Keep missing assignments below a set number each week
When to use this goal
For students with multiple classes whose present levels show a steady stream of new missing assignments each week. Uses the gradebook as the data source. Present levels set the starting number.
- Baseline
- Count new missing marks per week for three to four weeks from the gradebook. Sort by class and by type (homework, classwork, projects). Confirm teachers mark missing work within the same timeframe so counts are comparable.
- Tips
- Count each assignment marked missing during the week, including ones later turned in late. Use the same gradebook report each week on the same day. The weekly self-check is also a self-monitoring routine; the student records the number.
- Limits
- Depends entirely on gradebook accuracy and timing across teachers. A week with few assignments naturally has few missing marks; report assignments given alongside the count.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ac-016.
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Goal
By the annual IEP review date, across all core classes during a school week, as shown in the gradebook, the student will reduce missing assignments in the gradebook to no more than 1 time per school week, while using a weekly self-check of the gradebook, in 4 of 5 consecutive weeks, as measured by frequency recording collected weekly from the gradebook.
Baseline: 6 times per school week.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 6 times per school week.
- Annual goal355 characters
- By the annual IEP review date, across all core classes during a school week, as shown in the gradebook, the student will reduce missing assignments in the gradebook to no more than 1 time per school week, while using a weekly self-check of the gradebook, in 4 of 5 consecutive weeks, as measured by frequency recording collected weekly from the gradebook.
- Timeframe
- By the annual IEP review date
- Condition
- Across all core classes during a school week, as shown in the gradebook
- Behavior
- The student will reduce missing assignments in the gradebook, while using a weekly self-check of the gradebook
- Criteria
- No more than 1 time per school week, in 4 of 5 consecutive weeks
- Evaluation method
- Frequency recording
- Schedule
- Weekly from the gradebook
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- no more than 1 time per school week
- Mastery rule:
- in 4 of 5 consecutive weeks
- Collection schedule:
- weekly from the gradebook
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, across all core classes during a school week, as shown in the gradebook, the student will reduce missing assignments in the gradebook to no more than 1 time per school week, while using a weekly self-check of the gradebook, in 4 of 5 consecutive weeks, as measured by frequency recording collected weekly from the gradebook.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per school week.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.