Ask for missed assignments after an absence
When to use this goal
For students whose present levels show absences turn into permanently missing work because no one asks for it. For students with the language to make a request; a script may be needed.
- Baseline
- Track the next few absences and ask each teacher whether the student asked for missed work and whether the work was ever turned in. Also ask the student how they usually find out what they missed.
- Tips
- Each class with missed work on a return day is one opportunity. Met means the student asks (in person or by message) and records the assignment and due date. Pair with ef-ac-005 for actually completing the make-up work.
- Limits
- Opportunities depend on absences, which the team does not want to increase. Classes that post all work online reduce the need to ask; the goal can then target checking the platform instead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ac-012.
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Goal
By the annual IEP review date, on the first day back after an absence, in each class that assigned work, the student will ask the teacher for the missed assignments and record them in the planner independently in at least 4 of 5 opportunities, across 5 consecutive return days, as measured by opportunity-by-opportunity data collected each return from absence and summarized monthly.
Baseline: 1 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 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
- 1 of 5 opportunities.
- Annual goal383 characters
- By the annual IEP review date, on the first day back after an absence, in each class that assigned work, the student will ask the teacher for the missed assignments and record them in the planner independently in at least 4 of 5 opportunities, across 5 consecutive return days, as measured by opportunity-by-opportunity data collected each return from absence and summarized monthly.
- Timeframe
- By the annual IEP review date
- Condition
- On the first day back after an absence, in each class that assigned work
- Behavior
- The student will ask the teacher for the missed assignments and record them in the planner independently
- Criteria
- In at least 4 of 5 opportunities, across 5 consecutive return days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each return from absence and summarized monthly
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 5 consecutive return days
- Collection schedule:
- each return from absence and summarized monthly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, on the first day back after an absence, in each class that assigned work, the student will ask the teacher for the missed assignments and record them in the planner independently in at least 4 of 5 opportunities, across 5 consecutive return days, as measured by opportunity-by-opportunity data collected each return from absence and summarized monthly.
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.