Academic domain
Executive Functioning IEP goals
Executive functioning goals target planning, organization, task initiation, time management and self-monitoring as they show up in schoolwork. Tie each goal to a visible product (a completed planner, an organized binder, assignments turned in on time) so the data reflects the skill rather than an adult's impression of effort.
Common measurability defects
- Writing "will be more organized" or "will improve executive functioning" with no defined routine, product or checklist.
- Measuring the adult's prompting instead of the student's independent use of the strategy, so the support never fades.
- Tracking grades as the outcome, which mixes organization with content mastery and teacher grading policy.
- 01Grades K-2OHI
Baseline
In 2nd grade, completes 1 of 5 steps of the morning arrival routine (unpack, turn in folder, hang backpack, lunch choice, start morning work) without an adult prompt, averaged over 10 school days.
Annual goal
By [annual review date], using a picture checklist on the desk, the student will complete all 5 steps of the morning arrival routine independently within 8 minutes of entering the classroom on at least 9 of 10 consecutive school days.
Measured by: Daily task-analysis data sheet recorded by the classroom teacher or paraprofessional, noting each step completed independently and total time. Weekly summary graphed and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will complete 3 of 5 steps independently with the checklist on 8 of 10 days.
- By the end of the second grading period, the student will complete 4 of 5 steps independently within 10 minutes on 8 of 10 days.
- By the end of the third grading period, the student will complete 5 of 5 steps independently within 10 minutes on 8 of 10 days.
- 02Grades 3-5OHI
Baseline
In 4th grade, records assignments in a planner on 2 of 5 days and turns in 45% of homework assignments on time over a 4-week review. Missing work is often completed but left in the backpack.
Annual goal
By [annual review date], using a daily planner and a take-home and turn-in folder system, the student will record all assignments accurately before dismissal on at least 9 of 10 days and turn in at least 90% of homework assignments on the due date across each 4-week period.
Measured by: Daily planner check initialed by the classroom teacher and weekly homework turn-in data from the gradebook, summarized by the special education teacher every 4 weeks and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will record assignments on 7 of 10 days and turn in 65% of homework on time.
- By the end of the second grading period, the student will record assignments on 8 of 10 days and turn in 75% of homework on time.
- By the end of the third grading period, the student will record assignments on 9 of 10 days and turn in 85% of homework on time.
- 03Grades 3-5Autism
Baseline
In 5th grade, on 2 multi-week projects, completed 1 of 6 checkpoints on time and did not begin the final product until the night before the due date. Does not break tasks into steps without an adult.
Annual goal
By [annual review date], given a multi-week assignment, the student will use a project planning template to break it into at least 4 steps with due dates, then complete at least 85% of checkpoints by their due dates across 3 consecutive long-term assignments.
Measured by: Project planning templates and checkpoint completion dates collected by the special education teacher for every long-term assignment, scored for steps planned and checkpoints met. Reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will complete a planning template with 4 steps and due dates with teacher support and meet 50% of checkpoints.
- By the end of the second grading period, the student will complete the planning template independently and meet 65% of checkpoints.
- By the end of the third grading period, the student will meet 75% of checkpoints on a long-term assignment.
- 04Grades 6-8OHI
Baseline
In 7th grade, a weekly binder and digital folder check finds 40% of papers and files in the correct subject section (average of 4 checks). Checks the learning management system for new assignments on 1 of 5 school days.
Annual goal
By [annual review date], using a color-coded binder, a labeled digital folder system and a daily end-of-day checklist, the student will have at least 90% of materials in the correct location on weekly checks and will log into the learning management system to review assignments on at least 4 of 5 school days, for 4 consecutive weeks.
Measured by: Weekly 20-item binder and digital folder audit by the special education case manager, plus learning management system login records reviewed weekly. Graphed and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will have 60% of materials correctly placed and log in on 3 of 5 days.
- By the end of the second grading period, the student will have 75% of materials correctly placed and log in on 3 of 5 days.
- By the end of the third grading period, the student will have 85% of materials correctly placed and log in on 4 of 5 days.
- 05Grades 6-8SLD
Baseline
In 8th grade, estimates the time needed for assignments with an average error of 70% (estimates 15 minutes for 50-minute tasks). Submits 3 of 10 long-term assignment milestones on time.
Annual goal
By [annual review date], before beginning each assignment over 20 minutes, the student will record a time estimate and actual completion time in a planner, reduce the average estimation error to 25% or less, and submit at least 80% of long-term assignment milestones on time, across 4 consecutive weeks.
Measured by: Student time log reviewed weekly by the special education case manager, with estimation error calculated for each logged assignment and milestone submission data drawn from the gradebook. Graphed and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will log estimates for 80% of eligible assignments with an average error of 50%.
- By the end of the second grading period, the student will reduce the average error to 40% and submit 55% of milestones on time.
- By the end of the third grading period, the student will reduce the average error to 30% and submit 70% of milestones on time.
- 06Grades 9-12OHI
Baseline
In 11th grade, averages 7 missing assignments across 6 classes at any given time. Does not check the grade portal or plan the week; plans only when prompted by the case manager.
Annual goal
By [annual review date], the student will complete a self-directed weekly planning session each Monday (check the grade portal, list missing and upcoming work, schedule work blocks in a digital calendar) and maintain 1 or fewer missing assignments across all classes on at least 8 of 10 weekly checks.
Measured by: Weekly screenshot of the completed digital calendar plan submitted to the case manager, plus a weekly grade portal count of missing assignments. Graphed and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will complete the weekly plan with case manager support on 8 of 10 weeks and reduce missing assignments to 4 or fewer.
- By the end of the second grading period, the student will complete the weekly plan independently on 7 of 10 weeks with 3 or fewer missing assignments.
- By the end of the third grading period, the student will complete the plan independently on 8 of 10 weeks with 2 or fewer missing assignments.
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