Carry a lunch tray or materials while walking
When to use this goal
For students who spill trays, drop stacks of books, or cannot walk and carry at the same time, so an adult carries for them at lunch and during transitions. Base the choice on observation at lunch and at a materials transition during baseline; it combines balance, bilateral control, and attention.
- Baseline
- Watch five lunches and record spills, stops, and any adult help between the line and the table. Note what causes the problem: looking at the tray instead of ahead, a crowded path, or a drink that tips. A non-slip liner and carrying the drink separately are quick supports to try during baseline.
- Tips
- Lunch happens daily, and a cafeteria aide can collect this. For older students, carrying a tray independently is a dignity issue; keep supports discreet. The book-carrying condition fits students in departmentalized schools.
- Limits
- Cafeteria crowding varies by day; note it. Students with upper-limb or balance conditions may use a rolling cart or a peer helper as a permanent accommodation. Does not measure the route or speed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-019.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when carrying a lunch tray with food and a drink from the serving line to the table, the student will independently carry the tray to the table with both hands, without spilling or stopping in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly at lunch.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 Gross 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) - Gross Motor Skills
- Baseline
- 1 of 5 opportunities.
- Annual goal357 characters
- By the annual IEP review date, when carrying a lunch tray with food and a drink from the serving line to the table, the student will independently carry the tray to the table with both hands, without spilling or stopping in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly at lunch.
- Timeframe
- By the annual IEP review date
- Condition
- When carrying a lunch tray with food and a drink from the serving line to the table
- Behavior
- The student will independently carry the tray to the table with both hands, without spilling or stopping
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly observations
- Evaluation method
- Direct observation
- Schedule
- Weekly at lunch
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly observations
- Collection schedule:
- weekly at lunch
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when carrying a lunch tray with food and a drink from the serving line to the table, the student will independently carry the tray to the table with both hands, without spilling or stopping in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly at lunch.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.