Aug 042013

When your child has ADHD or Executive Functioning Deficits, IEP Goals for Organization can have a significant impact on your child’s academic performance.

Before we jump into the IEP goals for organization, I’d like to suggest you may also find it helpful to check out the pages for ADHD and Executive Functioning because those are the two primary learning disabilities that cause organizational difficulties.  Understanding the disabilities themselves can help you come up with better plans for helping your child. ;-)

IEP Goals for Organization can insure your child learns to:

– keep track of homework papers,
– keep track of assignment due dates,
– remember to turn in assignments and homework,
– remember to bring needed books home (or back to school),
– develop organizational skills that he can use to manage his daily life.

You can use the sample IEP goals for organization listed below as a template for developing appropriate goals for your child.  Remember, goals need to be measurable and specific so you will KNOW if your child’s skills are actually improving.

Examples of MEASURABLE IEP goals for Organization:

The goals listed below are “just” goals. They will need to be tailored to your child’s specific needs in order to be meaningful.

This first goal assumes your school (or you) will use a brain-training or cognitive enhancement program to build up the underlying cognitive processes that affect organizational skills in children who have ADHD or Executive Function deficits. If your child is being provided a regular program, these goals can be set to track your child’s progress in the cognitive enhancement program:

[Your Child’s name] will improve in at least two of the following executive functioning indicators over this school year:

  • WISC III Distractibility Index – Target Score = 100 – (currently 87),
  • WISC III Processing Speed – Target Score = 100 – (currently 88),
  • WISC III Digit Span – Target Stanine score = 10 – (currently 7),
  • WISC III Coding – Target Stanine score = 10 – (currently 7).

NOTE: Each of the skills must be tracked on paper or in a computer program in order for you to know whether your child is meeting the goals set. Schools often set goals, but don’t ACTUALLY track them.  They’ll tell you your child is making progress at the next IEP meeting, but you should be able to say, “Show me the data,” and they should have some.

[Your Child’s Name] will self-initiate editing activities to correct spelling, punctuation, capitalization and grammar on all typical classroom assignments in all settings · 7 out of 10 times by November · 8 out of 10 times by January · 9 out of 10 times by March

[Your Child’s Name] will self-edit his work to correct spelling, punctuation, capitalization and grammar on all typical classroom assignments in all settings to eliminate all errors from his work · 7 out of 10 times by November · 8 out of 10 times by January · 9 out of 10 times by March

[Your Child’s Name] will develop the ability to attend to individual tasks and will improve processing speed through the use of timers and cuing utilized with the entire class in the general classroom.

[Your Child’s Name] will improve organization skills for classroom work and homework through specific, repetitive instruction, and use of: · personal daily checklist · binder / notebook with labeled sections for each subject · homework folder with pocket dividers inserted in main binder / notebook.

[Your Child’s Name] will successfully complete 12 or more weeks of a proven cognitive enhancement program that addresses deficits in processing speed, short-term working memory, attention to detail, monitoring, sequencing and organization skills, with instruction, for at least 1 hour per day every week day, to alleviate affects of executive functioning disorder deficits.

Since you and I don’t have a huge database of organizational goals for iep development at our disposal like a lot of schools, you may want to check out the following IEP Goal Books on Amazon which will provide you with additional goals to choose from:

Short of an extensive database of IEP goals with a wide variety to choose from like a lot of school systems have, you’d be wise to also arm yourself with the knowledge of how to write organizational goals for IEP purposes that will meet your child’s individualized needs. So, check out the section about how to WRITE specific, measurable goals  IEP Goals for Organization Skills in Part II of this lesson.

Two notes about organizational goals for iep development:

Your child needs direct instruction in organization both at home and at school in order to learn how to organize his school work. Your child’s IEP can contain goals with tracking that takes place both at home and at school.

Learn how to write MEASURABLE IEP GOALS like the samples above by reading the additional information in Part II to fully educate yourself about your child’s educational needs.

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