Cook a stovetop meal from a picture recipe
When to use this goal
For students who help in the kitchen but wait for an adult to start each step of a hot meal. Present levels on reading, knife use, and stove safety decide fit, not grade; a student who cannot yet turn the stove off reliably starts with the community-safety stove goal first.
- Baseline
- Run the routine on at least 3 separate days in the setting where it will be measured before setting a target. Mark each step as independent, prompted (note the prompt type), or not done, and count only independent steps. Note the steps missed most often; they usually need direct teaching, not just more practice. Use a recipe the student has seen once so the baseline is not a first-exposure score, and record which recipe was used; a new dish can lower the score for a session or two.
- Tips
- Let the student choose the dishes; motivation drives cooking practice. Keep the same recipe until the student reaches the target, then rotate in new recipes so the skill carries over. Score the burner-off step every time; if it is missed, stop and reteach before moving on.
- Limits
- Measures following a recipe, not menu choice, nutrition, or knife skill. Food allergies and any feeding or swallowing plan from the medical team come first and may limit which recipes are used.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-001.
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Goal
By the annual IEP review date, given a picture recipe for a one-pan meal the student chose (such as scrambled eggs and toast, or pasta with sauce) in the school or training apartment kitchen, the student will cook the meal from start to finish, performing at least 10 of 11 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected twice weekly during cooking lessons.
Baseline: 4 of 11 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 Independent Living.
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 - Independent Living
- Baseline
- 4 of 11 steps independently.
- Annual goal417 characters
- By the annual IEP review date, given a picture recipe for a one-pan meal the student chose (such as scrambled eggs and toast, or pasta with sauce) in the school or training apartment kitchen, the student will cook the meal from start to finish, performing at least 10 of 11 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected twice weekly during cooking lessons.
- Timeframe
- By the annual IEP review date
- Condition
- Given a picture recipe for a one-pan meal the student chose (such as scrambled eggs and toast, or pasta with sauce) in the school or training apartment kitchen
- Behavior
- The student will cook the meal from start to finish
- Criteria
- Performing at least 10 of 11 steps independently, on 3 consecutive cooking sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly during cooking lessons
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 10 of 11 steps independently
- Mastery rule:
- on 3 consecutive cooking sessions
- Collection schedule:
- twice weekly during cooking lessons
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a picture recipe for a one-pan meal the student chose (such as scrambled eggs and toast, or pasta with sauce) in the school or training apartment kitchen, the student will cook the meal from start to finish, performing at least 10 of 11 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected twice weekly during cooking lessons.
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 reads the recipe through once | ||||||||
| 2. Gathers every ingredient listed | ||||||||
| 3. Gathers the pan, utensils, and measuring tools | ||||||||
| 4. Measures or counts the ingredients | ||||||||
| 5. Places the pan on the burner and sets the heat named in the recipe | ||||||||
| 6. Adds ingredients in the order shown | ||||||||
| 7. Stirs or turns the food while it cooks | ||||||||
| 8. Sets a timer or checks the food at the time shown | ||||||||
| 9. Turns the burner off and moves the pan to a cool burner | ||||||||
| 10. Serves the food onto a plate | ||||||||
| 11. Puts away unused ingredients | ||||||||
| 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: 10 of 11).
- 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.