Cooking IEP goals
36 templates across 16 skills: independent living, functional academics, measurement, time & money, daily living skills, community & safety skills, reading comprehension, vocational & work readiness, following multi-step directions, reading fluency, feeding & mealtime skills, working memory strategies, organization, multiplication & division, fractions, math problem solving, fine motor skills. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
36 templates · 16 skills · 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Independent Living Transition & Postsecondary Skills
Cook a stovetop meal from a picture recipe
Cooking from a recipe
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.
Bake a sheet-pan dinner in the oven
Cooking from a recipe
By the annual IEP review date, given a written recipe with photos for a sheet-pan dinner (such as chicken and vegetables) in the training apartment kitchen, the student will prepare, bake, and serve the sheet-pan dinner, performing at least 9 of 10 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly during cooking lessons.
Functional Academics Functional & Independence Skills
Follow written directions on a package or recipe card
Following written directions
By the annual IEP review date, given a package or recipe card with 4 to 6 numbered written directions and the needed materials, the student will complete the task by following the written directions in order, performing at least 5 of 6 steps independently, on 3 consecutive tasks, as measured by a task-analysis checklist collected weekly.
Set a timer for the time shown in the directions
Timers and elapsed time in cooking
By the annual IEP review date, given a package or recipe direction with a cooking time and a kitchen timer or microwave, the student will set the timer or microwave for the time in the directions and start it independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly during cooking lessons.
Set a timer or microwave for a stated time
Setting timers and clocks
By the annual IEP review date, given a kitchen timer, microwave or phone timer and a stated time such as 3 minutes 30 seconds, the student will enter the stated time on the device and start it, performing at least 5 of 6 steps independently, across 3 consecutive data collection sessions, as measured by a task-analysis checklist collected twice weekly.
Measure recipe amounts with cups and spoons
Measuring ingredients
By the annual IEP review date, given a recipe line such as 3/4 cup flour or 2 teaspoons salt and a full set of measuring cups and spoons, the student will select the matching cup or spoon, fill and level it, and add the ingredient, performing at least 5 of 6 steps independently, across 3 consecutive data collection sessions, as measured by a task-analysis checklist collected weekly during cooking instruction.
Daily Living Skills Functional & Independence Skills
Prepare a no-cook snack from a recipe card
Preparing a simple snack
By the annual IEP review date, given a picture recipe card for a no-cook snack during a cooking or life-skills lesson, the student will prepare a simple no-cook snack following the recipe card with ingredients and tools in their usual storage places, performing at least 8 of 10 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected at each cooking session (at least weekly).
Heat a meal in a microwave following package directions
Using a microwave
By the annual IEP review date, given a frozen or refrigerated meal with microwave directions and a classroom microwave, the student will heat the meal in the microwave following the package directions, performing at least 7 of 9 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly during life-skills lessons.
Community & Safety Skills Functional & Independence Skills
Cook on a stovetop with handles turned in
Kitchen safety
By the annual IEP review date, during a cooking lesson using the stovetop for a one-pan recipe, the student will cook the food on the stovetop following the stove safety steps from start to turning it off, performing all 7 steps independently, across 4 consecutive cooking lessons, as measured by a task-analysis checklist collected at every stovetop lesson.
Reading Comprehension Reading
Read a recipe and gather what it lists
Functional texts: recipes
By the annual IEP review date, given a simple recipe with 4 to 6 ingredients and 2 or 3 tools, in a classroom kitchen, the student will read the ingredients and tools lists and gather each item listed independently with at least 90% accuracy on recipe items gathered correctly, across 3 consecutive sessions, as measured by work-sample analysis collected weekly.
Follow a recipe's steps in order
Functional texts: recipes
By the annual IEP review date, given a written recipe with 6 numbered steps for a no-cook or microwave snack, with ingredients and tools ready, the student will read and complete each step of the recipe in order, marking each step as done, performing all 6 steps independently, across 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly.
Vocational & Work Readiness Transition & Postsecondary Skills
Prep a menu item from a recipe card
Food service tasks
By the annual IEP review date, during a prep shift in the culinary program kitchen, given a recipe card for a menu item and the ingredients, the student will prep the menu item from the recipe card, from setup to cleanup, performing at least 7 of 8 steps independently, on 3 consecutive prep shifts, as measured by a task-analysis checklist collected at each prep shift.
Following Multi-Step Directions Executive Function
Cook a recipe one step at a time
Recipe directions
By the annual IEP review date, given a familiar picture or text recipe of six or seven steps in the school kitchen or independent living lab, the student will prepare the recipe by doing each step in order and marking each step done, performing at least 6 of 7 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly.
All 16 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Transition & Postsecondary Skills
Functional & Independence Skills
Executive Function
Motor & Sensory Skills (OT, PT & Adapted PE)
Cooking goals come from independent living, daily living, functional academics, and functional reading. They teach students to follow a recipe, measure ingredients, use appliances safely, prepare a snack or meal, and clean up, and older students may plan meals and shop for them. Most are measured with a task analysis, marking each recipe step as independent or prompted, while measuring and reading recipe words can use percent accuracy. Good goals name the recipe type, the format (picture, text, or video recipe), and the appliances used. Choose foods the student likes and would make at home, and practice in a real kitchen. Any food allergies or diet plans come from the student's health plan.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Reading fluency trackerWords attempted, errors, words correct per minute, and accuracy for each probe.Used by 1 goal here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 10 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 19 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 6 goals here
Frequently asked questions
How do I write a cooking IEP goal?
Pick a recipe type and list its steps. For example: given a picture recipe, the student will prepare a microwave meal, completing 10 of 12 steps independently on 3 consecutive sessions.
Should cooking goals include kitchen safety?
Yes. Steps like washing hands, using oven mitts, and turning off the stove belong in the task analysis, so safety is taught as part of the routine.
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