Sort lunch foods into plate-model groups
When to use this goal
For students learning to build balanced meals using a simple plate model (vegetables and fruit, grains, protein, dairy) who cannot yet sort common foods into the groups. Present levels decide fit. Use foods from the school menu and the family's own meals, without judging any food as bad.
- Baseline
- Use a set of 12 to 16 foods the student sees often, with a few mixed dishes. Mixed dishes can count in more than one group; decide the scoring rule before the baseline.
- Tips
- Use foods from the student's culture and home; a balanced plate looks different in every family. Move from sorting to choosing (choosing a lunch that covers most groups) once sorting is steady.
- Limits
- Sorting does not show what the student eats. Students with medical diets, allergies, or feeding plans follow those plans first. 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-018.
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Goal
By the annual IEP review date, given picture cards of foods from the school lunch menu and a plate-model mat, the student will place each food card in its plate-model group independently with at least 85% accuracy on food items sorted, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 45% accuracy.
- 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. Percent accuracy 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 percent accuracy 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
- 45% accuracy.
- Annual goal337 characters
- By the annual IEP review date, given picture cards of foods from the school lunch menu and a plate-model mat, the student will place each food card in its plate-model group independently with at least 85% accuracy on food items sorted, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given picture cards of foods from the school lunch menu and a plate-model mat
- Behavior
- The student will place each food card in its plate-model group independently
- Criteria
- With at least 85% accuracy on food items sorted, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on food items sorted
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given picture cards of foods from the school lunch menu and a plate-model mat, the student will place each food card in its plate-model group independently with at least 85% accuracy on food items sorted, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.