Wipe the table space after eating
When to use this goal
For young children who leave crumbs and spills for an adult and are ready to take part in clean-up. Observed snacks decide fit.
- Baseline
- Score the five steps at three snacks. Some children avoid wet or sticky textures; offer a dry cloth, a mitt or a sponge with a handle.
- Tips
- Clean-up is a natural, age-matched job that ends the meal. Offer texture choices so the job is doable for children with touch sensitivity.
- Limits
- Food textures, liquid thickness, positioning for safe swallowing and any swallowing precautions come from the student's feeding or swallowing plan, which this goal never changes. Cleaning products follow school rules; use water or approved wipes only. The goal does not cover hand washing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fd-019.
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Goal
By the annual IEP review date, at the end of snack at the classroom table, the student will wipe their table space following the wiping steps, performing at least 4 of 5 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected at three snacks a week.
Baseline: 1 of 5 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 Feeding & Mealtime 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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Feeding & Mealtime Skills
- Baseline
- 1 of 5 steps independently.
- Annual goal293 characters
- By the annual IEP review date, at the end of snack at the classroom table, the student will wipe their table space following the wiping steps, performing at least 4 of 5 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected at three snacks a week.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of snack at the classroom table
- Behavior
- The student will wipe their table space following the wiping steps
- Criteria
- Performing at least 4 of 5 steps independently, across 3 consecutive weeks
- Evaluation method
- A task-analysis checklist
- Schedule
- At three snacks a week
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 4 of 5 steps independently
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- at three snacks a week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the end of snack at the classroom table, the student will wipe their table space following the wiping steps, performing at least 4 of 5 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected at three snacks a week.
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. Get a damp cloth or wipe | ||||||||
| 2. Push crumbs to the table edge | ||||||||
| 3. Sweep crumbs into a hand or plate | ||||||||
| 4. Wipe the space in side-to-side strokes | ||||||||
| 5. Throw away the wipe or put 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: 4 of 5).
- 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.