Assignment Completion IEP goals for high school (grades 9 to 12)
29 of the assignment completion templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
29 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Assignment Completion Executive Function
Complete independent classwork within the work period
Completing independent classwork
By the annual IEP review date, during a 20-minute independent practice period, the student will turn in the independent practice at the end of the work period independently, completing at least 80% of assigned practice items, on 8 of 10 consecutive assignments, as measured by work-sample analysis collected daily and summarized weekly.
Turn in completed homework on the due date
Turning in homework
By the annual IEP review date, when homework is assigned in core classes, the student will turn in completed homework on the due date independently in at least 8 of 10 opportunities, across 3 consecutive two-week periods, as measured by opportunity-by-opportunity data collected for each assignment and summarized every two weeks.
Complete a before-you-submit check on assignments
Checking work is complete before submitting
By the annual IEP review date, before turning in any written assignment, the student will complete a work-completion check using a before-you-submit checklist, performing at least 5 of 6 steps independently, on 4 of 5 consecutive observed submissions, as measured by a task-analysis checklist collected twice weekly.
Record unfinished work and when it will be finished
Recording a plan for unfinished work
By the annual IEP review date, when an assignment is not finished at the end of a class period, the student will record the unfinished work, where it will be finished, and the due date in a planner independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each time work is unfinished and summarized weekly.
Complete missing or make-up assignments during a support period
Completing missing and make-up work
By the annual IEP review date, during a scheduled 30-minute support period with a list of missing assignments, the student will turn in missing or make-up assignments by the agreed date independently, completing at least 75% of assigned make-up assignments, across 4 consecutive biweekly checks, as measured by work-sample analysis collected every two weeks.
Complete a task list in order during a support period
Completing a timed independent task in sequence
By the annual IEP review date, during a 30-minute support period with a written list of three tasks, the student will complete the tasks on the list one at a time in the listed order independently, completing at least 80% of assigned listed tasks, across 5 consecutive support periods, as measured by work-sample analysis collected each support period and summarized weekly.
High school assignment completion goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 14 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 10 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 4 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
Frequently asked questions
How do assignment completion goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.