Peel fruit and unwrap snack foods
When to use this goal
For students who can open simple containers but bring peeled or pre-cut foods because peeling and unwrapping are hard. A probe of foods the student actually eats decides fit.
- Baseline
- Score each food in the probe as ready alone, ready with a started peel, or done by an adult. Pick foods the student eats at home; ask the family what they pack.
- Tips
- Fruit and wrapped foods are common in school lunches, so this skill saves eating time. Practice at snack, not at the end of a short lunch.
- 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. Foods must fit the plan and allergies. Accuracy on a probe does not show speed at real lunch.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fd-028.
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Goal
By the annual IEP review date, given a probe set of five foods that need peeling or unwrapping (such as a banana, a clementine, string cheese, a granola bar and a wrapped sandwich), the student will independently peel or unwrap each food so it is ready to eat without squashing it with at least 80% accuracy on foods peeled or unwrapped, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 20% 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
- 20% accuracy.
- Annual goal439 characters
- By the annual IEP review date, given a probe set of five foods that need peeling or unwrapping (such as a banana, a clementine, string cheese, a granola bar and a wrapped sandwich), the student will independently peel or unwrap each food so it is ready to eat without squashing it with at least 80% accuracy on foods peeled or unwrapped, 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 five foods that need peeling or unwrapping (such as a banana, a clementine, string cheese, a granola bar and a wrapped sandwich)
- Behavior
- The student will independently peel or unwrap each food so it is ready to eat without squashing it
- Criteria
- With at least 80% accuracy on foods peeled or unwrapped, 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 foods peeled or unwrapped
- 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 five foods that need peeling or unwrapping (such as a banana, a clementine, string cheese, a granola bar and a wrapped sandwich), the student will independently peel or unwrap each food so it is ready to eat without squashing it with at least 80% accuracy on foods peeled or unwrapped, 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.