Clean up a spill at the table
When to use this goal
For students who freeze, leave or wait for an adult when a drink spills, and who are ready to handle small spills on their own. Observed spills and planned practice decide fit.
- Baseline
- Real spills are random, so score a planned water spill each week and any real ones. Note the student's first reaction; some students need a calm script before the steps.
- Tips
- Spills happen to everyone; a calm routine keeps them small. Keep napkins at the table. Praise the clean-up, never scold the spill.
- 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. Floor spills are handled by staff for safety. The goal does not cover preventing spills.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fd-022.
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Goal
By the annual IEP review date, when a drink or food spills at their place during lunch or snack, the student will handle the spill following the spill steps, performing at least 5 of 6 steps independently, across 3 consecutive weekly practices, as measured by a task-analysis checklist collected weekly during a planned practice and after any real spill.
Baseline: 1 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 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 6 steps independently.
- Annual goal354 characters
- By the annual IEP review date, when a drink or food spills at their place during lunch or snack, the student will handle the spill following the spill steps, performing at least 5 of 6 steps independently, across 3 consecutive weekly practices, as measured by a task-analysis checklist collected weekly during a planned practice and after any real spill.
- Timeframe
- By the annual IEP review date
- Condition
- When a drink or food spills at their place during lunch or snack
- Behavior
- The student will handle the spill following the spill steps
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive weekly practices
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly during a planned practice and after any real spill
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:
- across 3 consecutive weekly practices
- Collection schedule:
- weekly during a planned practice and after any real spill
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when a drink or food spills at their place during lunch or snack, the student will handle the spill following the spill steps, performing at least 5 of 6 steps independently, across 3 consecutive weekly practices, as measured by a task-analysis checklist collected weekly during a planned practice and after any real spill.
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. Stand the cup or container back up | ||||||||
| 2. Move food and materials out of the spill | ||||||||
| 3. Get napkins or a cloth | ||||||||
| 4. Wipe up the spill | ||||||||
| 5. Throw the napkins away | ||||||||
| 6. Tell an adult if the spill reached the floor | ||||||||
| 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.