Run a missing-work recovery routine
When to use this goal
For high school students with many missing assignments who need a routine to recover them on their own. Present levels, not grade, decide fit.
- Baseline
- Open the gradebooks with the student and ask them to start recovering missing work without a checklist; score which steps they do without help. Count the missing assignments at the start as a second number to watch.
- Tips
- Pair with ef-ac-005 for the make-up work itself. Late work policies vary by teacher, so step 2 matters: some work may no longer be accepted and should drop off the list. A weekly routine prevents the end-of-term pile.
- Limits
- Teachers may not accept late work, which limits what recovery can do. Does not measure the quality of recovered work or the grade change that follows.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ac-027.
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Goal
By the annual IEP review date, during a weekly support period with the student's gradebooks open, the student will complete the missing-work recovery routine, performing at least 5 of 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected weekly.
Baseline: 1 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 6 steps independently.
- Annual goal293 characters
- By the annual IEP review date, during a weekly support period with the student's gradebooks open, the student will complete the missing-work recovery routine, performing at least 5 of 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a weekly support period with the student's gradebooks open
- Behavior
- The student will complete the missing-work recovery routine
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive weeks
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a weekly support period with the student's gradebooks open, the student will complete the missing-work recovery routine, performing at least 5 of 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Lists every missing assignment from the gradebooks | ||||||||
| 2. Checks each teacher's late work policy | ||||||||
| 3. Ranks the list by points and deadline | ||||||||
| 4. Gets the materials for the top item | ||||||||
| 5. Finishes and submits the top item | ||||||||
| 6. Updates the list and plans the next item | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.