Choose a tool for glue and paint activities
When to use this goal
For students who avoid art, science or crafts that use glue, paint or clay because of how the materials feel on the hands, and who do not ask for another way. Present levels and the OT's sensory profile decide fit.
- Baseline
- Record five messy activities and what the student did (joined with a tool, joined with hands, sat out). Ask the student which materials bother them most.
- Tips
- The goal is joining the activity, not touching the material. A glue stick instead of liquid glue is a full success.
- Limits
- Grades in art should not depend on touching a texture. Allergies and skin conditions come first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-013.
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Goal
By the annual IEP review date, during an art or class project that uses glue, paint, clay or slime, the student will choose a tool or option (glue stick, brush, gloves, craft stick or a wipe nearby) and use it to complete the part of the project they choose with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected at each messy activity.
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. Direct observation 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 Sensory Processing & Regulation.
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) - Sensory Processing & Regulation
- Baseline
- 1 of 5 opportunities.
- Annual goal409 characters
- By the annual IEP review date, during an art or class project that uses glue, paint, clay or slime, the student will choose a tool or option (glue stick, brush, gloves, craft stick or a wipe nearby) and use it to complete the part of the project they choose with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected at each messy activity.
- Timeframe
- By the annual IEP review date
- Condition
- During an art or class project that uses glue, paint, clay or slime
- Behavior
- The student will choose a tool or option (glue stick, brush, gloves, craft stick or a wipe nearby) and use it to complete the part of the project they choose with no adult prompts
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- At each messy activity
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:
- across 3 consecutive weeks
- Collection schedule:
- at each messy activity
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during an art or class project that uses glue, paint, clay or slime, the student will choose a tool or option (glue stick, brush, gloves, craft stick or a wipe nearby) and use it to complete the part of the project they choose with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected at each messy activity.
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.