Complete the snack routine from table to clean-up
When to use this goal
For young students who sit for snack but need an adult to walk them through getting, opening, eating, and cleaning up. Observation of the classroom's actual snack routine and present levels in fine motor and following routines decide which steps to include.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Note whether the student brought a familiar snack from home or ate a school-provided snack; new foods change how long the routine takes.
- Tips
- Asking for help opening a package counts as independent when the student starts the request. Keep the step list the same for a reporting period even if the snack changes. Families can practice the same sequence at home with the same picture cards.
- Limits
- The checklist measures the routine, not eating or food acceptance; refer feeding concerns to the appropriate specialist. Snack time with a substitute or in a different room may not match the baseline.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-007.
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Goal
By the annual IEP review date, when the class is called to the table for snack, the student will complete the snack routine using a picture sequence posted at the table, performing at least 6 of 7 steps independently, on 4 of 5 consecutive snack times, as measured by a task-analysis checklist collected daily during snack.
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 Functional Routines.
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 - Functional Routines
- Baseline
- 2 of 7 steps independently.
- Annual goal323 characters
- By the annual IEP review date, when the class is called to the table for snack, the student will complete the snack routine using a picture sequence posted at the table, performing at least 6 of 7 steps independently, on 4 of 5 consecutive snack times, as measured by a task-analysis checklist collected daily during snack.
- Timeframe
- By the annual IEP review date
- Condition
- When the class is called to the table for snack
- Behavior
- The student will complete the snack routine using a picture sequence posted at the table
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive snack times
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily during snack
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 snack times
- Collection schedule:
- daily during snack
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the class is called to the table for snack, the student will complete the snack routine using a picture sequence posted at the table, performing at least 6 of 7 steps independently, on 4 of 5 consecutive snack times, as measured by a task-analysis checklist collected daily during snack.
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. Washes or sanitizes hands and sits at the assigned place | ||||||||
| 2. Takes one snack portion and one napkin when the basket is passed | ||||||||
| 3. Opens the snack package or asks for help opening it | ||||||||
| 4. Eats at the table, staying seated until finished | ||||||||
| 5. Wipes mouth and hands with the napkin | ||||||||
| 6. Throws trash in the bin | ||||||||
| 7. Pushes in the chair and moves to the next activity | ||||||||
| 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.