100 Executive Functioning IEP Goals: Mid-Year Check-In Guide for Educators

Introduction

Executive functioning refers to a set of mental skills that are essential for managing and navigating daily life. These skills include time management, task initiation, organization, emotional regulation, and problem-solving. In the context of education, executive functioning is critical because it underpins a student’s ability to focus, complete assignments, follow multi-step instructions, and regulate their emotions in social and academic settings. When students struggle with executive functioning, they often face challenges in meeting academic expectations and managing their behavior, which can impact their overall success in school.

The Importance of Executive Functioning in Education

Executive functioning skills develop gradually throughout childhood and adolescence, with significant growth occurring during the early school years and continuing into young adulthood. These skills are essential for academic achievement, social development, and independence. For students with executive functioning challenges, Individualized Education Programs (IEPs) can be a powerful tool to provide structured support and help them build these critical skills over time.
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Students who struggle with executive functioning might:

• Forget to turn in assignments, even if completed.
  
  
• Have difficulty organizing materials or thoughts for projects.
  
  
• Struggle to follow directions or stay focused during lessons.
  
  
• Find it hard to transition between tasks or manage their time effectively.
  
  

By including specific, measurable executive functioning goals in IEPs, educators can address these challenges systematically and provide targeted interventions that promote growth.

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Why Mid-Year IEP Reviews Are Essential

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Mid-year IEP reviews are a vital opportunity to assess a student’s progress toward their goals and make necessary adjustments to ensure continued success. Education is not static, and as students encounter new academic demands, social situations, or personal changes, their needs may evolve. A mid-year review allows the IEP team—including teachers, parents, and specialists—to:

1. Evaluate Progress: Are the current goals being met? Is the student showing measurable improvement in the areas identified earlier in the year?
   
   
2. Identify Barriers: Are there unanticipated obstacles preventing the student from achieving their goals, such as changes in their schedule or challenges with specific accommodations?
   
   
3. Adjust Goals: If a goal has already been met, it can be modified or replaced with a more advanced target. Conversely, if a goal remains unmet, it might need to be revised for clarity or achievability.
   
   
4. Reaffirm Collaboration: A mid-year review reinforces the collaborative process between educators, families, and students, ensuring everyone is aligned and informed about the student’s progress and next steps.
   
   

Mid-year IEP reviews are particularly valuable for executive functioning goals, as progress in these areas can be more nuanced and dependent on various supports. For example, a student might need new tools, such as a digital planner, or additional strategies, like visual checklists, to make meaningful strides.

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What You’ll Learn in This Guide

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This blog will provide educators with a comprehensive framework for supporting students’ executive functioning development through effective IEP goals. First, we’ll dive into how to write SMART goals—specific, measurable, attainable, relevant, and time-bound objectives that ensure clarity and accountability. You’ll learn how to craft actionable goals that address executive functioning challenges, such as task initiation, organization, and time management.

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Following that, we’ll present 100 sample executive functioning IEP goals, organized by age group:
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• Early Elementary (Grades K-2)
  
  
• Upper Elementary (Grades 3-5)
  
  
• Middle School (Grades 6-8)
  
  
• High School (Grades 9-12)
  
  
• Transition Age (Post-High School, Ages 18-21)

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How to Write Effective IEP SMART Goals

Writing effective Individualized Education Program (IEP) goals is essential for ensuring students with unique learning needs receive appropriate, measurable, and achievable support. One widely-used framework for goal-setting in IEPs is the SMART goal framework, which ensures goals are: Specific, Measurable, Attainable, Relevant, and Time-bound. Here’s how to craft effective SMART goals, along with tips and examples to guide you through the process.

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What Are SMART Goals?

SMART goals are structured to provide clarity, accountability, and a clear path to success. Each component of the acronym contributes to developing a robust goal.

1. Specific: Goals should clearly define what the student will achieve. Use precise language to avoid ambiguity.
   
   
   • Example: Instead of “improve reading skills,” specify “improve reading fluency to 100 words per minute with 90% accuracy.”
     
     
2. Measurable: Goals must include criteria to measure progress. Define how you’ll track success.
   
   
   • Example: Use assessments, progress reports, or specific metrics (e.g., “complete 4 out of 5 tasks independently”).
     
     
3. Attainable: Ensure goals are realistic, considering the student’s current abilities and resources.
   
   
   • Example: If a student currently reads at a 2nd-grade level, a goal to read at a 3rd-grade level within a year may be attainable.
     
     
4. Relevant: Goals should align with the student’s unique needs and priorities as outlined in their IEP.
   
   
   • Example: A student struggling with social interaction might benefit from a goal related to turn-taking during group activities.
     
     
5. Time-bound: Goals must have a clear deadline, providing a sense of urgency and a timeline for evaluation.
   
   
   • Example: “Achieve this goal by the end of the second semester.”

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Tips for Creating Actionable and Measurable Executive Functioning Goals

Executive functioning skills, such as planning, organizing, and self-regulation, are crucial for success in both academic and everyday life. When developing goals for executive functioning, follow these steps:

1. Conduct a Baseline Assessment: Understand the student’s current abilities through observation, teacher input, and assessments.
   
   
   • Example resource: Executive Function Performance Test (EFPT).
     
     
2. Break Down Skills: Focus on specific areas such as time management, task initiation, or emotional regulation.
   
   
   • Specific areas might include organizing materials, transitioning between tasks, or managing distractions.
     
     
3. Use Observable Behaviors: Define goals in terms of observable actions or behaviors the student can demonstrate.
   
   
   • Example: “By the end of the semester, the student will use a weekly planner to schedule homework and complete at least 80% of assignments on time.”
     
     
4. Include Tools and Supports: Incorporate assistive technology or strategies that help the student succeed.
   
   
   • Example: Using apps like Google Keep for task management.
     
     
5. Collaborate with Stakeholders: Involve teachers, parents, and the student (if appropriate) to ensure goals are meaningful and supported.
   
   

Examples of Weak vs. SMART Goals

Weak Goal: “Improve writing skills.”

• This goal is vague, lacks measurable criteria, and doesn’t specify how or when improvement will occur.
  
  

SMART Goal:

“By the end of the school year, the student will write a 5-sentence paragraph with a topic sentence, three supporting details, and a concluding sentence with no more than three grammar errors in 4 out of 5 attempts, as measured by teacher observations and writing rubrics.”

Weak Goal: “Get better at managing time.”

• This goal doesn’t specify what “better” looks like or how progress will be tracked.
  
  

SMART Goal:

“Within 6 months, the student will independently use a visual timer to complete 3 out of 4 classroom assignments within the allotted time frame in a week, as tracked by the teacher.”

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Resources for Writing and Implementing SMART Goals

1. Online Tools and Templates:
   
   
   • SMART Goal Worksheet (Understood.org)
     
     
   • IEP Goal Development Guide (Wrightslaw)
     
     
2. Books and Articles:
   
   
   • Writing Measurable IEP Goals and Objectives by Barbara D. Bateman & Cynthia M. Herr.
     
     
   • Articles on executive functioning at Child Mind Institute or ADDitude Magazine.
     
     
3. Professional Development Courses:
   
   
   • Online courses on IEP goal writing at PACER Center.
     
     
   • Free webinars at Understood.org.
     
     
4. Assistive Technology:
   
   
   • Time management tools like Time Timer.
     
     
   • Task organization apps such as Todoist.

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By following the SMART framework and leveraging the available tools and resources, educators and IEP teams can create meaningful goals that empower students to achieve their full potential.

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100 Executive Functioning IEP Goals by Age Level

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Executive functioning goals are critical for helping students develop the skills they need to plan, organize, manage time, and self-regulate. Here is a comprehensive list of 100 executive functioning IEP goals tailored by age group:

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Here’s the revised list with time-bound elements added to each goal to ensure they are measurable and aligned with the SMART goal framework:

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Early Elementary (Grades K-2): 20 Goals

1. By the end of the trimester, use a picture schedule to complete daily routines with one adult prompt in 4 out of 5 trials.
   
   
2. By the end of 8 weeks, identify and follow 2-step verbal directions with 80% accuracy in 3 out of 4 opportunities.
   
   
3. Within 6 weeks, raise hand and wait to be called on before speaking during group time in 4 out of 5 opportunities.
   
   
4. By the end of the semester, independently transition between classroom activities within 2 minutes in 3 out of 4 instances.
   
   
5. By the end of the trimester, sort and organize personal belongings (e.g., backpack, desk) with minimal adult assistance 3 times per week.
   
   
6. Within 4 months, recognize and label emotions in self using visual supports in 4 out of 5 opportunities.
   
   
7. By the end of the grading period, begin independent work within 1 minute of instruction in 3 out of 4 trials.
   
   
8. Within 6 weeks, complete a 5-minute independent work task with no more than 1 redirection in 4 out of 5 instances.
   
   
9. By the end of 2 months, follow a sequence of 3 picture cards to complete a task (e.g., washing hands) with 90% accuracy in 4 out of 5 opportunities.
   
   
10. By the end of the trimester, take turns during a small group activity with no more than 2 reminders in 4 out of 5 instances.
    
    
11. Within 3 months, verbally request a break using a visual cue in 4 out of 5 instances when feeling overwhelmed.
    
    
12. By the end of the semester, match classroom materials to their designated storage locations with 80% accuracy in 4 out of 5 trials.
    
    
13. Within 8 weeks, use a timer to remain seated for 10 consecutive minutes in 4 out of 5 trials.
    
    
14. By the end of the trimester, identify one solution to a simple problem (e.g., missing a crayon) in 3 out of 5 opportunities.
    
    
15. Within 2 months, use a checklist to complete a morning routine with one adult prompt in 4 out of 5 days.
    
    
16. By the end of the trimester, wait in line appropriately during transitions in 3 out of 4 instances.
    
    
17. By the end of the school term, independently put completed work into a designated bin in 4 out of 5 trials.
    
    
18. By the end of 8 weeks, verbally state the expected behavior for a given activity with no more than 1 prompt in 4 out of 5 opportunities.
    
    
19. Within 10 weeks, demonstrate emotional regulation strategies (e.g., deep breathing) in 4 out of 5 attempts when upset.
    
    
20. By the end of the semester, independently pack a backpack with required materials at the end of the school day in 4 out of 5 trials.

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Upper Elementary (Grades 3-5): 20 Goals

21. By the end of the grading period, write down homework assignments in a planner with 90% accuracy by the end of each school day.
    
    
22. Within 6 weeks, use a graphic organizer to plan a writing assignment with 80% independence in 3 out of 4 trials.
    
    
23. By the end of 8 weeks, independently follow a 3-step verbal direction in 4 out of 5 opportunities.
    
    
24. Within 3 months, keep track of and turn in completed assignments on time in 4 out of 5 instances.
    
    
25. By the end of the semester, initiate independent work within 2 minutes of receiving instructions in 4 out of 5 trials.
    
    
26. Within 10 weeks, use a visual timer to manage time during a 15-minute task with no more than 1 reminder in 3 out of 4 opportunities.
    
    
27. By the end of the trimester, organize materials for a class project using a checklist in 3 out of 4 instances.
    
    
28. Within 8 weeks, independently identify one preferred coping strategy when frustrated in 4 out of 5 situations.
    
    
29. By the end of the term, stay on-task during a 20-minute group activity with no more than 2 reminders in 3 out of 4 trials.
    
    
30. By the end of 4 months, independently clean out desk and organize materials once per week with 80% accuracy.
    
    
31. Within 3 months, complete 3 out of 4 classroom tasks in a specified sequence using a visual checklist.
    
    
32. By the end of the trimester, participate in a peer conversation by making 2 relevant comments in 4 out of 5 attempts.
    
    
33. Within 2 months, use a break card to request a 5-minute break as needed in 4 out of 5 opportunities.
    
    
34. By the end of the semester, independently track progress toward a weekly goal using a progress monitoring chart.
    
    
35. Within 10 weeks, verbally describe at least 2 potential solutions to a social problem in 4 out of 5 situations.
    
    
36. By the end of the trimester, demonstrate the ability to prioritize 2 homework assignments with guidance in 3 out of 4 trials.
    
    
37. Within 12 weeks, use a self-monitoring chart to track on-task behavior during a 30-minute activity with 80% accuracy.
    
    
38. By the end of 8 weeks, follow classroom routines independently during 3 out of 4 transitions.
    
    
39. By the end of the grading period, independently locate and use tools (e.g., dictionary, calculator) to complete assignments in 4 out of 5 instances.
    
    
40. By the end of the term, manage free time by choosing a quiet activity without adult prompting in 3 out of 4 opportunities.

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Middle School (Grades 6-8): 20 Goals

41. By the end of the semester, independently maintain an organized binder with graded materials and notes in 4 out of 5 checks.
    
    
42. Within 8 weeks, write down and prioritize daily homework assignments with 80% independence in 4 out of 5 trials.
    
    
43. By the end of the grading period, initiate a long-term project by breaking it into 3 smaller steps with minimal teacher guidance.
    
    
44. Within 6 months, complete and submit 90% of assignments on time over a 4-week period.
    
    
45. By the end of the trimester, use a graphic organizer to plan and outline an essay independently in 4 out of 5 attempts.
    
    
46. Within 8 weeks, use a checklist to gather all materials needed for class in 4 out of 5 transitions.
    
    
47. By the end of the semester, identify one emotional regulation strategy and independently use it in stressful situations in 3 out of 4 instances.
    
    
48. Within 10 weeks, set one personal academic goal and track progress weekly with a self-monitoring chart.
    
    
49. By the end of 3 months, follow a weekly schedule to attend extracurricular activities with no more than 1 reminder per day in 4 out of 5 weeks.
    
    
50. Within 8 weeks, develop a study plan for an upcoming test with minimal teacher prompting in 3 out of 4 trials.
    
    
51. By the end of the semester, independently complete a multi-step group assignment on time in 4 out of 5 opportunities.
    
    
52. Within 6 weeks, initiate and complete tasks during a 30-minute work session with no more than 2 reminders in 4 out of 5 trials.
    
    
53. By the end of the term, use a digital planner or app to track assignments and deadlines with 80% accuracy over a month.
    
    
54. By the end of the trimester, participate in class discussions by asking or answering 2 relevant questions in 4 out of 5 sessions.
    
    
55. Within 3 months, identify potential solutions to conflicts with peers and choose one to implement in 3 out of 4 situations.
    
    
56. By the end of the semester, self-monitor and correct at least one off-task behavior during a 45-minute class period.
    
    
57. Within 8 weeks, develop and follow a morning routine to arrive at school on time for 4 out of 5 days.
    
    
58. By the end of the trimester, independently organize materials needed for after-school homework in 4 out of 5 attempts.
    
    
59. Within 10 weeks, request help appropriately when struggling with a task in 4 out of 5 instances.
    
    
60. By the end of the term, use a rubric to self-assess and improve the quality of written assignments in 3 out of 4 attempts.
    
    

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High School (Grades 9-12): 20 Goals

61. By the end of the trimester, create a weekly schedule that includes school, work, and extracurricular activities, and follow it with 90% accuracy.
    
    
62. Within 8 weeks, independently break a long-term project into smaller tasks and meet all deadlines in 4 out of 5 projects.
    
    
63. By the end of the grading period, use a self-monitoring chart to track progress toward a quarterly academic goal in 4 out of 5 instances.
    
    
64. Within 3 months, maintain an organized digital or physical filing system for class notes and assignments in 4 out of 5 checks.
    
    
65. By the end of the term, independently prioritize daily tasks and complete them in order of importance in 4 out of 5 opportunities.
    
    
66. By the end of the semester, use a planner or app to track assignments and deadlines, with no more than 2 missed entries over a month.
    
    
67. Within 10 weeks, develop a budget for a school-related expense and follow it with 90% accuracy.
    
    
68. By the end of the trimester, demonstrate the ability to choose and implement 2 coping strategies during stressful situations in 4 out of 5 attempts.
    
    
69. By the end of the term, participate in 90% of class discussions by asking or responding to relevant questions.
    
    
70. Within 12 weeks, complete a group project by collaborating effectively with peers in 4 out of 5 trials.
    
    
71. By the end of the grading period, manage and complete 3 out of 4 classroom tasks independently within the allotted time frame.
    
    
72. By the end of the semester, use a rubric to assess and improve a research paper with 80% accuracy in 3 out of 4 attempts.
    
    
73. Within 6 weeks, identify and address at least one potential obstacle to meeting a deadline with minimal teacher prompting in 3 out of 4 opportunities.
    
    
74. By the end of the term, demonstrate the ability to pack necessary materials for extracurricular activities with 90% accuracy over a month.
    
    
75. By the end of the semester, independently manage time during a 1-hour homework session with no more than 2 breaks in 3 out of 4 instances.
    
    
76. Within 3 months, solve a peer-related conflict by applying a teacher-approved conflict resolution strategy in 3 out of 4 cases.
    
    
77. By the end of the trimester, independently attend scheduled meetings with teachers or counselors to discuss academic progress.
    
    
78. By the end of the semester, use a timer or productivity app to work on long-term projects for at least 25 minutes without interruption in 4 out of 5 attempts.
    
    
79. By the end of the term, self-advocate by requesting appropriate accommodations in 4 out of 5 situations.
    
    
80. Within 3 months, follow a post-high school application process checklist to complete all tasks by the stated deadline.

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Transition Age (Post-High School, Ages 18-21): 20 Goals

81. By the end of the trimester, use a planner or app to manage a personal daily schedule with 90% accuracy over a 4-week period.
    
    
82. Within 3 months, apply for at least one job or internship per month and track submissions in a digital system.
    
    
83. By the end of the semester, independently follow a morning routine to arrive at work or class on time in 4 out of 5 days over 8 weeks.
    
    
84. Within 8 weeks, develop a monthly personal budget and track expenses with 80% accuracy in 3 out of 4 months.
    
    
85. By the end of the term, use public transportation to travel to a destination without assistance in 3 out of 4 instances.
    
    
86. Within 10 weeks, identify and access community resources (e.g., libraries, career centers) independently in 4 out of 5 trials.
    
    
87. By the end of the trimester, write and send professional emails to communicate with employers or instructors in 3 out of 4 situations.
    
    
88. Within 3 months, independently schedule and attend all medical and personal appointments within a month.
    
    
89. By the end of the semester, develop a weekly meal plan and grocery list with 80% independence over 4 weeks.
    
    
90. By the end of 2 months, manage personal laundry by completing the process (wash, dry, fold, store) weekly in 3 out of 4 trials.
    
    
91. By the end of the semester, solve a workplace or school-related problem using an appropriate strategy in 4 out of 5 instances.
    
    
92. Within 3 months, track deadlines for school or work-related projects using a digital calendar with no more than 1 missed deadline per month.
    
    
93. By the end of the term, independently manage a savings account and make monthly deposits in 3 out of 4 months.
    
    
94. Within 2 months, plan and execute a weekend outing using online resources with no more than 1 adult check-in.
    
    
95. By the end of the trimester, use a self-assessment tool to evaluate work performance and identify one improvement area monthly.
    
    
96. By the end of the semester, apply stress management techniques (e.g., mindfulness, exercise) in 4 out of 5 stressful situations.
    
    
97. Within 8 weeks, develop a job interview checklist and follow it during a mock interview in 3 out of 4 sessions.
    
    
98. By the end of the semester, independently gather and organize documents needed for a financial aid or job application.
    
    
99. Within 3 months, advocate for personal accommodations at a workplace or college setting in 3 out of 4 scenarios.
    
    
100. By the end of the semester, demonstrate the ability to plan a short trip (e.g., transportation, lodging, itinerary) independently in 3 out of 4 trials.
     
     

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Mid-Year Check-In Tips

A mid-year check-in is a critical point to evaluate and adjust the progress of students on their executive functioning IEP goals. It provides an opportunity to reflect on achievements, identify challenges, and strategize next steps for the remainder of the school year. This section outlines practical tips for evaluating progress, tools and strategies to support continued success, and methods for effective collaboration with parents, students, and other educators.

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How to Evaluate Current Progress on Executive Functioning Goals

Evaluating progress requires a structured, data-driven approach to understand how well students are meeting their goals. Use these steps to guide your evaluation:

1. Review IEP Goals and Baseline Data

• What to Do: Compare the student’s current performance to the baseline data established at the beginning of the year.
  
  
• Example: If the baseline was completing independent work within 5 minutes with 50% accuracy, assess whether the student has improved to the expected level of accuracy and efficiency.
  
  

2. Use Objective Progress Monitoring Tools

• Regularly collect and review data from tools such as:
  
  
  • Self-Monitoring Charts: Completed by students to track their on-task behavior or goal achievement.
    
    
  • Teacher Observation Logs: Document specific behaviors during class.
    
    
  • Digital Tools: Apps like ClassDojo or Seesaw allow teachers to track student performance.
    
    

3. Conduct Direct Assessments

• Use structured assessments to measure growth:
  
  
  • Behavior Rating Inventory of Executive Function (BRIEF): Evaluates executive functioning behaviors.
    
    
  • Goal Attainment Scaling (GAS): Measures individual goal progress on a defined scale.
    
    
  • Work Samples: Analyze completed tasks to assess skill improvement over time.
    
    

4. Involve the Student

• Ask students to self-assess their progress:
  
  
  • Use a simple rating system (e.g., 1-5 scale) for students to evaluate their own performance on specific goals.
    
    
  • Encourage reflection by asking questions like, “What strategies have worked well for you so far?”
    
    

5. Compare Against SMART Goals

• Break down each goal into its SMART components (Specific, Measurable, Attainable, Relevant, Time-bound) and assess whether the progress aligns with each criterion.
  
  

Tools and Strategies to Support Goal Achievement

Once progress has been evaluated, it’s time to implement or adjust tools and strategies to address any gaps or challenges.

1. Adjust Scaffolding and Supports

• Modify Goals: Break goals into smaller, more manageable steps if progress has stalled.
  
  
• Increase Prompts: Provide additional verbal, visual, or physical prompts to help students achieve milestones.
  
  
• Introduce Tools: Use assistive technology, such as:
  
  
  • Time Timer for time management.
    
    
  • Todoist for task organization.
    
    
  • MindMeister for visual brainstorming and planning.
    
    

2. Strengthen Executive Functioning Skills

• Practice Prioritization:
  
  
  • Use checklists or priority charts to teach students to identify urgent and important tasks.
    
    
• Enhance Working Memory:
  
  
  • Play memory games (e.g., “Simon Says”) or use apps like Lumosity.
    
    
• Develop Emotional Regulation:
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  • Teach mindfulness strategies using apps like Headspace.
    
    

3. Use Visual Supports

• Visual aids can reinforce routines and expectations:
  
  
  • Visual Schedules: Break down daily tasks into manageable steps.
    
    
  • Behavior Charts: Monitor progress and provide immediate feedback.
    
    

4. Build Motivation

• Set Incentives: Offer rewards for meeting short-term goals, such as extra free time or a preferred activity.
  
  
• Track Progress Visually: Use goal charts or thermometers to help students see their progress.
  
  

5. Provide Explicit Instruction

• Teach executive functioning skills directly:
  
  
  • Example: For planning, explicitly model how to break down a long-term project into smaller steps and set deadlines.
    
    
    

Collaboration Tips for Working with Parents, Students, and Other Educators
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Collaboration ensures a consistent and supportive approach to helping students achieve their executive functioning goals. Here’s how to foster effective partnerships:

1. Communicate Regularly

• Schedule mid-year check-in meetings with parents, students, and team members to review progress.
  
  

Use communication tools like:
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• Parent-Teacher Communication Apps: Remind or Bloomz.
  
  
• Weekly Progress Reports: Share updates on goal achievement and areas for improvement.
  
  

2. Share Resources and Strategies

• Provide parents and educators with actionable resources:
  
  
  
  • Handouts: Create step-by-step guides for skills like using visual schedules or organizing materials.
    
    
  • Workshops: Host sessions on executive functioning development for families.
    
    

3. Involve the Student

• Empower students by:
  
  
  
  • Setting their own short-term goals.
    
    
  • Celebrating small successes with them.
    
    
  • Encouraging them to share what strategies they find helpful or challenging.
    
    

4. Align Goals Across Environments

• Ensure consistency by aligning goals and strategies at school and home:
  
  
  • Example: If the student uses a planner at school, encourage parents to support its use for home activities.
    
    

5. Coordinate Across Educators

• Use team meetings to share observations and align approaches:
  
  
  • Special education teachers, general education teachers, and counselors should collaborate to identify effective interventions.
    
    

6. Provide Flexibility

• Recognize that progress may vary and adjust expectations as needed:
  
  
  • Example: If a strategy isn’t working, brainstorm alternative methods with the team.
    
    

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Recommended Resources for Mid-Year Check-Ins

Books and Guides

• Smart but Scattered by Peg Dawson and Richard Guare – A practical guide to building executive functioning skills.
  
  
• Executive Skills in Children and Adolescents by Peg Dawson and Richard Guare – Comprehensive strategies for educators.
  
  

Websites and Online Tools

• Understood.org: Offers resources for supporting children with learning and thinking differences.
  
  
• ADDitude Magazine: Provides strategies for executive functioning and ADHD.
  
  
• Intervention Central: Offers free tools for progress monitoring and interventions.
  
  

Apps and Technology

• Progress Tracking Apps: ClassDojo, Seesaw.
  
  
• Executive Functioning Games: Lumosity, Elevate.

Assessment Tools

• Behavior Rating Inventory of Executive Function (BRIEF): A standardized tool to assess executive functioning.
  
  
• Teacher-Made Rubrics: Tailor rubrics to evaluate specific student skills, such as time management or task completion.

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Conclusion

Mid-year adjustments to IEP goals are essential for addressing challenges, celebrating progress, and ensuring goals remain relevant to students' evolving needs. By tailoring strategies to individual strengths and collaborating with stakeholders, educators can empower students to build critical skills for long-term success.

Use the provided examples as a foundation and adapt them to your students’ unique needs. We encourage you to share your strategies, success stories, or creative approaches in the comments to inspire and support others in our community. Together, we can make a meaningful difference!

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