Count carbohydrates on a lunch tray
When to use this goal
For students with diabetes whose plan includes carbohydrate counting and who are learning to estimate the carbs in their lunch for the nurse to check. Present levels and the nurse's teaching plan decide fit. The nurse always confirms the count before any insulin decision.
- Baseline
- The nurse sets an allowed range for each item (for example, within 5 grams) and scores 5 lunches. Note whether errors come from portion size or from finding the item in the guide.
- Tips
- Score each food item as within range or not. The nurse confirms every total. Use the family's guide and units so home and school match.
- Limits
- Mixed and home-cooked foods are hard to estimate; expect lower accuracy on those and include them deliberately. 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-026.
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Goal
By the annual IEP review date, at lunch, using the school menu's carbohydrate list and the student's carb guide, the student will find the carbohydrate grams for each item on their tray and total them independently with at least 90% accuracy on food items counted, in 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily at lunch, reviewed weekly.
Baseline: 50% 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
- 50% accuracy.
- Annual goal389 characters
- By the annual IEP review date, at lunch, using the school menu's carbohydrate list and the student's carb guide, the student will find the carbohydrate grams for each item on their tray and total them independently with at least 90% accuracy on food items counted, in 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily at lunch, reviewed weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At lunch, using the school menu's carbohydrate list and the student's carb guide
- Behavior
- The student will find the carbohydrate grams for each item on their tray and total them independently
- Criteria
- With at least 90% accuracy on food items counted, in 4 of 5 consecutive school days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily at lunch, reviewed 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 90% accuracy on food items counted
- Mastery rule:
- in 4 of 5 consecutive school days
- Collection schedule:
- daily at lunch, reviewed weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at lunch, using the school menu's carbohydrate list and the student's carb guide, the student will find the carbohydrate grams for each item on their tray and total them independently with at least 90% accuracy on food items counted, in 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily at lunch, reviewed 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.