Aug 042013
 

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

When writing Executive Functioning IEP Goals, notice how measurable is each goal. If your child’s organization goals are NOT measurable, how will you know if your child is making progress?

By writing measurable goals, you and your child’s school will both KNOW if your child is improving in his skills. If you have measurable goals, you can adjust the goals as your child becomes more organized. Your child will become more organized when he’s making good progress on his goals.

Write 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 to manage his daily life.

You can use the example Executive Functioning IEP Goals for organization listed below to write similar goals for your child.

Examples of MEASURABLE Executive Functioning IEP Goals for Organization:

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

The first IEP Goal for Organization can be used if your school (or you) will provide a brain-training or cognitive enhancement program. The program should improve your child’s cognitive processes. If your child is being provided a cognitive enhancement program, then you can set goals to track your child’s progress:

Here’s an Example of an IEP Goal for Executive Functioning:

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

  • Distractibility Index (WISC III) – Target Score = 100 – (currently 87).
  • Processing Speed (WISC III) – Target Score = 100 – (currently 88).
  • Digit Span (WISC III) – Target Stanine score = 10 – (currently 7).
  • Coding (WISC III) – 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. Schools often set goals, but then some don’t track progress.  They’ll tell you your child is making progress at the next IEP meeting, but they don’t have any data. You should be able to say, “Show me the data,” and they should have some proof of progress.

Executive Functioning IEP Goals for Attending to Errors:

[Your Child’s Name] will self-initiate editing activities. [Child] will 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 errors. [Child] will edit 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.

Executive Functioning IEP Goals for Self-Management:

[Your Child’s Name] will develop the ability to attend to individual tasks. [Child] will improve processing speed through the use of timers and cuing used 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. [Child] will use:
· personal daily checklist.
· binder / notebook with labeled sections for each subject.
· homework folder with pocket dividers inserted in main binder / notebook.

Executive Functioning IEP Goals for Cognitive Program Completion:

[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.) [Child’s Name] will receive instruction for at least 1 hour per day, every week day.

Since you 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 skills of all types:

You’re wise to 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. 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, so he can learn how to organize his school work. Your child’s IEP can contain Executive Functioning IEP Goals for both home and school.

When writing Executive Functioning IEP Goals, you may also find the pages for ADHD and Executive Functioning helpful. These are the two learning disabilities that cause organizational problems.  Understanding these two LDs will help you come up with better plans for helping your child. 😉

Learn how to write MEASURABLE IEP GOALS by reading the information in Part II. That will help you 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 sets your child up for better long-term success.

Check related IEP Goals :

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

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