Get an adapted assignment done in class
When to use this goal
For students with significant support needs in general education classes who work on adapted versions and need to finish them in the period. Present levels, not grade, decide the adaptation.
- Baseline
- Collect two weeks of adapted assignments and record the percent finished in the period and the support level used (independent, picture supports, paraprofessional check-in).
- Tips
- Handing in with the class at the same time builds belonging and shows the student as a member of the class. Plan adaptations with the general education teacher so they match the lesson. Fade the paraprofessional check-in to a picture checklist.
- Limits
- The quality and length of adaptations vary across teachers; keep them consistent while collecting data. Does not measure accuracy on the adapted content.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ac-033.
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Goal
By the annual IEP review date, during a general education class with an adapted version of the class assignment, the student will finish the adapted assignment and hand it in with the class independently, completing at least 80% of assigned adapted assignments, across 3 consecutive weeks, as measured by work-sample analysis collected weekly.
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 goal343 characters
- By the annual IEP review date, during a general education class with an adapted version of the class assignment, the student will finish the adapted assignment and hand it in with the class independently, completing at least 80% of assigned adapted assignments, across 3 consecutive weeks, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a general education class with an adapted version of the class assignment
- Behavior
- The student will finish the adapted assignment and hand it in with the class independently
- Criteria
- Completing at least 80% of assigned adapted assignments, across 3 consecutive weeks
- Evaluation method
- Work-sample analysis
- Schedule
- 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 80% of assigned adapted assignments
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during a general education class with an adapted version of the class assignment, the student will finish the adapted assignment and hand it in with the class independently, completing at least 80% of assigned adapted assignments, across 3 consecutive weeks, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # adapted assignments completed | # adapted assignments 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.