Cut food with a safe knife grip
When to use this goal
For students in cooking classes who are ready to cut soft foods with a real knife. Present levels in two-hand use, the OT's input, and the student's history around sharp objects decide fit. Start with a serrated or nylon knife.
- Baseline
- Observe 3 lessons with a nylon or serrated knife. Every step protects the student or others, so the target is every step.
- Tips
- Move from nylon to serrated to a small chef's knife as steps hold. The OT can suggest adapted cutting boards. Knives stay in a set place.
- Limits
- Not for students with a recent history of using sharp objects to hurt self or others; follow the safety plan. Supervision continues.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-036.
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Goal
By the annual IEP review date, during a cooking lesson, cutting soft fruit or vegetables on a cutting board with a non-slip mat, the student will cut the food on a cutting board using the claw grip and put the knife down safely, performing all 6 steps independently, across 4 consecutive cooking lessons, as measured by a task-analysis checklist collected at every cooking lesson with cutting.
Baseline: 2 of 6 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 6 steps independently.
- Annual goal393 characters
- By the annual IEP review date, during a cooking lesson, cutting soft fruit or vegetables on a cutting board with a non-slip mat, the student will cut the food on a cutting board using the claw grip and put the knife down safely, performing all 6 steps independently, across 4 consecutive cooking lessons, as measured by a task-analysis checklist collected at every cooking lesson with cutting.
- Timeframe
- By the annual IEP review date
- Condition
- During a cooking lesson, cutting soft fruit or vegetables on a cutting board with a non-slip mat
- Behavior
- The student will cut the food on a cutting board using the claw grip and put the knife down safely
- Criteria
- Performing all 6 steps independently, across 4 consecutive cooking lessons
- Evaluation method
- A task-analysis checklist
- Schedule
- At every cooking lesson with cutting
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 6 steps independently
- Mastery rule:
- across 4 consecutive cooking lessons
- Collection schedule:
- at every cooking lesson with cutting
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a cooking lesson, cutting soft fruit or vegetables on a cutting board with a non-slip mat, the student will cut the food on a cutting board using the claw grip and put the knife down safely, performing all 6 steps independently, across 4 consecutive cooking lessons, as measured by a task-analysis checklist collected at every cooking lesson with cutting.
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. Puts the cutting board on a non-slip mat or damp towel | ||||||||
| 2. Holds the knife by the handle, blade down | ||||||||
| 3. Holds the food with fingertips tucked in a claw | ||||||||
| 4. Cuts with slow strokes, moving the claw back after each cut | ||||||||
| 5. Sets the knife flat on the board, never at the edge | ||||||||
| 6. Carries the knife point down, close to the side, to the sink | ||||||||
| 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 6).
- 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.