Plan a week of dinners
When to use this goal
For students who cook a few meals but decide what to eat at the last minute, which leads to missing ingredients and repeat meals. Fit depends on present levels in reading and planning, and on the student's interest in cooking, not grade.
- Baseline
- Collect 2 or 3 weekly plans before setting the target. Score each day's dinner as meeting all the rules or not; agree on the rules with the student first so the plan is theirs.
- Tips
- Use the student's own food preferences and cultural foods; the rules are about planning, not about a particular diet. Follow the plan with a grocery list goal so the plan leads to shopping.
- Limits
- A plan on paper does not show the student cooks it; check a few planned meals. Diet changes from a doctor or dietitian override the planning rules.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-008.
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Goal
By the annual IEP review date, given a blank weekly meal planner, a list of meals the student can cook, and the week's schedule, the student will fill in a dinner for each day of the week that follows the planning rules independently with at least 85% accuracy on planned dinners checked against the planning rules, on 3 of 4 consecutive weekly plans, as measured by work-sample analysis collected weekly.
Baseline: 45% 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
- 45% accuracy.
- Annual goal405 characters
- By the annual IEP review date, given a blank weekly meal planner, a list of meals the student can cook, and the week's schedule, the student will fill in a dinner for each day of the week that follows the planning rules independently with at least 85% accuracy on planned dinners checked against the planning rules, on 3 of 4 consecutive weekly plans, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a blank weekly meal planner, a list of meals the student can cook, and the week's schedule
- Behavior
- The student will fill in a dinner for each day of the week that follows the planning rules independently
- Criteria
- With at least 85% accuracy on planned dinners checked against the planning rules, on 3 of 4 consecutive weekly plans
- 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 planned dinners checked against the planning rules
- Mastery rule:
- on 3 of 4 consecutive weekly plans
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a blank weekly meal planner, a list of meals the student can cook, and the week's schedule, the student will fill in a dinner for each day of the week that follows the planning rules independently with at least 85% accuracy on planned dinners checked against the planning rules, on 3 of 4 consecutive weekly plans, 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.