Follow a recipe's steps in order
When to use this goal
For middle school students in life skills or family consumer science who gather ingredients but lose their place or skip steps when following a recipe. Present levels decide the recipe format (words, words with pictures).
- Baseline
- Use different recipes with the same number of steps. Mark each step independent, prompted, or not done. Note whether amounts or times cause errors.
- Tips
- Kitchen safety (knives, heat) belongs in a separate plan with direct supervision. Recipes can come from the student's family.
- Limits
- The checklist mixes reading with motor and cooking skills; note which caused a missed step.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-069.
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Goal
By the annual IEP review date, given a written recipe with 6 numbered steps for a no-cook or microwave snack, with ingredients and tools ready, the student will read and complete each step of the recipe in order, marking each step as done, performing all 6 steps independently, across 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly.
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 Reading Comprehension.
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
- Reading - Reading Comprehension
- Baseline
- 2 of 6 steps independently.
- Annual goal375 characters
- By the annual IEP review date, given a written recipe with 6 numbered steps for a no-cook or microwave snack, with ingredients and tools ready, the student will read and complete each step of the recipe in order, marking each step as done, performing all 6 steps independently, across 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a written recipe with 6 numbered steps for a no-cook or microwave snack, with ingredients and tools ready
- Behavior
- The student will read and complete each step of the recipe in order, marking each step as done
- Criteria
- Performing all 6 steps independently, across 3 consecutive cooking sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
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:
- across 3 consecutive cooking sessions
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a written recipe with 6 numbered steps for a no-cook or microwave snack, with ingredients and tools ready, the student will read and complete each step of the recipe in order, marking each step as done, performing all 6 steps independently, across 3 consecutive cooking sessions, as measured by a task-analysis checklist collected 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. Read step 1 and complete it | ||||||||
| 2. Read step 2 and complete it | ||||||||
| 3. Read step 3, including any amount, and complete it | ||||||||
| 4. Read step 4, including any time, and complete it | ||||||||
| 5. Read step 5 and complete it | ||||||||
| 6. Read step 6 and check the finished food against the recipe | ||||||||
| 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.