Pace bites using a self-check card
When to use this goal
For older students whose swallowing plan calls for small bites and pauses, who know the rules but now rely on an adult at the table to remind them. Fits students working toward eating with peers with less adult presence, decided by present levels and the SLP.
- Baseline
- Watch ten bites at three lunches from a little distance, scoring each as paced or rushed. Ask the student what makes pacing hard (short lunch, talking with friends) and plan around it.
- Tips
- Discreet tools let the student follow the plan without an adult hovering, which matters socially. Ask for a longer lunch or an early start if the period is too short to eat at a safe pace.
- 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. The plan's supervision level stays in force whatever the data show; only the SLP and medical team change it. The goal does not measure swallowing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fd-010.
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Goal
By the annual IEP review date, during lunch in the cafeteria, with a small self-check card or phone reminder on the table, the student will take small bites, set the fork down between bites and check the card or reminder before the next bite with no adult reminders in at least 9 of 10 opportunities, on 4 of 5 observed meals, as measured by direct observation collected twice weekly at lunch.
Baseline: 4 of 10 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. Direct observation 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 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
- 4 of 10 opportunities.
- Annual goal393 characters
- By the annual IEP review date, during lunch in the cafeteria, with a small self-check card or phone reminder on the table, the student will take small bites, set the fork down between bites and check the card or reminder before the next bite with no adult reminders in at least 9 of 10 opportunities, on 4 of 5 observed meals, as measured by direct observation collected twice weekly at lunch.
- Timeframe
- By the annual IEP review date
- Condition
- During lunch in the cafeteria, with a small self-check card or phone reminder on the table
- Behavior
- The student will take small bites, set the fork down between bites and check the card or reminder before the next bite with no adult reminders
- Criteria
- In at least 9 of 10 opportunities, on 4 of 5 observed meals
- Evaluation method
- Direct observation
- Schedule
- Twice weekly at lunch
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 at least 9 of 10 opportunities
- Mastery rule:
- on 4 of 5 observed meals
- Collection schedule:
- twice weekly at lunch
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during lunch in the cafeteria, with a small self-check card or phone reminder on the table, the student will take small bites, set the fork down between bites and check the card or reminder before the next bite with no adult reminders in at least 9 of 10 opportunities, on 4 of 5 observed meals, as measured by direct observation collected twice weekly at lunch.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.