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write about what I want

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Send progress reports and provide links to the missing assignments. This is time consuming, so I only do it at the end of the trimester with students that are close to passing.

Another great strategy is to invite all of the students that haven't completed an assignment to a small group help session to work on it. Attendance isn't great at these, but it motivates some of them to get the assignment completed.

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The students need to have a Positive Attitude! I am really big on the Growth Mindset! It is OK to make mistakes! Give them more time and/or extra attempts. Try teaching one lesson per day (2 if they are related and not too long), four days a week. Have an extended class where 30 minutes is for extra help right after the lesson.

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Any required assignment gets an intelligent agent set up to begin immediately after the due date (mine are at 5 pm, and IAs run at 6 pm in my timezone). They are on a schedule and run every 3 days until the end of the grading period. I include a direct link to the assignment, the assignment due date, and why I need them to complete the assignment (i.e. This is a big assignment worth X points!). And since all email communication loops in the LC, they also receive emails until the assignment is turned in. The occasional complaint is met with "The emails will stop as soon as the assignment is submitted."

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At our school. we have locking dates which sets boundaries for students. After the locking date, students are unable to make up the assignments in that unit. There is usually a crazy rush right before the locking date.
Another thing I have been trying is to see up incentives for students who complete assignments on the date is due. As it is towards the end of the semester, students are trying to raise their grade. I am giving extra credit to students who complete all the assignments following the pacing calendar (plan) for the class. Students are loving this incentive and working hard to meet it.
We also hold Targeted Tutoring sessions where students who are missing any assignments from the week before are required to attend these make up sessions. In the Targeted Tutoring sessions, I have break out rooms for each lesson that is still open and have premade recordings of the lessons to help students get caught up.

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Hold contest to get a certain amount of work submitted each week.  You can offer rewards like extra credit or whatever for this.

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Honestly, this is still a struggle for me. We do offer extra credit if Interim tests are taken on time. I also use autodialers and make phone calls on a weekly basis to students who are missing assignments. I've used incentives to get them to come to help lab!

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With required assessments, I give students full points for simply completing it the first week. After the due date, I let them know that they will receive the score they earned on the assessment. (Which usually isn't great.) This has worked for me. I also call, text, and email to remind students to complete the assessment that week for completion points.

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With required assessments, I give students full points for simply completing it the first week. After the due date, I let them know that they will receive the score they earned on the assessment. (Which usually isn't great.) This has worked for me. I also call, text, and email to remind students to complete the assessment that week for completion points.

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I generally make it required, but give points only for completion (not based on the interim results). To avoid having students rush through it just to get it done, I require that they spend a certain amount of time on it (i.e. 12 minutes on Shmoop, or 20 if USA TP, etc). If they don't complete it within the testing window, they get a zero with no chance to make it up. I usually give 30 points for completion so that it is enough to make a difference on their grade, but not so much that it will tank their grade if they miss it.

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I generally make it required, but give points only for completion (not based on the interim results). To avoid having students rush through it just to get it done, I require that they spend a certain amount of time on it (i.e. 12 minutes on Shmoop, or 20 if USA TP, etc). If they don't complete it within the testing window, they get a zero with no chance to make it up. I usually give 30 points for completion so that it is enough to make a difference on their grade, but not so much that it will tank their grade if they miss it.

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I also agree that giving time to complete it in class during the first week is key!

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Our middle school gives students a grade just for completing the BOY assessment and interims. We usually give at least one day to start the test in class, where we can help with technical difficulties and password questions as they arise. We then send out emails and autodials to remind students to finish as the due date approaches. In my class, students who are not finished are assigned to a small group within a few days of the due date to finish.

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Our middle school gives students a grade just for completing the BOY assessment and interims. We usually give at least one day to start the test in class, where we can help with technical difficulties and password questions as they arise. We then send out emails and autodials to remind students to finish as the due date approaches. In my class, students who are not finished are assigned to a small group within a few days of the due date to finish.

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Fridays are review days in my class. At the end of the review, students who are all caught up on their work for the week may leave early or stay in class to play games with other students in Breakout Rooms. Students who are missing work, such as the diagnostic and interims, are required to stay in class to work on their assessments for the remainder of the class period.

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For the benchmarks at the beginning of the year,  course content is not released until this is done. This is a school-wide practice, so expectations are consistent. If they don't complete, in one week, they are referred to FAST.  Students earn completion points.  For interim assessments, I don't conditionally release content, but many teachers do.  Students earn points,  just like any other assignment. Making a big deal about the results is an incentive for some students. I share the class averages from USA TP and we discuss. 

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For the benchmarks at the beginning of the year,  course content is not released until this is done. This is a school-wide practice, so expectations are consistent. If they don't complete, in one week, they are referred to FAST.  Students earn completion points.  For interim assessments, I don't conditionally release content, but many teachers do.  Students earn points,  just like any other assignment. Making a big deal about the results is an incentive for some students. I share the class averages from USA TP and we discuss. 

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I second the extra credit. Also, announcing the first name and last initial as a celebration slide seems to help as well. (I do this for quizzes, tests, etc.) They like to see their name up there and being announced

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Content after interims are released under the condition the interim is completed.

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Content after interims are released under the condition the interim is completed.

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For required assignments, such as interim assessments, I  provide extra credit points upon completion. This gives students an incentive to complete the assessments and reduces the worry that a low score on the assessments will hurt their grade. 

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For required assignments, such as interim assessments, I  provide extra credit points upon completion. This gives students an incentive to complete the assessments and reduces the worry that a low score on the assessments will hurt their grade. 