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Complete missing or make-up assignments during a support period

Unreviewed draft6-8, 3-5Work completion
Student reference

Use a generic label rather than a student's name. Review goals within your school's approved IEP system.

Current baseline

Sample numbers are illustrative. Set the baseline and target from the student's own assessment data and team judgment.

Condition

Setting, materials, or situation, such as a passage level or a work period.

Observable behavior

Something an adult can see, count, or time. Avoid “understand,” “improve,” or “know.”

Level of support

Say exactly what support counts, such as “with one verbal prompt.” Leave “independently” if none.

Criterion

Percent of assigned work completed.

Measurement method

Scoring completed student work (permanent products) against a defined answer key or checklist.

Mastery rule
Timeframe and monitoring

You can type a date, such as “By May 15, 2027”.

Match the schedule to the skill. Fluency often uses weekly probes. Writing rubrics may be scored every few weeks.

Live goal preview

By the annual IEP review date, during a scheduled 30-minute support period with a list of missing assignments, the student will turn in missing or make-up assignments by the agreed date independently, completing at least 75% of assigned make-up assignments, across 4 consecutive biweekly checks, as measured by work-sample analysis collected every two weeks.

Baseline: 30% of assigned work.

  • Condition
  • Observable behavior
  • Criterion
  • Measurement method
Add objectivesMatching data sheet

Measurability check10 of 10 met

All structural checks are met.

  • Met: Observable behavior. The behavior is stated as an action.

  • Met: Condition. The goal states when or under what conditions the behavior occurs.

  • Met: Unit fits the behavior. Work completion is a reasonable way to quantify this behavior.

  • Met: Explicit criterion. The success criterion is stated with a number and unit.

  • Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.

  • Met: Method produces the metric. Work-sample analysis can produce work completion data.

  • Met: Review timeframe. The goal includes a timeframe.

  • Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.

  • Met: Aligned with area of need. The wording still relates to Assignment Completion.

  • Met: Level of support. The level of support is defined.

What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.

About this template
Level guidance
For students whose present levels show an accumulating backlog of missing work. Confirm the backlog is manageable and that make-up work is at the student's independent level; grade does not decide fit.
Baseline considerations
List every missing assignment across classes and the date it became missing. Calculate the share turned in by agreed dates over a recent two-week window. Ask teachers which assignments are essential so the list is realistic.
Usage notes
Use alongside goals that prevent new missing work. Agree with teachers on deadlines for each make-up assignment and on what counts as complete. Keep the tracker short; prioritize assignments that matter most for grades and learning.
Known limitations
Percent completed depends on how many assignments are on the list, which teachers control. Does not address why the work went missing in the first place.
Source
Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID ef-ac-005.

Short-term objectives (optional)

When are objectives required?

Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.

Build objectives by

Matching data sheet

Accuracy tracker. Your goal measures the percentage of assigned work completed, so the sheet records completed and assigned items.

Accuracy tracker

Work completion
Student label:
 
Target:
completing at least 75% of assigned make-up assignments
Mastery rule:
across 4 consecutive biweekly checks
Collection schedule:
every two weeks
Method:
Work-sample analysis
Data collector:
 

Goal: By the annual IEP review date, during a scheduled 30-minute support period with a list of missing assignments, the student will turn in missing or make-up assignments by the agreed date independently, completing at least 75% of assigned make-up assignments, across 4 consecutive biweekly checks, as measured by work-sample analysis collected every two weeks.

Accuracy tracker
DateTask / materials# make-up assignments completed# make-up assignments assigned% completedcompleted ÷ assigned × 100Support levele.g., independent, 1 verbal promptNotes

Preview shows 4 of 12 rows.

  • Record how many assigned items were completed and how many were assigned for the defined work period.
  • Percent = numerator ÷ denominator × 100. Round to one decimal place.
  • Record the support actually provided, even if the goal is independent performance.

The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.

Preview
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