Prepare a no-cook snack from a recipe card
Live goal preview
By the annual IEP review date, given a picture recipe card for a no-cook snack during a cooking or life-skills lesson, the student will prepare a simple no-cook snack following the recipe card with ingredients and tools in their usual storage places, performing at least 8 of 10 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected at each cooking session (at least weekly).
Baseline: 3 of 10 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Task-analysis steps is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Task-analysis checklist can produce task-analysis steps data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Daily Living Skills.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- Fits students who are learning basic food preparation in a life-skills, cooking, or home-school program. The recipe format (picture or written) and the number of steps should come from present levels and assessment of reading, motor, and safety skills, not grade.
- Baseline considerations
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Use the same or a closely matched recipe for baseline and progress data so changes reflect skill, not recipe difficulty.
- Usage notes
- Check allergies and dietary needs with the family and school nurse before any food activity. Rotate recipes with the same step structure to build generalization. Consult the OT about adapted tools and safe cutting methods.
- Known limitations
- Changing recipes can change difficulty; note the recipe on the data sheet. Does not cover stove or appliance use, which needs its own safety-focused task analysis.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
fn-dl-003.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Task-analysis checklist. Your goal counts steps done independently, so the sheet marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 8 of 10 steps independently
- Mastery rule:
- on 3 consecutive cooking sessions
- Collection schedule:
- at each cooking session (at least weekly)
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a picture recipe card for a no-cook snack during a cooking or life-skills lesson, the student will prepare a simple no-cook snack following the recipe card with ingredients and tools in their usual storage places, performing at least 8 of 10 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected at each cooking session (at least 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. Washes hands before starting | ||||||||
| 2. Gathers the ingredients shown on the recipe card | ||||||||
| 3. Gathers the tools shown on the recipe card | ||||||||
| 4. Measures or counts out each ingredient as shown | ||||||||
| 5. Assembles the ingredients in the order shown | ||||||||
| 6. Checks the finished snack against the recipe picture | ||||||||
| 7. Puts ingredients back in the refrigerator or cupboard | ||||||||
| 8. Serves the snack on a plate or in a bowl | ||||||||
| 9. Wipes the work surface | ||||||||
| 10. Places used tools in the sink or dish bin | ||||||||
| 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: 8 of 10).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.