Follow the cafeteria routine from the line to clean-up
When to use this goal
For students who cut the line, leave the table, throw food, or leave the tray behind. Scores the cafeteria routine as steps. Base the choice on a checklist over several lunches. Eating skills themselves are in daily-living.
- Baseline
- Score 5 lunches with the checklist and note which step fails and when (the line, the table, clean-up). Lunch monitors need a 30-second checklist; train them with one practice day. Record where the student sits; the end of the table near the exit often fails the seated step.
- Tips
- Edit the steps to the school's cafeteria. Choose a table spot away from the exit and near the monitor at first. Throwing food or leaving the cafeteria belongs to safety-behavior and the behavior plan; this template measures the routine.
- Limits
- Lunch data are collected by staff who supervise many students; expect gaps. Does not measure what or how much is eaten.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-025.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during lunch in the cafeteria with the class table assigned, the student will complete the cafeteria routine steps, performing at least 6 of 7 steps independently, on 4 of 5 consecutive scored lunches, as measured by a task-analysis checklist collected daily, scored by the lunch monitor or paraprofessional.
Baseline: 3 of 7 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 Classroom Expectations & Routines.
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
- Behavior & Classroom Expectations - Classroom Expectations & Routines
- Baseline
- 3 of 7 steps independently.
- Annual goal339 characters
- By the annual IEP review date, during lunch in the cafeteria with the class table assigned, the student will complete the cafeteria routine steps, performing at least 6 of 7 steps independently, on 4 of 5 consecutive scored lunches, as measured by a task-analysis checklist collected daily, scored by the lunch monitor or paraprofessional.
- Timeframe
- By the annual IEP review date
- Condition
- During lunch in the cafeteria with the class table assigned
- Behavior
- The student will complete the cafeteria routine steps
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive scored lunches
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily, scored by the lunch monitor or paraprofessional
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 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive scored lunches
- Collection schedule:
- daily, scored by the lunch monitor or paraprofessional
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during lunch in the cafeteria with the class table assigned, the student will complete the cafeteria routine steps, performing at least 6 of 7 steps independently, on 4 of 5 consecutive scored lunches, as measured by a task-analysis checklist collected daily, scored by the lunch monitor or paraprofessional.
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. Walks in line to the serving area | ||||||||
| 2. Waits in line in position behind the person ahead | ||||||||
| 3. Takes a tray and makes the lunch choice | ||||||||
| 4. Carries the tray to the assigned table | ||||||||
| 5. Stays seated at the table while eating, using a table voice | ||||||||
| 6. Raises a hand for help instead of getting up | ||||||||
| 7. Clears the tray and trash when dismissed | ||||||||
| 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: 6 of 7).
- 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.