Store and label leftovers after a meal
When to use this goal
For students who cook and eat on their own and leave food out for hours or keep leftovers too long. Present levels decide fit, not grade; writing a date can be replaced by a date sticker or a phone photo.
- 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. Time the first step from the end of the meal so the two-hour rule is scored the same way each session.
- Tips
- Food safety steps are scored every time, so the target is all steps. Teach the date check the next time the student opens the fridge so labels get used.
- Limits
- This goal teaches a routine; it does not replace a fire, medical, or emergency plan written by the family, the nurse, or the program. Safety steps are scored as all-or-nothing, so the target is every step.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-014.
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Goal
By the annual IEP review date, after a meal the student cooked in the training apartment kitchen, with containers, a marker, and date labels, the student will pack, label, and refrigerate the leftovers, performing all 7 steps independently, on 4 consecutive cooking sessions, as measured by a task-analysis checklist collected at every cooking session.
Baseline: 2 of 7 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
- 2 of 7 steps independently.
- Annual goal352 characters
- By the annual IEP review date, after a meal the student cooked in the training apartment kitchen, with containers, a marker, and date labels, the student will pack, label, and refrigerate the leftovers, performing all 7 steps independently, on 4 consecutive cooking sessions, as measured by a task-analysis checklist collected at every cooking session.
- Timeframe
- By the annual IEP review date
- Condition
- After a meal the student cooked in the training apartment kitchen, with containers, a marker, and date labels
- Behavior
- The student will pack, label, and refrigerate the leftovers
- Criteria
- Performing all 7 steps independently, on 4 consecutive cooking sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- At every cooking session
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 7 steps independently
- Mastery rule:
- on 4 consecutive cooking sessions
- Collection schedule:
- at every cooking session
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after a meal the student cooked in the training apartment kitchen, with containers, a marker, and date labels, the student will pack, label, and refrigerate the leftovers, performing all 7 steps independently, on 4 consecutive cooking sessions, as measured by a task-analysis checklist collected at every cooking session.
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. Starts putting food away within two hours of cooking | ||||||||
| 2. Chooses a container with a lid that fits the amount | ||||||||
| 3. Moves the food into the container with a clean utensil | ||||||||
| 4. Closes the lid all the way | ||||||||
| 5. Writes or sticks today's date on the label | ||||||||
| 6. Places the container in the refrigerator or freezer | ||||||||
| 7. Washes or soaks the cooking dishes | ||||||||
| 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: 7 of 7).
- 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.