Pack a school lunch the night before
When to use this goal
For middle school students who bring lunch from home and whose family packs it, when the family wants the student to take this over. Present levels in following a picture or written list and in using the refrigerator decide fit. The family sets the food choices.
- Baseline
- Ask the family to score the checklist on 3 to 5 school nights, marking only steps done without a prompt. Teachers can check the packed lunch at school for the groups included.
- Tips
- The menu comes from the family, so food culture and budget stay theirs. Practice at school in a cooking class first if the family prefers. Students who buy school lunch can use fn-dl-035 instead.
- Limits
- Relies on family report. Cooking or heating food is a separate skill. Students ages 14 and older working on household meal planning may fit a transition goal better.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-044.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, the evening before a school day at home, given a picture menu of lunch choices from the family, the student will pack a lunch with one item from each group on the menu and put it in the refrigerator, performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily, reported by the family weekly.
Baseline: 2 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 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
- 2 of 7 steps independently.
- Annual goal402 characters
- By the annual IEP review date, the evening before a school day at home, given a picture menu of lunch choices from the family, the student will pack a lunch with one item from each group on the menu and put it in the refrigerator, performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily, reported by the family weekly.
- Timeframe
- By the annual IEP review date
- Condition
- The evening before a school day at home, given a picture menu of lunch choices from the family
- Behavior
- The student will pack a lunch with one item from each group on the menu and put it in the refrigerator
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily, reported by the family weekly
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 school days
- Collection schedule:
- daily, reported by the family weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, the evening before a school day at home, given a picture menu of lunch choices from the family, the student will pack a lunch with one item from each group on the menu and put it in the refrigerator, performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily, reported by the family weekly.
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. Gets the lunch bag and containers out | ||||||||
| 2. Chooses a main item from the menu and packs it | ||||||||
| 3. Chooses a fruit or vegetable and packs it | ||||||||
| 4. Chooses a snack and a drink and packs them | ||||||||
| 5. Adds a napkin, utensil, and ice pack if needed | ||||||||
| 6. Closes the bag and puts it in the refrigerator or by the backpack | ||||||||
| 7. Cleans up the counter | ||||||||
| 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.