Wipe up a spill right away
When to use this goal
For students who leave a spilled drink or paint water on the table or floor, or wait for an adult to deal with it. The goal is noticing and acting, with the cleaning supplies kept in reach. Present levels and observation of the chore in a real setting, not grade or age, decide whether this template fits.
- Baseline
- For two weeks, note each spill the student made or saw and what they did: cleaned it, told an adult, or left it. Add planned practice spills if natural ones are rare.
- Tips
- Keep a roll of paper towels where the student can reach it. Treat spills as no big deal so the student is not afraid to own them. Glass or anything sharp goes to an adult; teach that rule alongside this one.
- Limits
- Opportunities depend on spills happening. Does not cover broken glass or chemical spills, which are adult jobs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-hh-002.
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Goal
By the annual IEP review date, when they spill a drink, paint water, or food at the table, the student will get a paper towel or cloth, wipe up the spill, and throw the towel away before an adult points out the spill in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly checks, as measured by frequency recording collected each time a spill happens, summarized weekly.
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. Frequency (event) 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 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
- 1 of 5 opportunities.
- Annual goal378 characters
- By the annual IEP review date, when they spill a drink, paint water, or food at the table, the student will get a paper towel or cloth, wipe up the spill, and throw the towel away before an adult points out the spill in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly checks, as measured by frequency recording collected each time a spill happens, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When they spill a drink, paint water, or food at the table
- Behavior
- The student will get a paper towel or cloth, wipe up the spill, and throw the towel away before an adult points out the spill
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 consecutive weekly checks
- Evaluation method
- Frequency recording
- Schedule
- Each time a spill happens, summarized weekly
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 weekly checks
- Collection schedule:
- each time a spill happens, summarized weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, when they spill a drink, paint water, or food at the table, the student will get a paper towel or cloth, wipe up the spill, and throw the towel away before an adult points out the spill in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly checks, as measured by frequency recording collected each time a spill happens, summarized weekly.
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.