Make a no-cook meal from a written recipe
When to use this goal
For middle school students starting meal preparation who can read simple directions with picture support. A cold meal (a wrap, a salad, a sandwich plate) builds measuring, spreading, and cutting before heat is added. Present levels decide fit, not grade.
- 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. Record which cutting tool was used (knife, safety knife, kitchen scissors); the OT can advise which one fits the student's grip.
- Tips
- A good first cooking goal because nothing is hot. Use foods the student eats and would make at home; ask the family what meals are common in their home. Count a safety knife or scissors as independent when the student uses it alone.
- Limits
- Does not cover stove, oven, or microwave use. Check any food allergies in the class before choosing recipes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-003.
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Goal
By the annual IEP review date, given a written recipe with photos for a cold meal (such as a turkey wrap or a pasta salad) in the school kitchen, the student will prepare the cold meal and plate it, performing at least 8 of 9 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly during cooking class.
Baseline: 3 of 9 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
- 3 of 9 steps independently.
- Annual goal361 characters
- By the annual IEP review date, given a written recipe with photos for a cold meal (such as a turkey wrap or a pasta salad) in the school kitchen, the student will prepare the cold meal and plate it, performing at least 8 of 9 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly during cooking class.
- Timeframe
- By the annual IEP review date
- Condition
- Given a written recipe with photos for a cold meal (such as a turkey wrap or a pasta salad) in the school kitchen
- Behavior
- The student will prepare the cold meal and plate it
- Criteria
- Performing at least 8 of 9 steps independently, on 3 consecutive cooking sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly during cooking class
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 8 of 9 steps independently
- Mastery rule:
- on 3 consecutive cooking sessions
- Collection schedule:
- weekly during cooking class
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a written recipe with photos for a cold meal (such as a turkey wrap or a pasta salad) in the school kitchen, the student will prepare the cold meal and plate it, performing at least 8 of 9 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly during cooking class.
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 wipes the counter | ||||||||
| 2. Gathers the ingredients shown on the recipe | ||||||||
| 3. Gathers a cutting board, knife or scissors, and measuring tools | ||||||||
| 4. Washes any fruit or vegetables | ||||||||
| 5. Cuts or tears ingredients to the size shown | ||||||||
| 6. Measures or counts each ingredient | ||||||||
| 7. Puts the meal together in the order shown | ||||||||
| 8. Plates the meal | ||||||||
| 9. Returns ingredients to the refrigerator or pantry | ||||||||
| 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: 8 of 9).
- 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.