Spray and wipe a table in sections
When to use this goal
For young students who swipe a cloth across the middle of a table and leave crumbs and sticky spots at the edges. Fits once the student can hold a spray bottle or damp cloth. Present levels and observation of the chore in a real setting, not grade or age, decide whether this template fits.
- Baseline
- Observe the chore on at least 3 days before setting a target, with the same tools and the same space the student will use. Mark each step as independent, done with a named prompt (gesture, picture, verbal, physical), or not done, and count only independent steps. Use water or a mild cleaner the team has approved, in a labeled bottle; choosing and handling stronger products is a separate safety goal.
- Tips
- Wiping in rows gives the student a clear start and end. Fade the tape lines once coverage is steady. A small spray bottle with a short trigger suits young hands.
- Limits
- Measures the steps, not how clean the table ends up; add a quick check of the corners if quality matters. Not for kitchen counters near a stove, which bring in safety rules.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-hh-001.
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Goal
By the annual IEP review date, after snack or lunch at their table, the student will clear the table, spray it, and wipe it in rows from one side to the other, pushing crumbs into their hand or a dustpan, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily after snack.
Baseline: 2 of 6 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 Household Skills & Chores.
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 - Household Skills & Chores
- Baseline
- 2 of 6 steps independently.
- Annual goal347 characters
- By the annual IEP review date, after snack or lunch at their table, the student will clear the table, spray it, and wipe it in rows from one side to the other, pushing crumbs into their hand or a dustpan, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily after snack.
- Timeframe
- By the annual IEP review date
- Condition
- After snack or lunch at their table
- Behavior
- The student will clear the table, spray it, and wipe it in rows from one side to the other, pushing crumbs into their hand or a dustpan
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily after snack
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 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily after snack
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after snack or lunch at their table, the student will clear the table, spray it, and wipe it in rows from one side to the other, pushing crumbs into their hand or a dustpan, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily after snack.
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. Moves items off the table | ||||||||
| 2. Sprays the table with two or three squirts | ||||||||
| 3. Wipes in rows from the far side toward the body | ||||||||
| 4. Wipes the edges and corners | ||||||||
| 5. Pushes crumbs into a hand or dustpan at the edge | ||||||||
| 6. Throws the crumbs away and puts the cloth in the 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: 5 of 6).
- 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.