Work completion answers: what share of assigned work did the student finish and turn in? It counts assignments or items completed out of those assigned, without scoring whether answers were right.
39 templates in the library use work completion, across 11 skills. Each prints the accuracy tracker.
When to use it
Assignment completion and turning work in
Make-up work after an absence
Using a tool such as speech-to-text on assigned writing tasks
Not for quality of the work; use accuracy or a rubric for that
How to record it
Define what counts as complete, such as every item attempted and submitted by the due time.
List the assigned work for the period, such as each assignment in a week.
Mark each one complete or not complete when it is due.
Divide completed by assigned and record the percent for the week.
Note any changed assignments or absences, which change the denominator.
Writing the criterion and mastery rule
Write the criterion as "completing at least N% of assigned" items or assignments.
Name the class or type of work in the condition.
Name the strategy the student uses, such as a planner check or a checklist.
Use a mastery rule such as "across 3 consecutive weeks" or "on 4 of 5 observed days".
Common mistakes
Not defining complete, so half-finished work is counted by some adults and not others.
Mixing completion and accuracy in one number.
Counting work an adult did for the student.
Writing the goal with no strategy, so it only describes the problem.
Goal examples measured this way
Numbers are illustrative. Set targets from the student's own baseline data.
Assignment Completion
Complete independent classwork within the work period
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.
By the annual IEP review date, during class writing assignments, given a device with speech-to-text and a quiet spot or headset microphone, the student will draft the assignment with speech-to-text, read or listen back, fix errors, and turn it in independently, completing at least 85% of assigned writing assignments, across 4 consecutive weeks, as measured by work-sample analysis collected weekly.
By the annual IEP review date, given a teacher-made study guide at least 3 school days before a test, the student will complete the study guide items before the test day independently, completing at least 90% of assigned study guide items, on 3 consecutive study guides, as measured by work-sample analysis collected each study guide.
By the annual IEP review date, during writing workshop, given a stapled booklet of three to five pages with a picture box and lines on each page, the student will add a picture and at least one sentence that tells part of the story on each booklet page independently, completing at least 80% of assigned booklet pages, across 3 consecutive weeks of booklets, as measured by work-sample analysis collected weekly.
By the annual IEP review date, after an absence, with a trimmed make-up list and catch-up dates set with each teacher, the student will complete and turn in the trimmed list of make-up assignments by the catch-up dates independently, completing at least 85% of assigned make-up assignments on the trimmed list, across 3 consecutive returns, as measured by work-sample analysis collected weekly, from the gradebook and tracker.
By the annual IEP review date, at the start of each course, given the course syllabus and own planner or calendar app, the student will enter every due date and test date from the syllabus into own planner with a reminder before each one independently, completing at least 95% of assigned syllabus due dates, each entered with a reminder, on 3 consecutive syllabi or unit schedules, as measured by work-sample analysis collected at the start of each course or unit.
It can be when finishing and turning in work is the real barrier. Pair it with a taught strategy, like a planner or a checklist, so the goal teaches a skill.
Should late work count?
Decide in the goal. Some teams count work turned in by the due time only, others count work turned in within a set number of days. Either works if it is written down.
How do I collect work completion data?
Use the gradebook or a weekly checklist of assignments. Many teachers check once a week and record the percent.
IEP Atlas Pro
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