Finish a multi-session assignment using a progress tracker
When to use this goal
For students whose present levels show assignments that span several days are abandoned after the first session. Fits assignments with countable parts. Present levels decide the number of parts.
- Baseline
- Review three recent multi-session assignments and count parts completed over parts assigned. Ask the student where they left off; students who cannot say usually need the tracker before anything else.
- Tips
- Divide the assignment into parts with the teacher in advance so the tracker is accurate. A part counts when it is finished, not started. Have the student mark the tracker at the end of each session; the mark is where the next session starts.
- Limits
- Multi-session assignments are less frequent than daily work, so data are slower. Absences break the sequence; note them and extend the deadline rather than scoring the gap.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ac-010.
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Goal
By the annual IEP review date, given an assignment with four or more parts to be completed over several class periods, the student will complete the parts of the assignment by the final due date independently, completing at least 85% of assigned assignment parts, on 3 consecutive multi-session assignments, as measured by work-sample analysis collected at the end of each multi-session assignment.
Baseline: 30% of assigned work.
- 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. Work completion fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives work completion 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 Assignment Completion.
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
- Executive Function - Assignment Completion
- Baseline
- 30% of assigned work.
- Annual goal398 characters
- By the annual IEP review date, given an assignment with four or more parts to be completed over several class periods, the student will complete the parts of the assignment by the final due date independently, completing at least 85% of assigned assignment parts, on 3 consecutive multi-session assignments, as measured by work-sample analysis collected at the end of each multi-session assignment.
- Timeframe
- By the annual IEP review date
- Condition
- Given an assignment with four or more parts to be completed over several class periods
- Behavior
- The student will complete the parts of the assignment by the final due date independently
- Criteria
- Completing at least 85% of assigned assignment parts, on 3 consecutive multi-session assignments
- Evaluation method
- Work-sample analysis
- Schedule
- At the end of each multi-session assignment
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records items completed and items assigned.
Accuracy tracker
Work completion- Student label:
- Target:
- completing at least 85% of assigned assignment parts
- Mastery rule:
- on 3 consecutive multi-session assignments
- Collection schedule:
- at the end of each multi-session assignment
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given an assignment with four or more parts to be completed over several class periods, the student will complete the parts of the assignment by the final due date independently, completing at least 85% of assigned assignment parts, on 3 consecutive multi-session assignments, as measured by work-sample analysis collected at the end of each multi-session assignment.
| Date | Task / materials | # assignment parts completed | # assignment parts assigned | % completedcompleted ÷ assigned × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
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. Sheets print blank; no student data is stored.