Measure dry ingredients in a cooking class
When to use this goal
For students in a cooking, family and consumer science, or life skills class who spill ingredients or measure inaccurately because they cannot scoop, level, and pour with control. Fit depends on kitchen observation, not grade.
- Baseline
- Score the steps for each dry ingredient in two lessons. Note whether errors are motor (spills, uneven level) or recipe reading. Picture recipes help students who do not read the amounts.
- Tips
- Real cooking gives motivation. A non-slip mat and wide containers reduce spills. This is a skill students use at home and in some food service jobs.
- Limits
- Liquid measuring and knife skills are separate. Food allergies and kitchen safety rules apply.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-052.
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Goal
By the annual IEP review date, during a cooking lesson that uses measuring cups and spoons for dry ingredients, the student will measure each dry ingredient following the measuring routine, performing all 6 steps independently, on 3 consecutive cooking lessons, as measured by a task-analysis checklist collected each cooking lesson.
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 Fine Motor 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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Fine Motor Skills
- Baseline
- 2 of 6 steps independently.
- Annual goal333 characters
- By the annual IEP review date, during a cooking lesson that uses measuring cups and spoons for dry ingredients, the student will measure each dry ingredient following the measuring routine, performing all 6 steps independently, on 3 consecutive cooking lessons, as measured by a task-analysis checklist collected each cooking lesson.
- Timeframe
- By the annual IEP review date
- Condition
- During a cooking lesson that uses measuring cups and spoons for dry ingredients
- Behavior
- The student will measure each dry ingredient following the measuring routine
- Criteria
- Performing all 6 steps independently, on 3 consecutive cooking lessons
- Evaluation method
- A task-analysis checklist
- Schedule
- Each cooking 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 6 steps independently
- Mastery rule:
- on 3 consecutive cooking lessons
- Collection schedule:
- each cooking lesson
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a cooking lesson that uses measuring cups and spoons for dry ingredients, the student will measure each dry ingredient following the measuring routine, performing all 6 steps independently, on 3 consecutive cooking lessons, as measured by a task-analysis checklist collected each cooking 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. Pick the measuring cup or spoon named in the recipe | ||||||||
| 2. Hold the ingredient container steady with the helper hand | ||||||||
| 3. Scoop the ingredient until the tool is overfull | ||||||||
| 4. Level the top with the flat edge of a knife or spatula | ||||||||
| 5. Pour the ingredient into the bowl without spilling | ||||||||
| 6. Return the tool to the counter or 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.