Sort trash, recycling and compost after lunch
When to use this goal
For students who leave the tray for an adult or dump everything in one bin, and who need a clear clean-up routine to leave lunch with peers. A task analysis in the real cafeteria decides fit.
- Baseline
- Score each step at three lunches. Adjust the steps to the school's real bins; not every cafeteria composts. Note whether the crowd at the station is the barrier.
- Tips
- Leaving with the class instead of waiting for an adult helps with transitions and independence. Practice when the station is quiet first. Students who carry trays with a mobility device may need a gross-motor or mobility goal too.
- 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. Bins and routines vary by school; rewrite the steps for the site. The goal does not cover eating.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fd-018.
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Goal
By the annual IEP review date, at the end of the lunch period in the cafeteria, the student will clear their lunch space following the clean-up steps, performing at least 6 of 7 steps independently, on 4 of 5 lunch periods, as measured by a task-analysis checklist collected three lunch periods a week.
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 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
- 2 of 7 steps independently.
- Annual goal302 characters
- By the annual IEP review date, at the end of the lunch period in the cafeteria, the student will clear their lunch space following the clean-up steps, performing at least 6 of 7 steps independently, on 4 of 5 lunch periods, as measured by a task-analysis checklist collected three lunch periods a week.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of the lunch period in the cafeteria
- Behavior
- The student will clear their lunch space following the clean-up steps
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 lunch periods
- Evaluation method
- A task-analysis checklist
- Schedule
- Three lunch periods a week
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 lunch periods
- Collection schedule:
- three lunch periods a week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the end of the lunch period in the cafeteria, the student will clear their lunch space following the clean-up steps, performing at least 6 of 7 steps independently, on 4 of 5 lunch periods, as measured by a task-analysis checklist collected three lunch periods a week.
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. Pick up the tray or lunch bag and all items | ||||||||
| 2. Walk to the clean-up station | ||||||||
| 3. Pour any liquid into the liquid bucket | ||||||||
| 4. Put food scraps in the compost or trash bin | ||||||||
| 5. Put recyclables in the recycling bin | ||||||||
| 6. Stack the tray in the tray return | ||||||||
| 7. Return to the line-up spot | ||||||||
| 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.