Use adaptive tools during a work-site meal break
When to use this goal
For students 18 to 21 in a transition program who eat with adaptive tools at school but go without, or wait for staff, at the job site or in the community. Present levels and the OT's plan decide fit.
- Baseline
- Score the seven steps on three breaks. Ask the student which tools they are willing to use in front of coworkers; tools left at home do not help.
- Tips
- Discreet, portable tools and the skill of asking a coworker for help support adult employment. Fit the routine into the real break length.
- 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. Employer rules about the break area come first. The goal does not cover buying food.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fd-025.
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Goal
By the annual IEP review date, during the meal break at a work-based learning site, the student will carry out the break-time meal routine using their own adaptive tools, performing at least 6 of 7 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected on two observed breaks 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 goal328 characters
- By the annual IEP review date, during the meal break at a work-based learning site, the student will carry out the break-time meal routine using their own adaptive tools, performing at least 6 of 7 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected on two observed breaks a week.
- Timeframe
- By the annual IEP review date
- Condition
- During the meal break at a work-based learning site
- Behavior
- The student will carry out the break-time meal routine using their own adaptive tools
- Criteria
- Performing at least 6 of 7 steps independently, across 3 consecutive weeks
- Evaluation method
- A task-analysis checklist
- Schedule
- On two observed breaks 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:
- across 3 consecutive weeks
- Collection schedule:
- on two observed breaks a week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the meal break at a work-based learning site, the student will carry out the break-time meal routine using their own adaptive tools, performing at least 6 of 7 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected on two observed breaks 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. Bring the tool kit to the break area | ||||||||
| 2. Set up the non-slip mat and adaptive utensils | ||||||||
| 3. Open food with the adaptive opener or ask a coworker for help | ||||||||
| 4. Eat using the adaptive utensils | ||||||||
| 5. Pack the tools back in the kit | ||||||||
| 6. Clean the eating space | ||||||||
| 7. Return to work at the end of the break | ||||||||
| 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.