Decline food not on the safe-food list
When to use this goal
For students with a food allergy who accept food from peers or at class events without checking. Base the choice on the allergy action plan and family input. The safe-food list comes from the family and nurse; the goal covers declining and telling, not deciding what is safe.
- Baseline
- Use planned role-plays (with safe stand-in food the family approves) and real events for two weeks. Record whether the student checked, declined, and told an adult. Never create a real exposure to test the skill.
- Tips
- Every opportunity must be met; a missed decline is a safety event, not a near miss. Adults still check all food at events. Give the student a safe-snack box so declining does not mean going without.
- Limits
- Role-play performance may not hold up under peer pressure; include real events in the data. Reading labels is a separate skill (see the independent-living label goals). This goal never replaces the individualized health plan, medication orders, or an emergency action plan; the nurse, the family, and the student's health care provider decide care, and the goal follows their plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-hlt-003.
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Goal
By the annual IEP review date, when offered food by a peer, at a class party, or during a classroom activity that uses food, the student will decline food that is not on their safe-food list and tell the adult in charge independently in 5 of 5 opportunities, on 3 consecutive data review weeks, as measured by opportunity-by-opportunity data collected at every food event and weekly role-play.
Baseline: 2 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. Opportunity (trial) recording 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 Health & Self-Management.
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 - Health & Self-Management
- Baseline
- 2 of 5 opportunities.
- Annual goal393 characters
- By the annual IEP review date, when offered food by a peer, at a class party, or during a classroom activity that uses food, the student will decline food that is not on their safe-food list and tell the adult in charge independently in 5 of 5 opportunities, on 3 consecutive data review weeks, as measured by opportunity-by-opportunity data collected at every food event and weekly role-play.
- Timeframe
- By the annual IEP review date
- Condition
- When offered food by a peer, at a class party, or during a classroom activity that uses food
- Behavior
- The student will decline food that is not on their safe-food list and tell the adult in charge independently
- Criteria
- In 5 of 5 opportunities, on 3 consecutive data review weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At every food event and weekly role-play
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 5 of 5 opportunities
- Mastery rule:
- on 3 consecutive data review weeks
- Collection schedule:
- at every food event and weekly role-play
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when offered food by a peer, at a class party, or during a classroom activity that uses food, the student will decline food that is not on their safe-food list and tell the adult in charge independently in 5 of 5 opportunities, on 3 consecutive data review weeks, as measured by opportunity-by-opportunity data collected at every food event and weekly role-play.
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.