19 Work Completion IEP Goals and Examples (Task Completion)

Inside: Discover how setting Work Completion IEP goals can help students with disabilities improve their academic performance and achieve success in school and beyond. Includes IEP goals for work completion and accommodations. For this post, we are using Work Completion = Task Completion.

Work completion or task completion refers to the ability to finish a given assignment, project, or task to the best of one’s ability, and to do so within the allotted time frame.

It is an important skill in academic and professional settings, as well as in personal life, as it enables individuals to meet deadlines, accomplish goals, and feel a sense of satisfaction from their accomplishments.

What is Work Completion?

Work completion or task completion involves several key components, including planning, organization, time management, and the ability to stay focused and motivated. It also requires attention to detail, and the ability to prioritize tasks based on their level of importance and urgency.

In the context of school, work completion usually refers to finishing all the assignments, homework, and projects that are required for a specific class or course.

Work completion at school involves ensuring that all the necessary assignments are finished on time, with the proper understanding of the concepts and subjects taught. It also involves submitting the work on time and meeting the expected standards of quality.

Work completion at school is important for several reasons.

• First, it helps students stay organized and focused on their academic goals, which can improve their academic performance.
• Second, it allows teachers to monitor the progress of their students and provide feedback to help them improve.
• Third, it prepares students for their future academic and professional careers, where the ability to complete work on time and meet deadlines is essential for many careers.

Work completion at school is the process of finishing all the academic requirements for a specific course or class. It is important for both students and teachers and helps to ensure academic success and preparedness for the future.

To effectively complete work or tasks, individuals may need to develop strategies to improve their skills in these areas.

This may include:

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• developing a routine or schedule
• breaking larger tasks down into smaller and more manageable steps
• setting goals and deadlines together so the student has buy-in
• utilizing tools and resources to stay organized and on track

Effective work completion or task completion is a valuable skill that can benefit individuals in a variety of settings.

It can lead to increased productivity, improved academic or work performance, and a greater sense of confidence and accomplishment.

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Work Completion IEP Goals

I also want to emphasize an important consideration for giving a child IEP goals for task completion or work completion.

IEP goals like this should never be put into place if the child does not have the skill set to do the task. That doesn’t mean that they have to do it to perfection. But have the ability to at least do some of the requests with success.

Otherwise, you’re not really dealing with a task completion issue. You cannot hand a child a book they cannot read, and then blame “task completion” when they do not read it.

All of the lacking skills should also have goals and strategies to teach those skills. But, in life, we all have to do non-preferred tasks. That’s just part of being an adult.

Here are IEP goal examples related to work and task completion:

1. By [date], [student name] will complete [number]% of assigned work tasks independently and accurately.
2. Given a list of [number] tasks, [student name] will prioritize the tasks based on importance and complete them within the allotted time frame with [number]% accuracy.
3. By [date], [student name] will show a [number]% improvement in meeting deadlines for assigned tasks.
4. When given multi-step tasks, [student name] will be able to break them down into smaller parts and complete each part within [number] minutes, with [number]% accuracy.
5. When presented with new tasks, [student name] will ask for clarification or additional guidance when needed in order to complete the task independently with [number]% accuracy.
6. By [date], [student name] will be able to complete a given task within the allotted time frame with [number]% accuracy without reminders or redirection from adults.
7. When presented with a difficult task, [student name] will utilize a pre-taught problem-solving strategy in order to complete the task with [number]% accuracy.
8. Given a task that involves multi-step problem solving, [student name] will be able to identify each step in the process and complete each step independently with [number]% accuracy.
9. By [date], [student name] will show a [number]% improvement in independently managing their time and completing assigned tasks without becoming distracted.
10. When given a work task, [student name] will be able to demonstrate understanding of the task by accurately summarizing the task in their own words, and completing it with [number]% accuracy within the given time frame.
11. When given a task or direction ______ will begin the task within 1 minute and remain on task for a minimum of 10 minutes independently with no more than 2 prompts on 8 out of 10 independent tasks, as measured by staff data.
12. Given a maximum of one verbal cue, _______will attend to a non-preferred, small-group activity and/or independent assignment, without protest, and remain on task with no task avoidance (bathroom, getting a jacket, tying shoes, sharpening a pencil, etc.) for 20 minutes, in 3 out of 4 trials, as measured by observations and staff documentation.
13. _______ will demonstrate on task-behavior in the general education setting for 75% of intervals during a 10-minute period, with the use of an appropriate fidget and one adult reminder, in 4/5 trials, as measured by observation and data.
14. ________ will attend to a task during large and small group instruction across settings for a 10-minute period with no more than 1 teacher prompt in 4 out of 5 trials as measured by teacher charted data.
15. With movement breaks and the use of self-regulation strategies, _____ will demonstrate the ability to attend to a task for an average 75% of intervals in a 20-minute class period.
16. With the use of taught self-regulation strategies and self-monitoring checklists, ______ will independently begin a task (including non-preferred tasks) within 2 minutes of direction for an average of 80% of opportunities, across environments.
17. With the use of taught self-regulation strategies and self-monitoring checklists, once ______ has begun an independent task, he will then remain focused on the task for at least 10 (use baseline number) minutes, free from adult prompts, for an average of 80% of opportunities, across environments.
18. When given an assigned task, ____ will independently complete an assignment/task, and ask for assistance, if needed, with 80% accuracy in 5 out of 5 consecutive trials, in a small group setting, as measured by teacher-charted observations.
19. When given a non-preferred task paired with the use of self-regulation strategies and rewards systems, ______ will begin the task within 1 minute and complete the appropriately modified version of the task within a predesignated appropriate amount of time (with the use of a timer) on 8 out of 10 opportunities, as measured by staff data.

Preferred vs Non Preferred Tasks

In the context of Individualized Education Programs (IEPs) and learning disabilities, “preferred tasks” and “non-preferred tasks” refer to activities or assignments that a student may find either enjoyable and engaging or challenging and less enjoyable.

1. Preferred Tasks:
   • Definition: Preferred tasks are activities that a student finds interesting, motivating, or enjoyable.
   • Purpose in IEP: Including preferred tasks in the IEP helps to engage the student in the learning process and can serve as a motivational tool.
   • Examples: If a student has a preference for art, incorporating art projects into lessons can make learning more enjoyable. For another student, using technology or interactive games might be a preferred task.
2. Non-Preferred Tasks:
   • Definition: Non-preferred tasks are activities that a student may find challenging, less interesting, or less motivating.
   • Purpose in IEP: Identifying and addressing non-preferred tasks is crucial to providing appropriate support and accommodations for the student to overcome challenges.
   • Examples: If a student struggles with reading comprehension, reading assignments may be considered non-preferred tasks. In such cases, the IEP might include strategies to break down reading tasks into smaller, more manageable parts or provide alternative ways of accessing information.
3. Balancing Both:
   • Individualization: IEPs are tailored to the specific needs of each student, aiming to strike a balance between preferred and non-preferred tasks.
   • Flexibility: Recognizing that a well-rounded education involves exposure to various subjects and skills, the IEP team works to create an environment where the student can make progress in both preferred and non-preferred areas.

Task Completion IEP Goals: Strategies for Success

Task completion IEP goals are an essential component of the Individualized Education Program (IEP) for students with disabilities. These goals help students develop the skills they need to complete tasks and assignments independently, which is crucial for academic success.

Task completion IEP goals can cover a wide range of skills, including task initiation, time management, organization, and focus. For example, a task initiation goal might focus on helping a student start a task without procrastinating or getting distracted. A time management goal might focus on helping a student estimate how long a task will take and break it down into smaller, more manageable steps.