Ask a teacher for an extension before an assignment is late
When to use this goal
For secondary students whose IEP includes extended time on assignments but who turn work in late or not at all instead of asking. Base the choice on missing-work data and the accommodation list. Students who do not yet track due dates may need an assignment completion goal first.
- Baseline
- Review the last grading period's late and missing assignments with the student and count how many were at risk before the due date. Record whether any request for an extension was made, when, and to whom. Ask the student what stops them from asking.
- Tips
- An opportunity is an assignment the student will not finish on time, identified at the planner check or by the student. Score correct when the request reaches the teacher before the due date and names the assignment and a new date. Brief teachers so they expect and honor requests that fit the IEP. The proposed date can be negotiated; the request itself is the skill.
- Limits
- Opportunities depend on workload; a fixed sample per grading period keeps data comparable. Frequent extension requests can signal that the workload or the accommodation plan needs review rather than more self-advocacy. Does not measure whether the work was turned in by the new date.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-010.
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Goal
By the annual IEP review date, when they are not going to finish an assignment by the due date and an extension applies under their IEP, the student will ask the teacher for an extension before the due date, naming the assignment and proposing a new date independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly during planner checks, confirmed with the gradebook.
Baseline: 0 of 4 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 Self-Advocacy.
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
- Social-Emotional & Communication - Self-Advocacy
- Baseline
- 0 of 4 opportunities.
- Annual goal457 characters
- By the annual IEP review date, when they are not going to finish an assignment by the due date and an extension applies under their IEP, the student will ask the teacher for an extension before the due date, naming the assignment and proposing a new date independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly during planner checks, confirmed with the gradebook.
- Timeframe
- By the annual IEP review date
- Condition
- When they are not going to finish an assignment by the due date and an extension applies under their IEP
- Behavior
- The student will ask the teacher for an extension before the due date, naming the assignment and proposing a new date independently
- Criteria
- In at least 3 of 4 opportunities, across 2 consecutive grading periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during planner checks, confirmed with the gradebook
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 3 of 4 opportunities
- Mastery rule:
- across 2 consecutive grading periods
- Collection schedule:
- weekly during planner checks, confirmed with the gradebook
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when they are not going to finish an assignment by the due date and an extension applies under their IEP, the student will ask the teacher for an extension before the due date, naming the assignment and proposing a new date independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly during planner checks, confirmed with the gradebook.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.