. A., Vujnovic, R. K., Pelham, W. E., et al. (2010). Enhancing the effectiveness of special education programming for children with attention deficit hyperactivity disorder using a daily report card. School Psychology Review, 39(2), 219–239. https://pure.psu.edu/en/publications/enhancing-the-effectiveness-of-special-education-programming-for-/
6. Yegencik, B., Bell, B. T., & Deniz, E. (2025). School-based randomized controlled trials for ADHD and accompanying impairments: A systematic review and meta-analysis. Frontiers in Psychology, 16, 1611145. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1611145/full

Related IEP Goal Resources

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