Open lunch packages one-handed
When to use this goal
For students who use one hand far more than the other (after a brain injury, with hemiplegia, or with a limb difference) and need help with packages that seem to need two hands. The OT's one-handed methods and a probe decide fit.
- Baseline
- Score a probe of six to eight items the student really gets, marking the method tried and whether it worked. Ask the student which items bother them most and start there.
- Tips
- Older students often prefer methods that look ordinary; let them choose among options that work. Teaching a method once and fading the card quickly respects their independence.
- Limits
- Food textures, liquid thickness, positioning for safe swallowing and any swallowing precautions come from the student's feeding or swallowing plan, which this goal never changes. Some items will always need help or easier packaging, and asking for help is a fine answer. The goal does not measure eating speed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fd-008.
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Goal
By the annual IEP review date, given a probe set of lunch packages the student commonly gets, with a non-slip mat on the table, the student will open each package with one hand, using the non-slip mat, the knees or an adaptive opener to hold it steady independently with at least 80% accuracy on lunch packages opened one-handed, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 25% 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 Feeding & Mealtime 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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Feeding & Mealtime Skills
- Baseline
- 25% accuracy.
- Annual goal431 characters
- By the annual IEP review date, given a probe set of lunch packages the student commonly gets, with a non-slip mat on the table, the student will open each package with one hand, using the non-slip mat, the knees or an adaptive opener to hold it steady independently with at least 80% accuracy on lunch packages opened one-handed, 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 a probe set of lunch packages the student commonly gets, with a non-slip mat on the table
- Behavior
- The student will open each package with one hand, using the non-slip mat, the knees or an adaptive opener to hold it steady independently
- Criteria
- With at least 80% accuracy on lunch packages opened one-handed, 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 80% accuracy on lunch packages opened one-handed
- 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 a probe set of lunch packages the student commonly gets, with a non-slip mat on the table, the student will open each package with one hand, using the non-slip mat, the knees or an adaptive opener to hold it steady independently with at least 80% accuracy on lunch packages opened one-handed, 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.