Answer questions about a recipe before cooking
When to use this goal
For students who start cooking without checking what a recipe needs and then run out of an ingredient or time. Suits students reading at about a second-grade level or higher, or with text-to-speech; present levels, not grade, decide fit.
- Baseline
- Give 3 short recipes with 8 to 10 questions each before setting the target. Use recipes from real sources (package backs, recipe sites, cookbooks), not worksheets written for school, and score each question right or wrong.
- Tips
- Pair with a cooking task analysis so the student uses the facts right away. Rotate recipe formats: package directions, a recipe card, and a web page all place the facts differently.
- Limits
- Scores reading a recipe, not cooking it. Questions read aloud test listening as well as reading; note the format with the data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-004.
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Goal
By the annual IEP review date, given a printed recipe the student has not cooked before and a set of questions about it (servings, cook time, temperature, tools, ingredients), the student will answer questions about the recipe's ingredients, tools, time, and temperature independently with at least 85% accuracy on recipe questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 50% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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
- 50% accuracy.
- Annual goal423 characters
- By the annual IEP review date, given a printed recipe the student has not cooked before and a set of questions about it (servings, cook time, temperature, tools, ingredients), the student will answer questions about the recipe's ingredients, tools, time, and temperature independently with at least 85% accuracy on recipe questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a printed recipe the student has not cooked before and a set of questions about it (servings, cook time, temperature, tools, ingredients)
- Behavior
- The student will answer questions about the recipe's ingredients, tools, time, and temperature independently
- Criteria
- With at least 85% accuracy on recipe questions, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on recipe questions
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a printed recipe the student has not cooked before and a set of questions about it (servings, cook time, temperature, tools, ingredients), the student will answer questions about the recipe's ingredients, tools, time, and temperature independently with at least 85% accuracy on recipe questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.