Open lunch containers and food packages
When to use this goal
For students who regularly ask an adult or peer to open milk cartons, snack bags, yogurt lids, or water bottles, which delays eating and reduces independence. The specific items the student eats, found by observing lunch and snack, decide which steps belong on the list.
- Baseline
- Observe three lunches and note each item the student could not open, what kind of help was given, and how long the student waited. Edit the step list to match what this student actually brings or buys. Try the hardest items in OT first to tell weak pinch strength from not knowing where to grip.
- Tips
- Ask families to send the same type of containers during the data weeks, or practice with school-bought items so the steps stay consistent. A cafeteria aide can collect the data; give them a card with the step list.
- Limits
- Package designs change constantly, so the goal measures general strategies (find the notch, pinch and peel) more than any one package. Students with significant hand weakness may need adapted packaging as an accommodation instead of a skill goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-009.
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Goal
By the annual IEP review date, during lunch in the cafeteria with the student's typical lunch items, the student will complete the steps of opening each container and package, performing at least 5 of 6 steps independently, on 4 of 5 consecutive lunch periods, as measured by a task-analysis checklist collected daily at lunch for one week each month.
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 Fine Motor 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) - Fine Motor Skills
- Baseline
- 2 of 6 steps independently.
- Annual goal351 characters
- By the annual IEP review date, during lunch in the cafeteria with the student's typical lunch items, the student will complete the steps of opening each container and package, performing at least 5 of 6 steps independently, on 4 of 5 consecutive lunch periods, as measured by a task-analysis checklist collected daily at lunch for one week each month.
- Timeframe
- By the annual IEP review date
- Condition
- During lunch in the cafeteria with the student's typical lunch items
- Behavior
- The student will complete the steps of opening each container and package
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive lunch periods
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at lunch for one week each month
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 consecutive lunch periods
- Collection schedule:
- daily at lunch for one week each month
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during lunch in the cafeteria with the student's typical lunch items, the student will complete the steps of opening each container and package, performing at least 5 of 6 steps independently, on 4 of 5 consecutive lunch periods, as measured by a task-analysis checklist collected daily at lunch for one week each month.
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. Opens the milk carton or drink bottle | ||||||||
| 2. Peels back the foil or film lid on a cup | ||||||||
| 3. Tears open a sealed snack bag at the notch | ||||||||
| 4. Opens a reusable lunch container lid | ||||||||
| 5. Unwraps a sandwich or a wrapped item | ||||||||
| 6. Inserts a straw into a pouch or juice box | ||||||||
| 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.