Clean and pack adaptive utensils after lunch
When to use this goal
For older students who use their own adaptive utensils, cups or mats and leave cleaning and packing to staff or family, so tools go missing or come back dirty. Present levels, not grade, decide fit.
- Baseline
- Score the six steps at three lunches and count tools lost in the last month. Check sink access; if the student cannot reach a sink, the bag option is the routine.
- Tips
- Caring for their own equipment is part of adult independence. Keep the routine short enough to fit before the bell.
- 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. Washing rules for school sinks vary; follow the school's health rules. The goal does not cover eating.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fd-030.
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Goal
By the annual IEP review date, at the end of lunch in the cafeteria or classroom, the student will clean and pack their eating tools following the packing 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 goal313 characters
- By the annual IEP review date, at the end of lunch in the cafeteria or classroom, the student will clean and pack their eating tools following the packing 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 end of lunch in the cafeteria or classroom
- Behavior
- The student will clean and pack their eating tools following the packing 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 end of lunch in the cafeteria or classroom, the student will clean and pack their eating tools following the packing 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. Gather all eating tools from the table | ||||||||
| 2. Rinse or wipe the utensils and cup at the sink, or put them in a sealed bag to wash at home | ||||||||
| 3. Dry or shake off the tools | ||||||||
| 4. Fold the non-slip mat | ||||||||
| 5. Pack the tools in the lunch bag | ||||||||
| 6. Check the table for anything left behind | ||||||||
| 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.