Move through the cafeteria line in a wheelchair
When to use this goal
For wheelchair users who eat school lunch but have an adult take the tray, choose for them or carry everything to the table. A task analysis in the real cafeteria line decides fit.
- Baseline
- Score the seven steps on three lunch days, marking each as done alone, asked for help (which counts as independent), or done by an adult. Check the line layout; rails and counters often put food out of reach.
- Tips
- Asking a server or peer for an item out of reach is a skill, not a failure, so score it as independent. Lunch with peers instead of an adult is a strong social payoff. Feeding and eating skills belong in feeding-mealtime goals.
- Limits
- Cafeteria layout often creates barriers that staff can change (a lower counter, a server who hands items). Crowds and short lunch periods add pressure; schedule practice at less busy times first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-031.
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Goal
By the annual IEP review date, during the lunch period in the school cafeteria line, the student will get lunch through the line and reach the table following the cafeteria line steps, performing at least 6 of 7 steps independently, on 4 of 5 lunch periods, as measured by a task-analysis checklist collected three lunch periods 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 Functional Mobility.
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) - Functional Mobility
- Baseline
- 2 of 7 steps independently.
- Annual goal336 characters
- By the annual IEP review date, during the lunch period in the school cafeteria line, the student will get lunch through the line and reach the table following the cafeteria line steps, performing at least 6 of 7 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
- During the lunch period in the school cafeteria line
- Behavior
- The student will get lunch through the line and reach the table following the cafeteria line steps
- Criteria
- Performing at least 6 of 7 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 6 of 7 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, during the lunch period in the school cafeteria line, the student will get lunch through the line and reach the table following the cafeteria line steps, performing at least 6 of 7 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. Join the line in order | ||||||||
| 2. Move along the line, keeping pace with the person ahead | ||||||||
| 3. Choose items and place them on the lap tray, or ask for items out of reach | ||||||||
| 4. Enter a lunch number or hand over payment | ||||||||
| 5. Move to the chosen table | ||||||||
| 6. Park at the table and lock the brakes or turn off the power chair | ||||||||
| 7. Move the tray from the chair to the table or ask for it to be moved | ||||||||
| 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.