Eat lunch within the lunch period
When to use this goal
For students who unpack and start lunch but are still eating, or have barely started, when the class lines up. Choose it from present levels and timed lunch observations, and only after the feeding specialist or OT confirms there is no oral-motor or swallowing reason for slow eating.
- Baseline
- Time from sitting down to finishing the main item and packing up, for 5 lunches; if the student does not finish, record the time at the clean-up call and what was left. Note the setting noise and how long unpacking took.
- Tips
- Look first at what takes time: waiting for help to open items (see fn-dl-027), talking, noise, or slow chewing. A quieter seat or a lunch packed with fewer items often helps more than a timer. Never withhold food or rush a student who needs more time for medical reasons.
- Limits
- Not for students with feeding or swallowing plans; follow those. The target must leave time for social talk at lunch.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-030.
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Goal
By the annual IEP review date, during a 25-minute cafeteria lunch, from sitting down with the lunch to the clean-up call, the student will eat the main part of the lunch and pack up the lunch bag independently within 20 minutes, on 4 of 5 observed lunches, as measured by duration recording collected three lunches per week.
Baseline: 30 minutes.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 to review
Review: Unit fits the behavior. Duration measures how long something lasts. The behavior should describe an ongoing activity.
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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 Daily Living 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
- Functional & Independence Skills - Daily Living Skills
- Baseline
- 30 minutes.
- Annual goal324 characters
- By the annual IEP review date, during a 25-minute cafeteria lunch, from sitting down with the lunch to the clean-up call, the student will eat the main part of the lunch and pack up the lunch bag independently within 20 minutes, on 4 of 5 observed lunches, as measured by duration recording collected three lunches per week.
- Timeframe
- By the annual IEP review date
- Condition
- During a 25-minute cafeteria lunch, from sitting down with the lunch to the clean-up call
- Behavior
- The student will eat the main part of the lunch and pack up the lunch bag independently
- Criteria
- Within 20 minutes, on 4 of 5 observed lunches
- Evaluation method
- Duration recording
- Schedule
- Three lunches per week
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- within 20 minutes
- Mastery rule:
- on 4 of 5 observed lunches
- Collection schedule:
- three lunches per week
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a 25-minute cafeteria lunch, from sitting down with the lunch to the clean-up call, the student will eat the main part of the lunch and pack up the lunch bag independently within 20 minutes, on 4 of 5 observed lunches, as measured by duration recording collected three lunches per week.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at or below the target (20 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.