Submit dual enrollment assignments by the deadline
When to use this goal
For students taking a community college course while in high school, where no one checks daily on assignments. Present levels in organization and the course's demands decide how much high school support is planned, such as a weekly check-in.
- Baseline
- Use the first three weeks of the course as the baseline, with the student's permission to view the course site. Record late and missing work separately.
- Tips
- Students 18 and older control access to their college records; ask permission. Fade the check-in as the term goes on. Pair with tn-pse-010 so deadlines are known from the start.
- Limits
- Measures timeliness, not quality or grades. College course data may be hard for the school to see.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pse-019.
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Goal
By the annual IEP review date, during a dual enrollment course, using own planner and the course website, the student will submit each assignment for the course by its deadline independently, completing at least 90% of assigned course assignments on time, for 3 consecutive weeks, as measured by work-sample analysis collected weekly, from the course website.
Baseline: 50% 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 Postsecondary Education Readiness.
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
- Transition & Postsecondary Skills - Postsecondary Education Readiness
- Baseline
- 50% of assigned work.
- Annual goal359 characters
- By the annual IEP review date, during a dual enrollment course, using own planner and the course website, the student will submit each assignment for the course by its deadline independently, completing at least 90% of assigned course assignments on time, for 3 consecutive weeks, as measured by work-sample analysis collected weekly, from the course website.
- Timeframe
- By the annual IEP review date
- Condition
- During a dual enrollment course, using own planner and the course website
- Behavior
- The student will submit each assignment for the course by its deadline independently
- Criteria
- Completing at least 90% of assigned course assignments on time, for 3 consecutive weeks
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly, from the course website
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 90% of assigned course assignments on time
- Mastery rule:
- for 3 consecutive weeks
- Collection schedule:
- weekly, from the course website
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during a dual enrollment course, using own planner and the course website, the student will submit each assignment for the course by its deadline independently, completing at least 90% of assigned course assignments on time, for 3 consecutive weeks, as measured by work-sample analysis collected weekly, from the course website.
| Date | Task / materials | # course assignments on time completed | # course assignments on time 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.