Feeding & Mealtime Skills IEP goals for middle school (grades 6 to 8)
9 of the feeding & mealtime skills templates in the library are written for middle school (grades 6 to 8). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
9 templates · 1 skill · 6–8 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Feeding & Mealtime Skills Motor & Sensory Skills (OT, PT & Adapted PE)
Open lunch packages one-handed
Opening lunch containers
By the annual IEP review date, given a probe set of lunch packages the student commonly gets, with a non-slip mat on the table, the student will open each package with one hand, using the non-slip mat, the knees or an adaptive opener to hold it steady independently with at least 80% accuracy on lunch packages opened one-handed, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Pace bites using a self-check card
Pacing bites with a cue
By the annual IEP review date, during lunch in the cafeteria, with a small self-check card or phone reminder on the table, the student will take small bites, set the fork down between bites and check the card or reminder before the next bite with no adult reminders in at least 9 of 10 opportunities, on 4 of 5 observed meals, as measured by direct observation collected twice weekly at lunch.
Set up adaptive eating tools before lunch
Adaptive utensils
By the annual IEP review date, at the start of lunch in the cafeteria, the student will set up their eating tools following the setup 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.
Tell lunch staff about their mealtime plan
Communicating hunger, fullness and preferences
By the annual IEP review date, when ordering or choosing food in the school cafeteria line, the student will tell the server or staff member their food needs (such as soft foods, no nuts or thickened drinks) and ask what fits the plan with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive months, as measured by direct observation collected at each observed food choice, at least weekly.
Spread food on bread with a knife
Spoon and fork use
By the annual IEP review date, during lunch, given bread or a cracker and a spread in a small container, the student will scoop the spread with a table knife and spread it across the bread or cracker without tearing it, with no adult help in at least 4 of 5 opportunities, on 3 of 4 observed sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Eat using a self-feeding device
Adaptive utensils
By the annual IEP review date, during lunch, given the mobile arm support or self-feeding device set up by staff, the student will bring a bite to the mouth using the device's switch, joystick or arm support as the OT taught after staff set up the device in at least 8 of 10 opportunities, on 3 of 4 observed meals, as measured by opportunity-by-opportunity data collected twice weekly at lunch.
Middle school feeding & mealtime skills goals account for multiple teachers, changing classes, and more independent work. They often pair the skill with a strategy or tool, and the data can be collected across settings by different staff or by the student.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 1 goal here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 5 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
How are feeding & mealtime skills goals measured across several middle school classes?
By defining the task and the observation period so any teacher can use the same sheet, or by work samples collected from more than one class. Student self-monitoring with a weekly check is common.
Should middle school goals include study skills?
When assessment shows that organization, planning, or test preparation limits the student's progress, yes. Those goals are measured with task-analysis checklists and percent of assignments completed.
When does transition planning start?
The IEP in effect when the student turns 16 must include postsecondary goals and transition services, and many states start at 14. Middle school goals can build the self-advocacy and independence those plans rely on.
IEP Atlas Pro
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.