Executive function IEP goals when your child has autism
For a child with autism, switching tasks and tolerating an unplanned change are skills somebody has to teach. The goal should record the visual support in place, the exact transition being taught, and how independence is measured. Open your child’s IEP to the goal page and read one goal for three things: the baseline it starts from, the behavior someone could count, and the date it gets reported.
By The Advocate Ally, checked against the rules it cites. Sources checked September 14, 2026.
Is this your goal?
“Student will show growth in executive functioning skills with adult support as needed.”
The line never names the setting, the adult’s role, or anything staff would count.
What the rule says
“A statement of measurable annual goals … [and] [a] description of … [h]ow the child’s progress toward meeting the annual goals will be measured, and when periodic reports … will be provided.”
34 CFR 300.320(a)(2)(i) and (a)(3)
The rule’s own example of a periodic report is quarterly, issued with report cards: four updates a year.
The three tests
Every strong goal below passes all three.
BaselineWhere your child is today, as a number with its date, in present levels.
CountableA behavior two adults would tally the same way. Read the goal: what would you count?
ReportedHow often the number comes home. Check the progress-reporting box, then the last report sent.
Weak“When a five-minute visual timer ends, Devon will leave centers and join the carpet spot, tracked daily and reported quarterly.”
Strong“When a five-minute visual timer ends, Devon will leave centers and join the carpet spot within one minute on four of five days, tracked daily and reported quarterly.”
Baseline
Devon joins the carpet zero of five days.
Countable
Leaving centers and reaching the spot: easy tally.
Reported
Daily marks turn each quarter into forty checks.
With no rate written in, one quiet afternoon can pass as success while transitions still take several tries.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Which number in this goal tells us how many days count as met?”
Which line of the progress-reporting box says how often Devon’s updates arrive?
3rd through 5th grade
Weak“Using a visual task strip taped inside his folder, Devon will complete all three steps of independent seatwork on four of five days.”
Strong“Using a visual task strip taped inside his folder, Devon will complete all three steps of independent seatwork on four of five days, photographed each Friday and sent home quarterly.”
Baseline
Devon completes one of three steps alone.
Countable
All three steps finished, folder closed: quick check.
Reported
The dated photo each quarter is the proof.
Skip naming when the photo goes home, and October’s version can still be the newest one in May.
IDEA requires the IEP to say how progress is measured and reported: 34 CFR 300.320(a)(3).
“Which day of the week gets checked, and when do I see it?”
Open last quarter’s progress report and see whether a single photo is dated.
6th through 8th grade
Weak“Using a color-coded binder checked each Friday, Devon will improve organizational skills, on three of four weeks, counted every semester.”
Strong“Using a color-coded binder checked each Friday, Devon will file all four handouts in the matching subject tab, on three of four weeks, counted every semester.”
Baseline
One of four handouts filed correctly most weeks.
Countable
Four handouts filed in the matching tab: checkable.
Reported
One binder score reaches the family each term.
A goal to improve organizational skills has no floor, so Devon can be called successful while his binder stays chaos.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“What exactly would count as the binder being filed correctly?”
Check the accommodations page for any organizing support that is supposed to fade.
9th through 12th grade
Weak“Devon will pack his bag and leave on the bell on seven of ten days, reported monthly.”
Strong“With a laminated end-of-class checklist initialed by his aide, Devon will pack his bag and leave on the bell on seven of ten days, reported monthly.”
Baseline
Without the checklist, Devon leaves his bag behind.
Countable
Bag packed and out by the bell.
Reported
Monthly counts turn ten days into a pattern.
Take the initialed checklist away and the habit likely disappears with it, leaving Devon scored on a skill he has not learned.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Who initials this checklist, and what happens the day nobody does?”
The meeting notes should say which adult initials this checklist each day.
What to ask the team
Does the plan name which sensory input makes this skill harder some days?
Who is responsible for updating the visual system as Devon’s skills grow?
Will this be measured in more than one classroom, or only in one aide’s room?
An example is not your child’s goal: it does not replace the data the team starts from, or advice from someone qualified in your state.
Have every goal in your IEP checked against these three tests, free.
The review reads every page you upload, flags each goal missing a baseline, measurable criteria, a target or a timeline, and quotes the wording with its page.
