Set the table and clear dishes after a meal
When to use this goal
For students who eat at a table in the classroom or home-living room and can carry items but do not yet place settings or clear without direction. Present levels in matching and one-to-one counting (one plate per person) decide the number of settings to start with.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Note the number of settings; counting errors with 6 people are common when 4 were fine, and that points to the counting step rather than the routine.
- Tips
- A printed placemat removes the placement decision and can be faded to a plain mat. This routine transfers to food-service jobs (bussing tables); keep the checklist format consistent with vocational templates. Families often ask for this skill at home; share the checklist.
- Limits
- Needs a real or practiced meal context to be meaningful; a tabletop drill without a meal gives weaker generalization. Carrying stacks of dishes may need OT input for students with motor needs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-018.
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Goal
By the annual IEP review date, before and after a classroom meal or cooking activity for 4 people, the student will set the table and clear the dishes after the meal, performing at least 6 of 7 steps independently, on 4 of 5 consecutive meals, as measured by a task-analysis checklist collected at each classroom meal (at least weekly).
Baseline: 2 of 7 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Daily Living Skills.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Functional & Independence Skills - Daily Living Skills
- Baseline
- 2 of 7 steps independently.
- Annual goal336 characters
- By the annual IEP review date, before and after a classroom meal or cooking activity for 4 people, the student will set the table and clear the dishes after the meal, performing at least 6 of 7 steps independently, on 4 of 5 consecutive meals, as measured by a task-analysis checklist collected at each classroom meal (at least weekly).
- Timeframe
- By the annual IEP review date
- Condition
- Before and after a classroom meal or cooking activity for 4 people
- Behavior
- The student will set the table and clear the dishes after the meal
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive meals
- Evaluation method
- A task-analysis checklist
- Schedule
- At each classroom meal (at least weekly)
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive meals
- Collection schedule:
- at each classroom meal (at least weekly)
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, before and after a classroom meal or cooking activity for 4 people, the student will set the table and clear the dishes after the meal, performing at least 6 of 7 steps independently, on 4 of 5 consecutive meals, as measured by a task-analysis checklist collected at each classroom meal (at least weekly).
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Counts the number of people eating | ||||||||
| 2. Gets one plate, cup, fork, and napkin for each person | ||||||||
| 3. Places each item in its spot at every seat | ||||||||
| 4. After the meal, scrapes food into the trash | ||||||||
| 5. Stacks plates and carries them to the sink or bin without overloading | ||||||||
| 6. Wipes the table | ||||||||
| 7. Puts cups and utensils in the sink or dishwasher bin | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.