Portion food to a set weight or scoop
When to use this goal
For students in food prep who fill containers by eye and vary widely from the set portion. Present levels in reading a scale and matching quantities decide whether a digital scale, a marked scoop or a picture guide is used.
- Baseline
- Weigh 10 portions from a shift before teaching. Agree with the supervisor on the allowed range (for example, within a few grams) and write it on the data sheet.
- Tips
- Portion control matters to food cost, so supervisors care about this skill. Start with one food and one container size before changing both.
- Limits
- Weighing every portion slows work; sample portions instead. Accuracy may drop when speed is pushed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-025.
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Goal
By the annual IEP review date, during a prep shift, given bulk food, containers, a digital scale and the posted portion size, the student will portion each container to the set weight or scoop level independently with at least 90% accuracy on portions within the set weight range, on 3 consecutive prep shifts, as measured by work-sample analysis collected at each prep shift, checking a sample of portions.
Baseline: 50% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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 Vocational & Work Readiness.
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
- Transition & Postsecondary Skills - Vocational & Work Readiness
- Baseline
- 50% accuracy.
- Annual goal407 characters
- By the annual IEP review date, during a prep shift, given bulk food, containers, a digital scale and the posted portion size, the student will portion each container to the set weight or scoop level independently with at least 90% accuracy on portions within the set weight range, on 3 consecutive prep shifts, as measured by work-sample analysis collected at each prep shift, checking a sample of portions.
- Timeframe
- By the annual IEP review date
- Condition
- During a prep shift, given bulk food, containers, a digital scale and the posted portion size
- Behavior
- The student will portion each container to the set weight or scoop level independently
- Criteria
- With at least 90% accuracy on portions within the set weight range, on 3 consecutive prep shifts
- Evaluation method
- Work-sample analysis
- Schedule
- At each prep shift, checking a sample of portions
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on portions within the set weight range
- Mastery rule:
- on 3 consecutive prep shifts
- Collection schedule:
- at each prep shift, checking a sample of portions
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during a prep shift, given bulk food, containers, a digital scale and the posted portion size, the student will portion each container to the set weight or scoop level independently with at least 90% accuracy on portions within the set weight range, on 3 consecutive prep shifts, as measured by work-sample analysis collected at each prep shift, checking a sample of portions.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.