Prep a menu item from a recipe card
When to use this goal
For students in a culinary or food service program who can do single prep tasks but stall when a recipe has several stages. Present levels in reading and measuring decide whether the recipe card uses pictures, words or both.
- Baseline
- Observe the routine on at least 3 shifts before setting a target. Mark each step as independent (no supervisor 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.
- Tips
- Start with a simple cold item, then add items with cooking or timing. The kitchen supervisor sets the quality standard for the check step.
- Limits
- Recipes differ in difficulty; keep the same item until steps are stable before changing it. Knife and stove safety need their own instruction.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-027.
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Goal
By the annual IEP review date, during a prep shift in the culinary program kitchen, given a recipe card for a menu item and the ingredients, the student will prep the menu item from the recipe card, from setup to cleanup, performing at least 7 of 8 steps independently, on 3 consecutive prep shifts, as measured by a task-analysis checklist collected at each prep shift.
Baseline: 2 of 8 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 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
- 2 of 8 steps independently.
- Annual goal370 characters
- By the annual IEP review date, during a prep shift in the culinary program kitchen, given a recipe card for a menu item and the ingredients, the student will prep the menu item from the recipe card, from setup to cleanup, performing at least 7 of 8 steps independently, on 3 consecutive prep shifts, as measured by a task-analysis checklist collected at each prep shift.
- Timeframe
- By the annual IEP review date
- Condition
- During a prep shift in the culinary program kitchen, given a recipe card for a menu item and the ingredients
- Behavior
- The student will prep the menu item from the recipe card, from setup to cleanup
- Criteria
- Performing at least 7 of 8 steps independently, on 3 consecutive prep shifts
- Evaluation method
- A task-analysis checklist
- Schedule
- At each prep shift
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 at least 7 of 8 steps independently
- Mastery rule:
- on 3 consecutive prep shifts
- Collection schedule:
- at each prep shift
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a prep shift in the culinary program kitchen, given a recipe card for a menu item and the ingredients, the student will prep the menu item from the recipe card, from setup to cleanup, performing at least 7 of 8 steps independently, on 3 consecutive prep shifts, as measured by a task-analysis checklist collected at each prep shift.
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 and puts on gloves | ||||||||
| 2. Reads the recipe card and gathers all ingredients and tools | ||||||||
| 3. Measures each ingredient | ||||||||
| 4. Follows the prep steps in order | ||||||||
| 5. Checks the finished item against the photo or standard | ||||||||
| 6. Labels the item with name and date | ||||||||
| 7. Stores the item in the right place | ||||||||
| 8. Cleans and sanitizes the work area | ||||||||
| 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 8).
- 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.