Pour a drink into a cup without spilling
When to use this goal
For students who need an adult to pour drinks at snack, lunch, or cooking class. Present levels in grasp, wrist control, and visual tracking decide fit; start with a small pitcher with a lid and a cup on a tray.
- Baseline
- Offer 5 pours across 2 or 3 days and record whether the student filled the cup to the line with no spill larger than a few drops. Record the container used; heavier or fuller containers make the task harder.
- Tips
- Begin with a half-full container and a tray to catch spills, then move to fuller containers and no tray. Clear cups let the student see the level. Accept small drips; a spill means liquid on the table or floor.
- Limits
- Hot liquids are a separate safety task and should not be used. Does not measure choosing a drink or cleaning up a spill.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-034.
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Goal
By the annual IEP review date, at snack or lunch, given a small lidded pitcher half full of water and a cup on a tray, the student will independently pour the drink into the cup to the fill line and set the container down without spilling in at least 4 of 5 opportunities, on 3 of 4 consecutive data days, as measured by opportunity-by-opportunity data collected daily at snack or lunch.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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
- 1 of 5 opportunities.
- Annual goal387 characters
- By the annual IEP review date, at snack or lunch, given a small lidded pitcher half full of water and a cup on a tray, the student will independently pour the drink into the cup to the fill line and set the container down without spilling in at least 4 of 5 opportunities, on 3 of 4 consecutive data days, as measured by opportunity-by-opportunity data collected daily at snack or lunch.
- Timeframe
- By the annual IEP review date
- Condition
- At snack or lunch, given a small lidded pitcher half full of water and a cup on a tray
- Behavior
- The student will independently pour the drink into the cup to the fill line and set the container down without spilling
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 consecutive data days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily at snack or lunch
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- on 3 of 4 consecutive data days
- Collection schedule:
- daily at snack or lunch
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at snack or lunch, given a small lidded pitcher half full of water and a cup on a tray, the student will independently pour the drink into the cup to the fill line and set the container down without spilling in at least 4 of 5 opportunities, on 3 of 4 consecutive data days, as measured by opportunity-by-opportunity data collected daily at snack or lunch.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.