Collect missed work after an absence
When to use this goal
For students who return after an absence and do not get the work they missed, so it turns into missing grades. Present levels in reading a folder or platform and in asking a teacher decide fit. The class must have an absent-work bin, folder, or online page.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Absences are irregular; use a planned practice (a staged absence folder) if real returns are rare.
- Tips
- Agree with teachers on one absent-work system per class and post it. Students with frequent medical absences may need the resource teacher to gather work in advance. Pair with fn-si-018 to plan when the work gets done.
- Limits
- Few opportunities for students who are rarely absent. Does not measure completing the work.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-si-024.
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Goal
By the annual IEP review date, on the first day back after an absence, with an absent-work bin or folder in the classroom, the student will collect the missed work, check what is due, and record the new due dates, performing at least 5 of 6 steps independently, across 3 consecutive returns from absence, as measured by a task-analysis checklist collected on the first day back after each absence.
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 School-Related Independence.
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
- Functional & Independence Skills - School-Related Independence
- Baseline
- 1 of 6 steps independently.
- Annual goal397 characters
- By the annual IEP review date, on the first day back after an absence, with an absent-work bin or folder in the classroom, the student will collect the missed work, check what is due, and record the new due dates, performing at least 5 of 6 steps independently, across 3 consecutive returns from absence, as measured by a task-analysis checklist collected on the first day back after each absence.
- Timeframe
- By the annual IEP review date
- Condition
- On the first day back after an absence, with an absent-work bin or folder in the classroom
- Behavior
- The student will collect the missed work, check what is due, and record the new due dates
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive returns from absence
- Evaluation method
- A task-analysis checklist
- Schedule
- On the first day back after each absence
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 returns from absence
- Collection schedule:
- on the first day back after each absence
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on the first day back after an absence, with an absent-work bin or folder in the classroom, the student will collect the missed work, check what is due, and record the new due dates, performing at least 5 of 6 steps independently, across 3 consecutive returns from absence, as measured by a task-analysis checklist collected on the first day back after each absence.
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. Checks the absent-work bin, folder, or online page for each class | ||||||||
| 2. Takes every paper with the student's name or date | ||||||||
| 3. Asks the teacher about anything not in the bin | ||||||||
| 4. Records each item and its new due date in the planner | ||||||||
| 5. Puts the work in the to-do folder | ||||||||
| 6. Turns in any notes or forms from home | ||||||||
| 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.