Executive Functioning IEP Goals for ADHD and Organization
You Can Improve your child’s performance with Executive Functioning IEP Goals
Executive Functioning IEP Goals need to be measurable. By writing measurable goals, you and your child’s school can both KNOW if your child is improving his skills.
If your child’s goals are NOT measurable, then how can you know if your child is making any progress? Moreover, if you have measurable goals, then you can adjust the goals as your child becomes more organized.
Write Executive Functioning IEP Goals for Organization to help your child:
– Keep track of homework papers.
– Keep track of assignment due dates.
– Remember to turn in assignments and homework.
– Remember to bring the books your child needs home (or take them back to school).
– Develop organizational skills to manage his daily life.
Use the example Executive Functioning IEP Goals for organization below to create goals for your child.
Examples of MEASURABLE Executive Functioning IEP Goals for Organization:
For the most part, the Goals listed below are just examples. Therefore, you’ll need to change them to fit your child’s needs.
First, the example IEP Goal for Organization below can be used if your school (or you) provides a brain-training or cognitive enhancement program. Such a program may improve your child’s cognitive processes. If your child is provided a cognitive enhancement program, then set goals like these to track 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 measures 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 if your child is meeting the Executive Functioning IEP Goals for Organization. Schools often set goals, but then some don’t track progress. They’tell you your child is making progress at an IEP meeting, but they don’t have any data. You should be able to say, “Show me the data,” and they should be able to provide proof of progress.
Executive Functioning IEP Goals for Fixing Mistakes:
[Your Child’s Name] will self-initiate editing activities. [Child] will correct spelling, punctuation, capitalization and grammar on all writing 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. Additionally [Child] will edit all writing assignments in all settings to fix the errors in 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:
[Child] will improve processing speed by using timers and cuing with the entire class in the general classroom. As a result of cuing and timers, [Your Child’s Name] will develop the ability to focus on individual tasks.
[Your Child’s Name] will improve organization skills for class work and home work through specific, repetitive instruction. [Child] will use:
· A personal daily checklist.
· A binder / notebook with labeled sections for each subject.
· A homework folder with pocket dividers 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 and short-term working memory. It may also improve attention to detail, monitoring, sequencing and organization skills.) [Child’s Name] will use the program for at least 1 hour per day, every week day.
You don’t have a huge database of Executive Functioning IEP Goals to use, like a lot of schools do. SO, you may want to get one of the following IEP Goal Books on Amazon. These books can provide you with additional goals to choose from, although the goals cover skills of all types:
- 800+ Measurable IEP Goals and Objectives for use in K – 12 and in Home School Settings
. - 101+ Measurable IEP Goals and Objectives for Smart but Scattered Students
. - Aligning IEPs to the Common Core State Standards
. - 200+ Measurable Academic IEP SMART Goals & Objectives.
Above all, you’re wise to learn how to write organizational goals. In other words, you want to be able to write goals to meet your child’s individual needs. Also learn 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 at home and at school, so he can learn HOW to organize his school work. Therefore, your child’s IEP can contain Executive Functioning IEP Goals for both home and school.
When writing Executive Functioning IEP Goals, you may find ADHD and Executive Functioning information helpful. Specifically these are the two learning disabilities that can cause organization problems too. Thus, learning about these two LDs helps you come up with better plans for helping your child. 😉
Additionally you can learn more about how to write MEASURABLE IEP GOALS in Part II. Hence, it can help you learn more about your child’s educational needs.
In summary, you may also want to check out Assistive Technology for kids with Executive Functioning Disorder. Including assistive technology in the Executive Functioning IEP Goals for your child can mean better success in school.
Check related IEP Goals :
IEP Goals for Reading.
Example IEP Goals for Spelling.
IEP Goals for Written Expression.
Example IEP Goals for Copying.
Pingback:When your student has an invisible diagnosis. | stopcommoncorenys