The Problem With Cookie-Cutter IEP Goals
Every year, millions of IEP goals get copy-pasted from goal banks just like this one. The school fills in your child's name, slaps on "80% accuracy in 4 out of 5 trials," and calls it individualized. It's not.
Under IDEA §300.320(a)(2), every goal must be based on your child's present levels of academic achievement and functional performance — their unique strengths, their specific barriers, their actual evaluation data. Not a template.
"I've sat at over 500 IEP tables."
I'm Mary, a Special Education Advocate and the founder of The Advocate Ally. I created this goal bank because I was tired of seeing parents bullied into accepting generic, "cookie-cutter" IEPs.
The goals below aren't just random suggestions—they are the exact same forensically sound goals I fight for in meetings every day. Use them to demand better for your child.
Mary
Founder, The Advocate Ally
How ADHD Affects Executive Function at the Early Elementary (PreK–2nd Grade) Level
At this stage, children are building the foundational skills they'll use for the rest of their education. IEP goals should focus on concrete, observable behaviors using hands-on materials, visual supports, and structured routines. It's normal for young learners to need more adult support — the key is systematically fading that support as skills develop.
The Specific Barrier
Executive function deficits ARE the core of ADHD — not a secondary symptom. Students struggle with time management, task initiation, organization of materials, sustaining attention, inhibiting impulses, and shifting between tasks. These deficits affect every academic area.
Building on Your Child's Strengths
External structures (planners, timers, visual checklists) serve as 'prosthetics' for executive function. The IEP should teach the student to use these tools independently — not just provide them as accommodations the student never learns to self-manage.
What Goals Should Actually Address
Independent use of a planner or organizational system, self-initiating work within a set time frame without adult prompting, breaking multi-step assignments into sub-tasks and completing them across sessions, and using self-monitoring strategies to stay on task.
⚡ But here's the thing: The information above is general. Your child isn't a category — they're an individual with specific evaluation data, specific classroom challenges, and specific strengths that no goal bank can capture. That's why we built a tool that analyzes your child's actual IEP.
Get your child's IEP reviewed freeRed Flags: Your Child's Executive Function Goals May Be Generic If...
The goal says "80% accuracy in 4 out of 5 trials"
This is the #1 sign of a copy-paste goal. Real criteria should match your child's baseline data, not a boilerplate number.
✕Goals that say 'will improve' without a specific, measurable target
💬 What to say in the meeting:
"Ask: 'Improve from what baseline to what target? How will you measure this? What does progress look like in data?' Every goal needs a starting point and an endpoint."
Want this checked automatically? Our audit checks every goal for measurability — and tells you exactly what's missing.
Run a free audit✕No baseline data — if they can't tell you where your child is NOW, the goal is meaningless
💬 What to say in the meeting:
"Say: 'Before we set a target, I need to see the current performance data. What assessment was used to determine the present level for this goal?'"
Want this checked automatically? When you upload your IEP, we cross-reference every goal against the Present Levels section to catch missing baselines.
Run a free audit✕Using the same goals as last year with no change in supports despite lack of progress
💬 What to say in the meeting:
"Ask: 'If this goal wasn't met last year, what specific instructional changes are being made this year? Repeating the same approach and expecting a different result isn't a plan.'"
Want this checked automatically? Our audit flags recycled goals automatically — and shows you how to demand changes.
Run a free audit✕Goals that are too easy or already mastered — often a sign the school wants to show 'progress' without doing the work
💬 What to say in the meeting:
"Say: 'This goal seems below my child's current level. Can you show me the data that supports this as an appropriate target? I'd like to see goals that promote actual growth.'"
Want this checked automatically? We compare goal difficulty against grade-level standards and your child's evaluation data to spot sandbagging.
Run a free auditAdvocate Tip for Early Elementary (PreK–2nd Grade) Parents
Don't let the school tell you 'they'll grow out of it.' Early intervention is the single most effective predictor of long-term success. If your child is struggling now, push for intensive, evidence-based support — not a 'wait and see' approach.
What Executive Function Goal Patterns Look Like at This Level
These are example patterns to help you understand what the school should be writing — not goals to copy. Your child's goals must be built from their evaluation data.
⚠️ These are not your child's goals. Every child with ADHD is different. A goal that's right for one Kindergarten student may be completely wrong for another. Use these to understand the structure of a good goal — then make sure your child's IEP team writes goals tied to their specific present levels.
- Example Pattern 1
Follow a visual schedule with no more than one adult prompt to transition between three daily activities
What a school might write: "The student will follow a visual schedule with no more than one adult prompt to transition between three daily activities with 80% accuracy in 4/5 trials."
What your advocate should ask: "What's the baseline? Where is follow a visual documented in the present levels? How was 80% chosen as the target?"
- Example Pattern 2
Put away materials in the correct location after an activity with a visual label system
What a school might write: "The student will put away materials in the correct location after an activity with a visual label system with 80% accuracy in 4/5 trials."
What your advocate should ask: "What's the baseline? Where is put away materials documented in the present levels? How was 80% chosen as the target?"
- Example Pattern 3
Begin a familiar activity within 1 minute of being given a direction and visual cue
What a school might write: "The student will begin a familiar activity within 1 minute of being given a direction and visual cue with 80% accuracy in 4/5 trials."
What your advocate should ask: "What's the baseline? Where is begin a familiar documented in the present levels? How was 80% chosen as the target?"
- Example Pattern 4
Complete a two-step classroom task in the correct order without skipping a step
What a school might write: "The student will complete a two-step classroom task in the correct order without skipping a step with 80% accuracy in 4/5 trials."
What your advocate should ask: "What's the baseline? Where is complete a two-step documented in the present levels? How was 80% chosen as the target?"
- Example Pattern 5
Locate and retrieve a needed supply (pencil, crayons, glue) from a designated spot independently
What a school might write: "The student will locate and retrieve a needed supply (pencil, crayons, glue) from a designated spot independently with 80% accuracy in 4/5 trials."
What your advocate should ask: "What's the baseline? Where is locate and retrieve documented in the present levels? How was 80% chosen as the target?"
5 more goal patterns are available for this combination. But remember — the right number of goals for your child depends on their evaluation, not on how many a goal bank lists.
Show More Goal Patterns
- Pattern 6
Stop a current activity and transition to a new activity within 2 minutes when given a visual and auditory signal
- Pattern 7
Attend to a teacher-directed activity for at least 10 minutes before needing a break
- Pattern 8
Use a visual 'first-then' board to complete a non-preferred task before accessing a preferred activity
- Pattern 9
Remember and follow a one-step verbal direction given 5 minutes earlier without a reminder
- Pattern 10
Sort completed work into the correct folder (e.g., 'take home' vs. 'turn in') at the end of the day
The Real Question Isn't "What Goals Should I Copy?"
It's: "Are the goals already in my child's IEP actually individualized — or did the school copy them from a bank just like this one?"
I check every goal in your child's IEP against federal standards. I catch the copy-paste goals, the missing present levels, the goals with no real criteria — all the things a goal bank can't tell you.
Audit Your Child's IEP — FreeAccommodations to Discuss With Your IEP Team
These are commonly considered for students with ADHD. Like goals, accommodations must be individualized — not selected from a checklist.
Movement breaks throughout the day
💬 How to request this in the meeting:
"Can we include scheduled movement breaks every 30 minutes during academic instruction? These should be built into the schedule — not contingent on earning them through good behavior."
🛡️ If the school pushes back:
Movement breaks are not a reward — they're a physiological need for students with ADHD. If denied, ask for the research basis for their refusal and request a PWN.
Chunking assignments into smaller steps
💬 How to request this in the meeting:
"I'd like the IEP to specify that long assignments are broken into sections with separate due dates. For example, a 5-page essay becomes: outline due Monday, first two paragraphs due Wednesday, and so on."
🛡️ If the school pushes back:
If the teacher says 'all students can do this,' clarify that you're requesting it be written into the IEP so it's legally enforceable and consistent across all teachers.
Use of a timer for task completion
💬 How to request this in the meeting:
"Can we add a visual timer accommodation? My child works significantly better with external time cues. I'd like this specified so every teacher implements it consistently."
🛡️ If the school pushes back:
A timer costs nothing and improves output. There is no valid reason to deny this. Ask for the denial in writing via PWN.
Graphic organizers for writing tasks
💬 How to request this in the meeting:
"I'd like graphic organizers provided for all writing assignments across subjects — not just in language arts. This should be specified by name so substitute teachers and specials teachers also provide them."
🛡️ If the school pushes back:
If the school says this 'gives an unfair advantage,' point out that an accommodation levels the playing field — it doesn't create an advantage. It addresses a documented executive function deficit.
These scripts are general examples. The most effective meeting language references your child's specific evaluation data and classroom observations. Our action plan generates personalized scripts based on your child's actual IEP.
Get personalized meeting scriptsWhat To Do Right Now
- 1
Pull out your child's current IEP
Find the document the school gave you. Look for the section called 'Measurable Annual Goals.'
- 2
Find the Executive Function goals
Look for goals that specifically address executive function. Does the goal reference YOUR child's evaluation data?
- 3
Check for baseline data
Every goal must state where your child IS right now. If there's no number or specific skill level, the goal can't be measured.
- 4
Look for red flags
Compare the goals to the red flags listed above. If you see '80% accuracy in 4 out of 5 trials' or goals that sound like they could apply to any student, flag it.
- 5
Upload for a free professional review
Still not sure? Upload the IEP and I'll check every goal against IDEA standards — automatically.
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See Executive Function Goal Patterns for Other Grade Levels
Goal expectations differ significantly by developmental level.
Executive Function Goal Patterns for Other Disabilities
Different disabilities create different barriers. Explore what goals should look like for each.