14 IEP Executive Functioning Goals (With Examples)

Quick Answer

Executive functioning IEP goals target the specific skill breaking down — task initiation, working memory, planning, or organization — with clear, observable criteria. Example: independently breaking a multi-step assignment into a written plan with deadlines in 4 of 5 opportunities.

Executive functioning goals apply across many eligibility categories — ADHD, autism, specific learning disabilities, and more — because the underlying skill gap is similar even when the diagnosis differs. These 14 goals are organized by the specific executive function skill being targeted.

Task Initiation

1.By [date], [student] will begin an assigned task within 3 minutes of instruction with no more than 1 prompt in 4 of 5 opportunities.
2.By [date], [student] will independently start homework within 10 minutes of a designated study time in 4 of 5 school days.
3.By [date], [student] will use a first-then visual or verbal cue to begin a non-preferred task in 4 of 5 opportunities.

Working Memory

1.By [date], [student] will follow a 3-step verbal direction without needing repetition in 4 of 5 observed opportunities.
2.By [date], [student] will retain and apply a taught strategy across 2 consecutive tasks without re-teaching in 4 of 5 opportunities.
3.By [date], [student] will recall and apply previously taught vocabulary or steps in a new context with 80% accuracy in 4 of 5 trials.

Planning & Organization

1.By [date], [student] will independently break a multi-step assignment into a written plan with deadlines in 4 of 5 opportunities.
2.By [date], [student] will use a planner or digital calendar to track assignments across classes with 90% accuracy in 4 of 5 weekly checks.
3.By [date], [student] will prioritize 3 competing tasks in order of deadline with 80% accuracy in 4 of 5 opportunities.
4.By [date], [student] will maintain an organized workspace/binder verified weekly in 4 of 5 checks.

Self-Monitoring

1.By [date], [student] will rate their own task engagement on a self-monitoring form, matching teacher ratings within 1 point, in 4 of 5 sessions.
2.By [date], [student] will independently check completed work against a rubric or checklist before submission in 4 of 5 opportunities.
3.By [date], [student] will identify when they need to ask for help versus continue independently with 80% accuracy in 4 of 5 observed situations.
4.By [date], [student] will reflect on task performance and identify 1 strategy to improve next time in 4 of 5 opportunities.

Building These Skills Across Settings

Executive functioning goals only generalize if they are practiced in more than one class or setting. A student who learns to use a planner in resource room but never in general education classes has not actually built the skill — coordinate with general education teachers so the same strategy is expected and reinforced everywhere the student works.

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