Cook on a stovetop with handles turned in
When to use this goal
For older students who cook simple stovetop foods (eggs, pasta, soup) with staff and who walk away from the stove, leave handles out, or put towels near burners. Present levels in following recipes and in microwave safety (fn-cs-032) decide fit.
- Baseline
- Observe 3 lessons. Each step prevents burns or fire, so the target is every step.
- Tips
- Teach what to do if a small pan fire starts (lid on, burner off, get an adult) as a separate drill. Electric and induction stoves need adjusted steps. Pair with fn-cs-037 for the final check.
- Limits
- Supervision continues during instruction. Students with seizure disorders need a medical plan before stovetop work.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-046.
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Goal
By the annual IEP review date, during a cooking lesson using the stovetop for a one-pan recipe, the student will cook the food on the stovetop following the stove safety steps from start to turning it off, performing all 7 steps independently, across 4 consecutive cooking lessons, as measured by a task-analysis checklist collected at every stovetop lesson.
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 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 7 steps independently.
- Annual goal358 characters
- By the annual IEP review date, during a cooking lesson using the stovetop for a one-pan recipe, the student will cook the food on the stovetop following the stove safety steps from start to turning it off, performing all 7 steps independently, across 4 consecutive cooking lessons, as measured by a task-analysis checklist collected at every stovetop lesson.
- Timeframe
- By the annual IEP review date
- Condition
- During a cooking lesson using the stovetop for a one-pan recipe
- Behavior
- The student will cook the food on the stovetop following the stove safety steps from start to turning it off
- Criteria
- Performing all 7 steps independently, across 4 consecutive cooking lessons
- Evaluation method
- A task-analysis checklist
- Schedule
- At every stovetop 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 7 steps independently
- Mastery rule:
- across 4 consecutive cooking lessons
- Collection schedule:
- at every stovetop lesson
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a cooking lesson using the stovetop for a one-pan recipe, the student will cook the food on the stovetop following the stove safety steps from start to turning it off, performing all 7 steps independently, across 4 consecutive cooking lessons, as measured by a task-analysis checklist collected at every stovetop 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. Clears towels, paper, and wrappers away from the stovetop | ||||||||
| 2. Puts the pan on the burner that matches its size | ||||||||
| 3. Turns the handle in, away from the edge | ||||||||
| 4. Turns on the correct burner to the setting in the recipe | ||||||||
| 5. Stays in the kitchen while the burner is on | ||||||||
| 6. Uses an oven mitt or pot holder to move the pan | ||||||||
| 7. Turns off the burner and moves the pan to a cool burner or trivet | ||||||||
| 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: 7 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.