Use oven mitts to take hot food out
When to use this goal
For students who use a microwave or toaster oven in a cooking class and grab hot containers with bare hands. Present levels in microwave use (fn-dl-011) and in two-hand carrying decide fit.
- Baseline
- Score 3 lessons. A burn can happen at any step, so the target is every step every time.
- Tips
- Keep mitts in the same place by the microwave. Use containers with handles at first. Teach steam safety with clear words.
- Limits
- Does not cover stovetops or ovens; see fn-cs-046. Supervision in the kitchen continues.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-032.
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Goal
By the annual IEP review date, during a cooking lesson, when food is done in the microwave, the student will put on oven mitts, take the hot food out, and set it on a heat-safe spot, performing all 5 steps independently, across 4 consecutive cooking lessons, as measured by a task-analysis checklist collected at every cooking lesson.
Baseline: 2 of 5 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 Community & Safety 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
- Functional & Independence Skills - Community & Safety Skills
- Baseline
- 2 of 5 steps independently.
- Annual goal334 characters
- By the annual IEP review date, during a cooking lesson, when food is done in the microwave, the student will put on oven mitts, take the hot food out, and set it on a heat-safe spot, performing all 5 steps independently, across 4 consecutive cooking lessons, as measured by a task-analysis checklist collected at every cooking lesson.
- Timeframe
- By the annual IEP review date
- Condition
- During a cooking lesson, when food is done in the microwave
- Behavior
- The student will put on oven mitts, take the hot food out, and set it on a heat-safe spot
- Criteria
- Performing all 5 steps independently, across 4 consecutive cooking lessons
- Evaluation method
- A task-analysis checklist
- Schedule
- At every cooking lesson
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 all 5 steps independently
- Mastery rule:
- across 4 consecutive cooking lessons
- Collection schedule:
- at every cooking lesson
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a cooking lesson, when food is done in the microwave, the student will put on oven mitts, take the hot food out, and set it on a heat-safe spot, performing all 5 steps independently, across 4 consecutive cooking lessons, as measured by a task-analysis checklist collected at every cooking lesson.
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. Waits for the timer to finish and opens the door | ||||||||
| 2. Puts on oven mitts on both hands | ||||||||
| 3. Lifts the container with both hands | ||||||||
| 4. Sets it on a trivet, plate, or heat-safe spot | ||||||||
| 5. Lifts the cover away from the face to let steam out | ||||||||
| 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 5).
- 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.