Complete a shortened assignment at full accuracy expectations
When to use this goal
For students with a reduced-workload accommodation whose present levels show even shortened assignments come back incomplete. Confirms whether the accommodation is enough. Present levels decide the length.
- Baseline
- Collect ten shortened assignments and calculate percent of required items with a response. If completion is high but accuracy is low, the problem is the skill, not completion. If both are low, the shortened length may still be too long.
- Tips
- Only the marked required items count in the denominator. Make the marking consistent (same color, same symbol) across teachers. As completion stabilizes, the team can lengthen the assignment through the accommodation review, not by changing this goal mid-year.
- Limits
- Depends on teachers applying the accommodation every time. Does not measure whether the student could manage a full-length assignment.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ac-013.
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Goal
By the annual IEP review date, given an assignment shortened to the number of items in the IEP accommodation, the student will complete the required items on the shortened assignment independently, completing at least 95% of assigned required items, on 8 of 10 consecutive shortened assignments, as measured by work-sample analysis collected daily and summarized weekly.
Baseline: 50% 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
- 50% of assigned work.
- Annual goal370 characters
- By the annual IEP review date, given an assignment shortened to the number of items in the IEP accommodation, the student will complete the required items on the shortened assignment independently, completing at least 95% of assigned required items, on 8 of 10 consecutive shortened assignments, as measured by work-sample analysis collected daily and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an assignment shortened to the number of items in the IEP accommodation
- Behavior
- The student will complete the required items on the shortened assignment independently
- Criteria
- Completing at least 95% of assigned required items, on 8 of 10 consecutive shortened assignments
- Evaluation method
- Work-sample analysis
- Schedule
- Daily and summarized weekly
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 95% of assigned required items
- Mastery rule:
- on 8 of 10 consecutive shortened assignments
- Collection schedule:
- daily and summarized weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given an assignment shortened to the number of items in the IEP accommodation, the student will complete the required items on the shortened assignment independently, completing at least 95% of assigned required items, on 8 of 10 consecutive shortened assignments, as measured by work-sample analysis collected daily and summarized weekly.
| Date | Task / materials | # required items completed | # required items 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.