Cook a recipe one step at a time
When to use this goal
For transition-age students who skip or repeat recipe steps, add ingredients out of order, or rely on staff to read each step. Recipes can be text, picture, or audio. Present levels, not grade, decide the recipe length.
- Baseline
- Observe the student making a familiar recipe and score steps done in order without prompts. Note where they lose their place.
- Tips
- Kitchen safety is supervised and taught directly every time. Marking each step done (a clip, a check, a tap) keeps the place. Pair with ef-org-039 for station setup.
- Limits
- This goal never replaces staff supervision for heat and knives. Does not score food quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-026.
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Goal
By the annual IEP review date, given a familiar picture or text recipe of six or seven steps in the school kitchen or independent living lab, the student will prepare the recipe by doing each step in order and marking each step done, performing at least 6 of 7 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly.
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 Following Multi-Step Directions.
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
- Executive Function - Following Multi-Step Directions
- Baseline
- 2 of 7 steps independently.
- Annual goal375 characters
- By the annual IEP review date, given a familiar picture or text recipe of six or seven steps in the school kitchen or independent living lab, the student will prepare the recipe by doing each step in order and marking each step done, performing at least 6 of 7 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a familiar picture or text recipe of six or seven steps in the school kitchen or independent living lab
- Behavior
- The student will prepare the recipe by doing each step in order and marking each step done
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive cooking sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
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 3 consecutive cooking sessions
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a familiar picture or text recipe of six or seven steps in the school kitchen or independent living lab, the student will prepare the recipe by doing each step in order and marking each step done, performing at least 6 of 7 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly.
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. Reads or listens to step 1 and does it | ||||||||
| 2. Marks step 1 done and moves to step 2 | ||||||||
| 3. Measures ingredients as the recipe states | ||||||||
| 4. Does the cooking or mixing step for the time the recipe states | ||||||||
| 5. Checks the result against the recipe photo or description | ||||||||
| 6. Marks the last step done and turns off heat or appliances | ||||||||
| 7. Plates or stores the food as the recipe says | ||||||||
| 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.