Aug 042013

You Can Improve your child’s academic performance with Executive Functioning IEP Goals

When writing Executive Functioning IEP Goals, you’ll want to pay close attention to the measurability of each goal. If your child’s organization goals are NOT measurable, how will you know if your child is making any progress?

By working to craft measurable goals, you and your child’s school will KNOW if your child is improving in his organization skills. If you have measurable goals, you will be able to adjust the goals as your child becomes more organized. Your child will become more organized if he’s progressing with his measurable goals.

Consider Executive Functioning IEP Goals for Organization to help your child learn 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 example Executive Functioning IEP Goals for organization listed below as a guide for developing good goals for your child. Remember, Executive Functioning IEP Goals need to be measurable so you will KNOW if your child’s skills are actually improving.

Examples of MEASURABLE Executive Functioning IEP Goals for Organization:

The Executive Functioning IEP Goals listed below are “just” goals. They will need to be changed to fit your child’s needs.

This first IEP Goal for Organization assumes your school (or you) will use a brain-training or cognitive enhancement program to build up your child’s cognitive processes. These skills affect organizational abilities in children who have ADHD or Executive Function deficits. If your child is being provided a cognitive enhancement program, these goals can be set to track your child’s progress:
[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 so you will know whether your child is meeting the Executive Functioning IEP Goals for Organization that you’ve 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. 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. [Your Child’s Name] 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. [Your Child’s Name] will use:
· 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. The program will address deficits in processing speed, short-term working memory, attention to detail, monitoring, sequencing and organization skills. [Your Child’s Name] will receive instruction for at least 1 hour per day, every week day.

Since you and I don’t have a huge database of Executive Functioning IEP Goals to use, like a lot of schools do, you may want to get one of the following IEP Goal Books on Amazon. These books will provide you with additional goals to choose from, although the goals cover a many skills:

Without an huge database of Executive Functioning IEP Goals 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. You want to be able to write goals that will meet your child’s individualized needs. So, check out the section about how to WRITE specific, measurable IEP Goals for Organization Skills in Part II of this lesson.

Two notes about development of Executive Functioning IEP Goals:

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 Executive Functioning IEP Goals that are used both at home and at school.

Also when considering Executive Functioning IEP Goals, you may also find the pages for ADHD and Executive Functioning helpful. These are the two learning disabilities that cause many organizational problems.  Understanding these disabilities can help you come up with good plans for helping your child. 😉

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.

You may ALSO want to check out Assistive Technology for kids with Executive Functioning Disorder. Including the use of assistive technology in your Executive Functioning IEP Goals will set your child up for better long-term success.

Check related IEP Goals :

IEP Goals for Reading
IEP Goals for Spelling
IEP Goals for Written Expression
IEP Goals for Copying

backward in iep training IEP Goals for Organization forward in iep training