8 Working Memory IEP Goals

Posted In Goals On April 14, 2025

When it comes to supporting executive functions in the classroom, working memory IEP goals are a powerful way to track progress and ensure that instruction is meeting individual student needs. Working memory is a foundational executive function that enables students to retain and utilize information in real time—whether it involves following directions, solving math problems, or participating in class discussions. In this blog post, we’ll share eight specific working memory IEP goals that can help you improve your students’ academic performance and empower them with tools to succeed.

Understanding and teaching executive function skills, particularly working memory, can feel overwhelming. But with clear goals, targeted instruction, and the right executive functioning tools, educators can see real progress. Below, you’ll find sample IEP goals that support the development of working memory. These goals also promote student empowerment, build self-confidence, and foster positive student behavior.

If you want to take a deeper dive into what working memory is, be sure to click here to read our post, “What is Working Memory?”

Working Memory IEP Goals

Monitoring Goals With Visual Reminders

• With visual reminders including a checklist, _____ (student) will monitor his/her _____ (i.e., weekly, daily, monthly) working memory goal using the _____ strategy with _____% success over _____ weeks.

This goal focuses on helping students take ownership of their executive function learning. Checklists are a valuable executive function tool that can promote independence and support students in developing self-management skills.

Strategy Selection for Memory Tasks

• Given a task, _____ (student) will break apart the task to determine what information is critical to remember, then choose a memory strategy from a given list to practice memorizing the information _____% of the time in _____ of _____ instances.

This goal establishes a strong foundation for working memory by enabling students to tailor their learning and recall methods, thereby enhancing their academic performance.

Attention and Focus Cues

• Given a visual/verbal cue when distracted, _____ (student) will model appropriate body language for paying attention (i.e., eyes on the speaker, body facing the speaker) to regain focus during class _____% of the time across settings.

This goal addresses and supports the development of focus and attention skills, which are crucial for learning.

Identifying Distractions and Solutions

• When given an example of a real-world classroom scenario, _____ (student) will identify common distractions in the classroom and then identify solutions to avoiding off-task behaviors with _____ accuracy.

Solving executive function challenges starts with awareness. This goal builds metacognition and helps students connect classroom behavior to their learning outcomes.

Sequencing and Completion of Multi-Step Tasks

• Given a multi-step task, _____ (student) will recall the steps in sequence using memory aids to complete the task with _____% accuracy.

Multi-step tasks often challenge students with executive function difficulties. Teaching executive function skills, such as sequencing and planning, improves a student’s ability to stay on task and complete work independently.

On-Task Monitoring Using Checklists

• Using a checklist, _____ (student) will independently stay on task, monitoring his/her progress toward task completion for a minimum of ______% of his/her given assignments.

This working memory IEP goal not only supports attention and memory but also promotes autonomy, which is ideal for students who need extra support with working memory deficits.

Practicing Long-Term Memory Strategies

• When provided information and a modeled strategy, _____ (student) will practice a targeted long-term memory strategy to recall _____% of the information presented to him/her.

By integrating long-term memory strategies, this goal extends executive function strategies beyond the moment, helping students retain and apply them to academic content over time.

Repetition with Flashcards

• Given an academic task (i.e., vocabulary, sight words, basic math skills), ______ (student) will create flashcards, then use the repetition of information to memorize the academic information with _____% accuracy in _____ of _____ trials.

This classic memory strategy is still one of the most effective. It builds working memory, boosts student engagement, and supports customized lessons for students across grade levels and content areas.

By incorporating these working memory IEP goals into your executive function instruction, you can provide structure and consistency to build skills over time. These IEP goals provide a roadmap for supporting student learning needs, particularly for those who require structured support in maintaining attention, focusing, and remembering information.

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Whether you’re writing new IEPs, refining your executive function strategies, or looking for new classroom tools, remember that when you support working memory, you support the foundation of learning.