Work completion IEP goals: 24 examples and a sample data sheet
By the IEP Atlas editorial teamLast updated
Short answer
A measurable work completion IEP goal counts how much assigned work the student finishes, out of what was assigned, under a stated condition. Pair it with an accuracy floor so rushing doesn't count. Example: during independent classwork, using a task checklist, the student will complete at least 85% of assigned items with 70% or better accuracy on 4 of 5 days.
Work completion is the most common executive function concern on an IEP and one of the most poorly written. "Will complete assignments" has no denominator, no setting and no quality check. A student can finish 100% of items by writing anything in every blank.
A good work completion goal has three numbers: items finished, items assigned and a minimum accuracy. The 24 goals below follow that pattern where it fits. Baselines are illustrative. The cluster pillar on executive functioning IEP goals already shows a classwork checklist goal and a missing assignments goal, so this page uses other examples.
Before writing a completion goal, rule out the obvious. If the work is too hard, the student needs instruction, not a completion goal. If the student never starts, the goal belongs in task initiation IEP goals. Completion goals fit students who start, can do the work, and still don't finish or turn it in.
How to choose the right work completion goal
| What you see | Sub-skill | Best measure | Data source |
|---|---|---|---|
| Starts classwork, finishes about half | Finishing classwork | Items done, of items assigned | Work sample each day |
| Homework done at home but never turned in | Homework and turn-in | Assignments turned in, of assigned | Grade portal |
| Multi-day assignments stall halfway | Long and multi-session work | Session goals met | Progress tracker |
| Missing work piles up after absences or pull-out | Missing work and recovery | Missing items per week | Grade portal |
Templates are on the assignment completion goals page, with versions for grades 3 to 5, middle school and high school.
Finishing classwork
| Goal | Baseline | Measure |
|---|---|---|
| During the work period, the student will complete a one-page assignment with at least 70% accuracy before the period ends on 4 of 5 days. | 1 of 5 days | Days completed |
| Given a written prompt in class, the student will finish the written response by the end of the period, answering all parts on 4 of 5 prompts. | 2 of 5 | Prompts completed |
| Before leaving class, the student will hand in the exit ticket with every item attempted on 9 of 10 class days. | 5 of 10 days | Exit tickets complete |
| In a co-taught class, the student will finish the assigned classwork, completing at least 80% of items with 75% accuracy on 4 of 5 days. | 45% of items | Items completed, of items assigned |
| Given an adapted assignment of 5 to 8 items, the student will finish it during class with at least 4 items correct on 4 of 5 days. | 2 of 5 days | Days completed |
| Given a shortened assignment, the student will complete every item at the same 80% accuracy expected of the full assignment on 4 of 5 assignments. | 2 of 5 | Assignments met |
Weak: "The student will complete classwork." Measurable: the co-taught goal. It gives the share of items, the accuracy floor and the number of days.
Homework and turning work in
| Goal | Baseline | Measure |
|---|---|---|
| The student will turn in completed homework on the due date for at least 9 of 10 homework assignments across all classes. | 4 of 10 | Assignments turned in on time |
| Using a home checklist signed by a parent, the student will complete homework on 4 of 5 school nights for 4 consecutive weeks. | 1 of 5 nights | Nights completed |
| The student will submit digital assignments on the class platform by the posted time for at least 90% of assignments in a grading period. | 55% of assignments | Assignments on time, of assignments posted |
| In after-school study hall, the student will finish the night's homework before leaving on 4 of 5 days. | 2 of 5 days | Days finished |
| The student will submit a lab report for every lab within 2 school days, turning in at least 7 of 8 reports in a semester. | 3 of 8 | Reports submitted |
| Before submitting, the student will complete a before-you-submit check (name, all items attempted, work shown) on 9 of 10 assignments. | 3 of 10 | Assignments checked |
Weak: "The student will turn in homework 80% of the time." Measurable: the first goal above. "Of the time" has no count. "9 of 10 homework assignments" does.
Long and multi-session work
Multi-day assignments need a session target, not just a final date. Mark the target on a tracker at the start of each session.
| Goal | Baseline | Measure |
|---|---|---|
| Using a progress tracker, the student will finish a multi-session assignment by meeting the marked target in at least 4 of 5 sessions. | 1 of 5 | Sessions on target |
| On project days, the student will meet the session goal written at the start of class on 4 of 5 project days. | 1 of 5 | Project days met |
| On a group project, the student will deliver their assigned part by the group deadline on 3 of 3 group projects in a semester. | 0 of 2 | Parts delivered |
| In an online course, the student will keep pace with weekly modules, completing each week's module by Sunday on 5 of 6 weeks. | 2 of 6 | Weeks on pace |
| In an online module, the student will work through the sections in order without skipping, completing all sections on 4 of 5 modules. | 1 of 5 | Modules complete |
| Using a reading log, the student will complete assigned reading, logging at least 90% of assigned pages over 4 weeks. | 40% of pages | Pages logged, of pages assigned |
Weak: "The student will complete long-term projects." Measurable: the progress tracker goal. A final grade arrives too late to teach anything. Session targets give weekly data.
Missing work and recovery
| Goal | Baseline | Measure |
|---|---|---|
| During a support period, the student will complete missing or make-up assignments, finishing at least 2 per session on 4 of 5 sessions. | 0 to 1 per session | Assignments completed per session |
| After an absence, the student will ask each teacher for missed assignments within 1 school day on 4 of 5 absences. | 0 of 5 | Absences followed up |
| Each Friday, the student will run a missing-work recovery routine (check the portal, list items, plan when to finish) on 4 of 5 weeks. | 0 of 5 | Weeks completed |
| Within 3 school days, the student will make up classwork missed during pull-out for at least 90% of missed assignments in a month. | 30% of assignments | Assignments made up, of assignments missed |
| At the end of each class, the student will record unfinished work and when it will be finished in the planner on 9 of 10 days. | 2 of 10 days | Days recorded |
| In each co-taught class, the student will keep work current, with no more than 1 missing item per class at each Friday check for 6 consecutive weeks. | Median 4 per class | Missing items per class |
Weak: "The student will reduce missing assignments." Measurable: the pull-out goal. It names the time limit, the share and the period.
How to measure work completion
Use work completion as the measure: items finished divided by items assigned. Add an accuracy column so the data shows quality too.
- Define an item. One problem, one question, one paragraph. Write it on the data sheet.
- Set the accuracy floor. A finished item counts only if the whole assignment meets the floor, such as 70%. Below the floor, record it as not met.
- Probe frequency. For daily classwork goals, record every day the class meets, then graph the weekly median. For homework and portal goals, pull the data once a week on the same day. For long projects, record each session.
- Collect work samples. Keep one sample a week. It shows what "complete" looked like.
Here is an illustrative filled-in week for the co-taught classwork goal (target: 80% of items with at least 75% accuracy on 4 of 5 days):
| Day | Items assigned | Items completed | Completion | Accuracy | Met? |
|---|---|---|---|---|---|
| Monday | 12 | 10 | 83% | 80% | Yes |
| Tuesday | 10 | 6 | 60% | 83% | No |
| Wednesday | 15 | 13 | 87% | 77% | Yes |
| Thursday | 12 | 11 | 92% | 64% | No (below accuracy floor) |
| Friday | 8 | 7 | 88% | 86% | Yes |
Result: 3 of 5 days met, so the weekly criterion is not met yet. Thursday shows why the accuracy floor matters: the student finished the work by guessing. The IEP must say how progress will be measured,[1] and a sheet like this answers that. Review 6 to 8 weeks of medians before changing supports.[2]
Short-term objectives
For the co-taught classwork goal:
- With an adult check-in after every 3 items, the student completes 60% of items with 75% accuracy on 4 of 5 days.
- With a task checklist and one mid-period check-in, the student completes 70% of items on 4 of 5 days.
- With the checklist only, the student completes 80% of items on 4 of 5 days.
Adapting by grade
| Grade band | Typical work | Measure | Example criterion |
|---|---|---|---|
| Pre-K to 2 | Short table activities, one page | Finished before leaving the table | 4 of 5 activities |
| 3 to 5 | Worksheets, exit tickets | Items completed | 85% of items, 4 of 5 days |
| Middle school | Classwork, homework, labs | Assignments turned in | 9 of 10 assignments |
| High school | Online modules, projects, college courses | On-time submissions | 90% of assignments in a grading period |
Mistakes to avoid
- No accuracy floor. Completion without quality rewards rushing. Add a minimum score.
- Using the grade as the measure. A C in math mixes completion, accuracy, behavior and late penalties. Count items instead.
- Missing the real problem. If the work is too hard, the student needs instruction or a modification. A completion goal won't fix it.
- Measuring what an adult did. If a para writes the answers, the data is not the student's. Note who did what.
Paste your draft into the goal checker. For students who finish but turn in work full of errors, a checking goal from self-monitoring IEP goals fits. For students who misjudge how long work takes, see time management IEP goals.
Frequently asked questions
What is a good work completion IEP goal?
One that counts items finished out of items assigned, in a named setting, with an accuracy floor. For example: during independent classwork, the student will complete at least 85% of assigned items with 70% accuracy on 4 of 5 days.
How do you track work completion data?
Record items assigned and items completed each day for classwork, and pull homework or portal data once a week. Add an accuracy column. Graph the weekly median and keep one work sample a week as evidence.
Why add accuracy to a work completion goal?
Without it, a student can meet the goal by writing anything in every blank. An accuracy floor, such as 70%, makes sure completed work is real work. It also tells you if the work is too hard.
Use it in IEP Atlas
- Assignment completion goals (executive function)
- Work completion measurement guide
- Executive function IEP goals
- IEP goal checker
Related guides
- Executive functioning IEP goals: examples by skill
- Task initiation IEP goals
- Self-monitoring IEP goals: 24 examples and how to collect the data
- Time management IEP goals: 24 examples by sub-skill
- Homework IEP goals: 20 examples and how to track completion data
- IEP goals for checking work: 20 examples with baselines
- Self-monitoring strategies that work in the classroom
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.