Pour to the fill line in science
When to use this goal
For students who spill, overfill, or cannot steady a cup when pouring water, sand, or seeds during science and math measuring activities. Fit depends on a trial with the class's science materials, not grade.
- Baseline
- Run five pours with the same pitcher and fill level and score each. Note grip and whether the student watches the line; overfilling can be a visual attention issue.
- Tips
- Use real science lessons when possible. Dry materials are easier than water. A tray catches spills and lowers worry.
- Limits
- Not a measure of reading the scale; that is a math skill. Pouring at mealtimes belongs in feeding-mealtime goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-041.
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Goal
By the annual IEP review date, given a small pitcher of water and a clear cup marked with a fill line during a science activity, the student will pour into the container up to the fill line independently with at least 80% accuracy on pours stopped within a quarter inch of the line with no spill, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during science or OT.
Baseline: 40% accuracy.
- 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. Percent accuracy 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 percent accuracy 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 Fine Motor 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) - Fine Motor Skills
- Baseline
- 40% accuracy.
- Annual goal420 characters
- By the annual IEP review date, given a small pitcher of water and a clear cup marked with a fill line during a science activity, the student will pour into the container up to the fill line independently with at least 80% accuracy on pours stopped within a quarter inch of the line with no spill, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during science or OT.
- Timeframe
- By the annual IEP review date
- Condition
- Given a small pitcher of water and a clear cup marked with a fill line during a science activity
- Behavior
- The student will pour into the container up to the fill line independently
- Criteria
- With at least 80% accuracy on pours stopped within a quarter inch of the line with no spill, across 3 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during science or OT
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on pours stopped within a quarter inch of the line with no spill
- Mastery rule:
- across 3 consecutive weekly sessions
- Collection schedule:
- weekly during science or OT
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a small pitcher of water and a clear cup marked with a fill line during a science activity, the student will pour into the container up to the fill line independently with at least 80% accuracy on pours stopped within a quarter inch of the line with no spill, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during science or OT.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.