Set up adaptive eating tools before lunch
When to use this goal
For students who use adaptive tools (non-slip mat, plate guard or scoop dish, adaptive utensils, a lidded cup) and wait for an adult to set them up before eating. Fits students who can reach and handle the tools, decided by present levels.
- Baseline
- Score the six steps at three lunches. Check where the tools are stored; if they live in an adult's bag, the student cannot start the routine.
- Tips
- Setting up their own tools lets the student start eating with peers and reduces adult presence at the table. Plain-looking tools are often preferred by older students; the OT can help choose.
- 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. Tool choices come from the OT and may change. The goal does not cover cleaning or packing the tools.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fd-020.
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Goal
By the annual IEP review date, at the start of lunch in the cafeteria, the student will set up their eating tools following the setup steps, performing at least 5 of 6 steps independently, on 4 of 5 lunch periods, as measured by a task-analysis checklist collected three lunch periods a week.
Baseline: 2 of 6 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 6 steps independently.
- Annual goal292 characters
- By the annual IEP review date, at the start of lunch in the cafeteria, the student will set up their eating tools following the setup steps, performing at least 5 of 6 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 start of lunch in the cafeteria
- Behavior
- The student will set up their eating tools following the setup steps
- Criteria
- Performing at least 5 of 6 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 5 of 6 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 start of lunch in the cafeteria, the student will set up their eating tools following the setup steps, performing at least 5 of 6 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. Take the tools out of the lunch bag or storage bin | ||||||||
| 2. Place the non-slip mat on the table | ||||||||
| 3. Put the plate or scoop dish on the mat, with the guard on the side away from the hand | ||||||||
| 4. Place the adaptive utensils on the side of the eating hand | ||||||||
| 5. Set the lidded cup within reach | ||||||||
| 6. Ask for help with any step that is hard to reach | ||||||||
| 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: 5 of 6).
- 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.