Request an extension instead of skipping work
When to use this goal
For high school students who skip assignments, avoid the class, or argue when work is overdue, and whose FBA points to escape from work they feel behind on. Fit depends on the FBA and grade data, not grade level. Teachers must agree on how extensions work.
- Baseline
- Use the grade portal to list five recent overdue assignments and what the student did: asked, turned it in late without asking, or never turned it in. Ask the student what gets in the way of asking.
- Tips
- Asking ahead of time is the skill adults use at work and college. Pair with an assignment-completion goal in executive function if the work keeps piling up. Check the IEP for an extended-time accommodation; if one exists, the student is using it, not asking a favor.
- Limits
- Extensions do not fix the reason work is late. Some teachers may refuse; record that separately so the student is not penalized.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-062.
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Goal
By the annual IEP review date, when an assignment is due and the student has not finished it, the student will ask the teacher for an extension in person, by email, or through the class portal, and suggest a new due date independently in at least 4 of 5 opportunities, across 2 consecutive grading-period checks, as measured by opportunity-by-opportunity data collected each overdue or at-risk assignment, reviewed every two weeks.
Baseline: 0 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Replacement Behaviors.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Behavior & Classroom Expectations - Replacement Behaviors
- Baseline
- 0 of 5 opportunities.
- Annual goal431 characters
- By the annual IEP review date, when an assignment is due and the student has not finished it, the student will ask the teacher for an extension in person, by email, or through the class portal, and suggest a new due date independently in at least 4 of 5 opportunities, across 2 consecutive grading-period checks, as measured by opportunity-by-opportunity data collected each overdue or at-risk assignment, reviewed every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When an assignment is due and the student has not finished it
- Behavior
- The student will ask the teacher for an extension in person, by email, or through the class portal, and suggest a new due date independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive grading-period checks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each overdue or at-risk assignment, reviewed every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 2 consecutive grading-period checks
- Collection schedule:
- each overdue or at-risk assignment, reviewed every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when an assignment is due and the student has not finished it, the student will ask the teacher for an extension in person, by email, or through the class portal, and suggest a new due date independently in at least 4 of 5 opportunities, across 2 consecutive grading-period checks, as measured by opportunity-by-opportunity data collected each overdue or at-risk assignment, reviewed every two weeks.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.