A training activityfor Early Childhood
Special Education staff
Enhancing Recognitionof High Quality, Functional
IEP GoalsA training activity
for Early ChildhoodSpecial Education staff
Enhancing Recognitionof High Quality, Functional
IEP Goals
Anne LucasKathi Gillaspy
Mary Louise PetersJoicey Hurth
with support from Dathan Rush, M’Lisa Shelden,
Debbie Cate and Megan Vinh
Anne LucasKathi Gillaspy
Mary Louise PetersJoicey Hurth
with support from Dathan Rush, M’Lisa Shelden,
Debbie Cate and Megan Vinh
Enhancing Recognition of High Quality, Functional IEP Goals 2
The Early Childhood Technical Assistance Center
is a program of the
FPG Child Development Institute, The University of North Carolina at Chapel Hill
June 2014 Enhancing Recognition of High Quality, Functional IEP Goals
A training activity for Early Childhood Special Education staff This resource is produced and distributed by the Early Childhood Technical Assistance Center, funded through cooperative agreement number H326P120002 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy. The ECTA Center is committed to making the information it disseminates fully accessible to all individuals. If you require any of this information in an alternate format, please contact us at the address below. Additional copies of this document are available at cost from the ECTA Center. A complete list of ECTA Center resources is available at our website or upon request. Please cite as:
Lucas, A., Gillaspy, K., Peters, M. L., & Hurth, J. (2014). Enhancing recognition of high quality, functional IEP goals. Retrieved from http://www.ectacenter.org/~pdfs/pubs/rating-iep.pdf
Cover photo: Alex Lazara For more information about the ECTA Center, please contact us at: Campus Box 8040, UNC-CH Chapel Hill, NC 27599-8040 919-962-2001 • phone 919-966-7463 • fax [email protected] • email www.ectacenter.org • web Project Directors: Lynne Kahn & Christina Kasprzak Project Officer at OSEP: Julia Martin Eile
Enhancing Recognition of High Quality, Functional IEP Goals 3
Enhancing Recognition of High Quality, Functional IEP Goals
A training activity for Early Childhood Special Education staff
Anne Lucas, Kathi Gillaspy, Mary Louise Peters and Joicey Hurth with support from Dathan Rush, M’Lisa Shelden, Debbie Cate and Megan Vinh
~ Table of Contents ~ Instructions
Background ........................................................................................................................... 3 Criteria Defining High Quality, Participation-Based IEP Goals ............................................. 4 IEP Goals Rating Activity ...................................................................................................... 6 Using the Rating Activity ....................................................................................................... 7 Alternate Activity ................................................................................................................... 8
Appendices
Appendix A: Criteria Defining High Quality, Participation-Based IEP Goals ......................... 9 Appendix B: IEP Goal Cards .............................................................................................. 11 Appendix C: IEP Goals Placemat ....................................................................................... 24 Appendix D: Answer Key to Rating IEP Goals ................................................................... 26 Appendix E: Worksheet for Rating IEP Goals .................................................................... 31 Appendix F: References ..................................................................................................... 36
Enhancing Recognition of High Quality, Functional IEP Goals 4
Enhancing Recognition of High Quality, Functional IEP Goals
A training activity for Early Childhood Special Education staff
Anne Lucas, Kathi Gillaspy, Mary Louise Peters and Joicey Hurth with support from Dathan Rush, M’Lisa Shelden, Debbie Cate and Megan Vinh
Background
This training activity was created to support participants’ understanding of the criteria needed to develop and write high quality, participation-based Individualized Education Program (IEP) goals. The term “functional” is often used to describe what goals ought to be, yet many Early Childhood Special Education (ECSE) staff (e.g., teachers and related services staff) struggle to define what makes a goal “functional.” Still others struggle with making goals meet the criteria set forth in regulations, as well as have meaning for families. Reviews of existing resources developed by national experts provided a framework for considering IEP goals to determine if the goals are high quality and support the child’s participation in everyday routines and activities.
The key to supporting the development of high quality, participation-based goals is creating a clear and deliberate link between every step of the IEP process, beginning with interactions with the family during initial contacts and referral through the development of the IEP, and beyond. Critical to this process is the fundamental belief that children learn best through their participation in everyday activities and routines with familiar people. Also critical to this process are three important skills for providers:
• The ability to understand how to gather information from families throughout the process,
• The ability to conduct a functional assessment that gives a clear picture of the child’s abilities and needs in the child’s natural, everyday settings, activities and routines, and;
• The ability to use the information to develop goals.
Throughout the process of gathering information from families, special attention should be paid to the information the family shares about what’s working well for them, as well as what is challenging. When paired with the ECSE staff's knowledge of early development and functional assessment occurring in multiple situations and settings, and over time, information from families provides all that is needed to develop high quality, participation-based goals.
An IFSP Outcome-oriented version of this activity is available at the following URL:
• http://www.ectacenter.org/~pdfs/pubs/rating-ifsp.pdf
Enhancing Recognition of High Quality, Functional IEP Goals 5
Criteria Defining High Quality, Participation-Based IEP Goals
The Early Childhood Technical Assistance Center used nationally respected sources to identify six key criteria that define IEP Goals as high quality and participation-based:
• The goal is written in plain language and is jargon-free. This means that the goal is written so that is understandable by the family and the general public, and does not include professional jargon or practitioner “speak.” For example, the goal should describe how the child will move, such as reaching up or down for books, instead of using phrases like “range of motion.” Another example would be wording a goal so that it describes a child’s ability to speak words clearly to make herself understood, rather than using the term “articulation.”
• The goal emphasizes the positive. This means that the focus of the whole goal statement is positive, and states what the child will do, rather than what s/he will not do or stop doing. If there are any negative words within the statement, it is not a positively worded goal. For example, the goal should state, “John will chew and swallow food when eating” rather than “John will not spit out food when eating.”
• The goal describes the child’s involvement in age-appropriate activities to address academic and functional areas. This means that goals address developmentally appropriate routines and activities related to promoting the child’s positive social relationships, acquisition and use of knowledge and skills, and use of appropriate actions to meet needs. This includes academic areas that are appropriate for young children (i.e., early literacy and math) as well as activities and skills needed for functional independence. Specific isolated skills (e.g., test items that were missed during evaluation) or rote responses (e.g., memorizing days of the week or colors), are not considered age-appropriate, academic or functional for young children. The goal describes the conditions in which the child will demonstrate progress, and does not name a placement or educational environment.
• The goal is measurable and observable. Observable means that there is evidence available through hearing and/or seeing the child say or do the things described in the goal. Measurable means that the evidence is quantifiable (e.g., describes the level of performance that will be needed to achieve the goal and determine if progress has been made) and the evidence can be documented. Measurement criteria must be developmentally and individually appropriate. For example, observable goals include active words such as eat, play, talk, walk, etc. instead of passive words such as tolerate or receive, increase, decrease, improve or maintain. Statements of measurement include how many times (i.e., 4 of 5 times or “every time”), and length of time (i.e., “for five minutes”). Inadequate goals do not provide indication of measurement, or have progress criteria that aren’t appropriate for the individual child.
• The goal describes how the child will demonstrate what they know or can do. This means that the goal describes what the child will do and includes clear strategies and/or accommodations. An insufficient example is, “Alice will answer questions.” This example does not describe when or how Alice will answer
Enhancing Recognition of High Quality, Functional IEP Goals 6
questions. A better example of this criteria is, “Using cards or pictures (this names a strategy), Alice will play games with an adult and child to both ask and answer questions” (this describes what the child will do).
• The goal describes the situations in which the child will demonstrate the goal, and does not name a placement or educational environment. This means that the goal describes the general routine or activity where the child completes the task without identifying the setting or a specific location. Goals should be written so that the child can accomplish them anywhere. For example, “Sally will be supported to stand while painting or drawing” rather than “Sally will be supported to stand while at the art table”. Another good example is, “Julia will hang up her coat when coming in from outdoors” instead of “Julia will hang up her coat in her locker when coming in from recess.”
When the child’s contextual information is available (e.g., assessment information, the child’s IEP), the following IEP Goal criteria should also be evaluated:
• The goal includes what the child is doing now and includes the family’s input and concerns.
• The goal is achievable in one year and specific timelines are noted. • The goal details special factors related to communication, assistive technology and
support specific to the child’s disability and/or English language learning. IEP Goals Rating Activity
A. Materials Preparation 1. Print the Criteria Defining High Quality, Participation-Based IEP Goals (Appendix A
on page 9) and the Answer Key to Rating High Quality, Participation-Based IEP Goals (Appendix E on page 26) for each participant.
2. The IEP Goal Cards (Appendix B on page 11) contains 24 IEP goal statements (2 per page). Print the goals statements on card stock and cut on lines indicated for a 4 x 6” card, or print on plain paper and glue to 4 x 6” index card.
3. Print the IEP Goals Placemat (Appendix C on page 24) on a white piece of 8½ x 11” paper and laminate.
NOTE: The placemat included in this publication is 8½ x 11” in size so that they may be printed on any standard printer. A larger placemat measuring 11 x 17” in size is available for download from the following URL:
• http://www.ectacenter.org/~pdfs/pubs/rating-ifsp-placemat-11x17.pdf
In instances where this activity will be used with IFSP-oriented groups as well, the IFSP placemat may be printed on the same paper (front and back) and/or laminated for durability.
4. One set of goal statements will make 24 cards. One set of 24 cards goes with each placemat. Make as many sets as needed for the groups completing the activity.
Enhancing Recognition of High Quality, Functional IEP Goals 7
B. Activity Instructions
The rating activity is designed to be used in multiple ways with different kinds of groups. Groups that are either familiar with the IEP or in groups where participants are mixed in their experience may use it. In those situations, it is suggested that less familiar participants sit at tables with others who are familiar with the IEP, so that they can work through the criteria together. The recommended group size is 3-6 people. 1. Provide a copy of the Criteria Defining High Quality, Participation-Based IEP Goals
to each participant. 2. Give one placemat and one set of 24 IEP Goal Cards to each group. Be sure to
shuffle the cards so that goal statements are not in the order they are on the answer key.
3. Have each group put a card in the center of the placemat so that the printed grid on the card matches up with the placemat (shown below):
4. Within each small group, have the participants rate the statement by writing “yes” or
“no” in each quadrant, based on whether the statement meets each of the corresponding criteria. Encourage participants to refer to the Criteria Defining High Quality, Participation-Based IEP Goals while completing the ratings for each statement.
Place Card Here
Enhancing Recognition of High Quality, Functional IEP Goals 8
5. Repeat for each card. 6. Have the participants separate the cards into “high quality” statements and
“substandard” statements. Statements that fail to meet all criteria (all those with a “no” in any quadrant) go into the “substandard” pile.
7. Distribute the Answer Key to Rating IEP Goals (Appendix D on page 26). Ask your participants to compare their answers with the answer key.
8. Debrief with the group, asking questions such as: • Where did you get stuck with a goal statement? (Listen for varying interpretations of
the criteria.) • How might this activity help you in your work and within your team? • What additional supports do you need to help you successfully identify whether or
not an IEP Goal is of high quality and is participation-based? Those using the activity to fit the context of the participants and their learning needs may add other questions to the debriefing.
NOTE: The criteria described in the bottom center box of the placemat should not be rated during the training activity. Be sure to tell participants that they are criteria to be considered when the child’s IEP and assessment information is available, but for the purposes of the activity, they are reference information only.
Alternate Activity
A blank Worksheet for Rating IEP Goals (Appendix E on page 31) of the activity has also been provided for the IEP Goal Cards. Provide copies of the worksheets to participants or groups with or without using the placemats or cards. Encourage participants to refer to the Criteria Defining High Quality, Participation-Based IEP Goals (Appendix A on page 9) while completing the ratings for each statement.
In this version of the rating activity, participants write “yes” or “no” in each box under the criteria to rate goals. Participants can then compare their answers with the Answer Key to Rating IEP Goals (Appendix D on page 26).
Tell us what you think.
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http://ectacenter.org/eval Your feedback is important to us.
Thank you for your time and attention!
Enhancing Recognition of High Quality, Functional IEP Goals 9
Appendix A:
Criteria Defining High Quality, Participation-Based
IEP Goals
Crit
eria
Def
inin
g H
igh
Qua
lity,
Par
ticip
atio
n-B
ased
IEP
Goa
ls
ec
tace
nter
.org
/~pd
fs/p
ubs/
ratin
g-ie
p.pd
f
• Th
e go
al is
writ
ten
in p
lain
lang
uage
and
is ja
rgon
-free
. Thi
s m
eans
th
at th
e go
al is
writ
ten
so th
at is
und
erst
anda
ble
by th
e fa
mily
and
th
e ge
nera
l pub
lic, a
nd d
oes
not i
nclu
de p
rofe
ssio
nal j
argo
n or
pr
actit
ione
r “sp
eak.
” For
exa
mpl
e, th
e go
al s
houl
d de
scrib
e ho
w th
e ch
ild w
ill m
ove,
suc
h as
reac
hing
up
or d
own
for b
ooks
, ins
tead
of
usin
g ph
rase
s lik
e “r
ange
of m
otio
n.” A
noth
er e
xam
ple
wou
ld b
e w
ordi
ng a
goa
l so
that
it d
escr
ibes
a c
hild
’s a
bilit
y to
spe
ak w
ords
cl
early
to m
ake
hers
elf u
nder
stoo
d, ra
ther
than
usi
ng th
e te
rm
“arti
cula
tion.
”
• Th
e go
al e
mph
asiz
es th
e po
sitiv
e. T
his
mea
ns th
at th
e fo
cus
of th
e w
hole
goa
l sta
tem
ent i
s po
sitiv
e, a
nd s
tate
s w
hat t
he c
hild
will
do,
ra
ther
than
wha
t s/h
e w
ill n
ot d
o or
sto
p do
ing.
If th
ere
are
any
nega
tive
wor
ds w
ithin
the
stat
emen
t, it
is n
ot a
pos
itive
ly w
orde
d go
al. F
or e
xam
ple,
the
goal
sho
uld
stat
e, “J
ohn
will
che
w a
nd
swal
low
food
whe
n ea
ting”
rath
er th
an “J
ohn
will
not
spi
t out
food
w
hen
eatin
g.”
• Th
e go
al d
escr
ibes
the
child
’s in
volv
emen
t in
age-
appr
opria
te
activ
ities
to a
ddre
ss a
cade
mic
and
func
tiona
l are
as. T
his
mea
ns
that
goa
ls a
ddre
ss d
evel
opm
enta
lly a
ppro
pria
te ro
utin
es a
nd
activ
ities
rela
ted
to p
rom
otin
g th
e ch
ild’s
pos
itive
soc
ial
rela
tions
hips
, acq
uisi
tion
and
use
of k
now
ledg
e an
d sk
ills,
and
use
of
app
ropr
iate
act
ions
to m
eet n
eeds
. Thi
s in
clud
es a
cade
mic
are
as
that
are
app
ropr
iate
for y
oung
chi
ldre
n (i.
e., e
arly
lite
racy
and
mat
h)
as w
ell a
s ac
tiviti
es a
nd s
kills
nee
ded
for f
unct
iona
l ind
epen
denc
e.
Spe
cific
isol
ated
ski
lls (e
.g.,
test
item
s th
at w
ere
mis
sed
durin
g ev
alua
tion)
or r
ote
resp
onse
s (e
.g.,
mem
oriz
ing
days
of t
he w
eek
or
colo
rs),
are
not c
onsi
dere
d ag
e-ap
prop
riate
, aca
dem
ic o
r fun
ctio
nal
for y
oung
chi
ldre
n. T
he g
oal d
escr
ibes
the
cond
ition
s in
whi
ch th
e ch
ild w
ill d
emon
stra
te p
rogr
ess,
and
doe
s no
t nam
e a
plac
emen
t or
educ
atio
nal e
nviro
nmen
t.
• Th
e go
al is
mea
sura
ble
and
obse
rvab
le. O
bser
vabl
e m
eans
that
th
ere
is e
vide
nce
avai
labl
e th
roug
h he
arin
g an
d/or
see
ing
the
child
sa
y or
do
the
thin
gs d
escr
ibed
in th
e go
al. M
easu
rabl
e m
eans
that
th
e ev
iden
ce is
qua
ntifi
able
(e.g
., de
scrib
es th
e le
vel o
f per
form
ance
th
at w
ill b
e ne
eded
to a
chie
ve th
e go
al a
nd d
eter
min
e if
prog
ress
ha
s be
en m
ade)
and
the
evid
ence
can
be
docu
men
ted.
M
easu
rem
ent c
riter
ia m
ust b
e de
velo
pmen
tally
and
indi
vidu
ally
ap
prop
riate
. For
exa
mpl
e, o
bser
vabl
e go
als
incl
ude
activ
e w
ords
su
ch a
s ea
t, pl
ay, t
alk,
wal
k, e
tc. i
nste
ad o
f pas
sive
wor
ds s
uch
as
tole
rate
or r
ecei
ve, i
ncre
ase,
dec
reas
e, im
prov
e or
mai
ntai
n.
Sta
tem
ents
of m
easu
rem
ent i
nclu
de h
ow m
any
times
(i.e
., 4
of 5
tim
es o
r “ev
ery
time”
), an
d le
ngth
of t
ime
(i.e.
, “fo
r fiv
e m
inut
es”)
. In
adeq
uate
goa
ls d
o no
t pro
vide
indi
catio
n of
mea
sure
men
t, or
hav
e pr
ogre
ss c
riter
ia th
at a
ren’
t app
ropr
iate
for t
he in
divi
dual
chi
ld.
• Th
e go
al d
escr
ibes
how
the
child
will
dem
onst
rate
wha
t the
y kn
ow
or c
an d
o. T
his
mea
ns th
at th
e go
al d
escr
ibes
wha
t the
chi
ld w
ill
do, a
nd in
clud
es c
lear
stra
tegi
es a
nd/o
r acc
omm
odat
ions
. An
insu
ffici
ent e
xam
ple
is, “
Alic
e w
ill a
nsw
er q
uest
ions
.” Th
is e
xam
ple
does
not
des
crib
e w
hen
or h
ow A
lice
will
ans
wer
que
stio
ns. A
bet
ter
exam
ple
of th
is c
riter
ia is
, “U
sing
car
ds o
r pic
ture
s (th
is n
ames
a
stra
tegy
), A
lice
will
pla
y ga
mes
with
an
adul
t and
chi
ld to
bot
h as
k an
d an
swer
que
stio
ns” (
this
des
crib
es w
hat t
he c
hild
will
do)
.
• Th
e go
al d
escr
ibes
the
situ
atio
ns in
whi
ch th
e ch
ild w
ill
dem
onst
rate
the
goal
, and
doe
s no
t nam
e a
plac
emen
t or
educ
atio
nal e
nviro
nmen
t. Th
is m
eans
that
the
goal
des
crib
es th
e ge
nera
l rou
tine
or a
ctiv
ity w
here
the
child
com
plet
es th
e ta
sk,
with
out i
dent
ifyin
g th
e se
tting
or a
spe
cific
loca
tion.
Goa
ls s
houl
d be
w
ritte
n so
that
the
child
can
acc
ompl
ish
them
any
whe
re. F
or
exam
ple,
“Sal
ly w
ill b
e su
ppor
ted
to s
tand
whi
le p
aint
ing
or d
raw
ing”
ra
ther
than
“Sal
ly w
ill b
e su
ppor
ted
to s
tand
whi
le a
t the
art
tabl
e.”
Ano
ther
goo
d ex
ampl
e is
, “Ju
lia w
ill h
ang
up h
er c
oat w
hen
com
ing
in fr
om o
utdo
ors”
inst
ead
of “J
ulia
will
han
g up
her
coa
t in
her l
ocke
r w
hen
com
ing
in fr
om re
cess
.”
•
Enhancing Recognition of High Quality, Functional IEP Goals 11
Appendix B:
IEP Goal Cards
Enhancing Recognition of High Quality, Functional IEP Goals 12
IEP Goal Card 1
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IEP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
On her own, Jayne will play with a variety of toys and materials (such as pretending to cook, playing with dolls, cars, or blocks, using paints or crayons) at least twice a day.
IEP Goal Card 2
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
When sitting in a chair with arms or other supports (pads and a footrest), Ellie will feed herself using a spoon or fork for at least half of her meal once a day.
Enhancing Recognition of High Quality, Functional IEP Goals 13
IEP Goal Card 3
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IEP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
At least twice a week, Betsy will share details with adults and friends about recent activities using three to four complete sentences.
IEP Goal Card 4
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
When asked what he wants, Nathan will use words and/or gestures, including refusals (no, don’t like it) to convey needs and wants most of the time (4 out of 5 times) throughout his routines and activities each day.
Enhancing Recognition of High Quality, Functional IEP Goals 14
IEP Goal Card 5
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IEP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
When given two items or tasks, Nathan will choose by reaching for the object or picture he wants 3 out of 4 times during play and mealtime each day.
IEP Goal Card 6
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
Mattie will play by selecting a toy, trying new ways to play with it, or exploring other toys for 5 minutes at a time at least once each day.
Enhancing Recognition of High Quality, Functional IEP Goals 15
IEP Goal Card 7
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IEP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Dianna will clear her plate from the table at the end of each meal or snack without reminders.
IEP Goal Card 8
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
Clarita will be safe when climbing up and down stairs and moving around obstacles by holding an adults hand every time during routines throughout the day.
Enhancing Recognition of High Quality, Functional IEP Goals 16
IEP Goal Card 9
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IEP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Efrat will use large crayons or thick markers by himself to draw pictures that tell a story.
IEP Goal Card 10
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
Kenny will respond to simple questions (e.g. “Do you want more?”, “What’s this?”) with appropriate words or actions most of the time (4 of 5 times) when looking at books each day.
Enhancing Recognition of High Quality, Functional IEP Goals 17
IEP Goal Card 11
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IEP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
With a verbal reminder to do so, Juan will put on his jacket by himself each day before going outside.
IEP Goal Card 12
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
Gerardo will talk better and do things he likes throughout his day, similar to other 3 year olds.
Enhancing Recognition of High Quality, Functional IEP Goals 18
IEP Goal Card 13
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IEP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
I want my child to talk more so that he is better understood by others.
IEP Goal Card 14
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
Gelada will play games with other children.
Enhancing Recognition of High Quality, Functional IEP Goals 19
IEP Goal Card 15
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IEP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Ethan will improve his visual and auditory attention to routine tasks.
IEP Goal Card 16
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
Chris will play in all play areas at Sunshine Child Care each day.
Enhancing Recognition of High Quality, Functional IEP Goals 20
IEP Goal Card 17
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IEP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Jay will play by himself for at least 15 minutes at Cherry Cheeks Preschool, choosing various types of toys (such as blocks, art materials, trucks, etc.).
IEP Goal Card 18
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
Abby will use pincer grasp whenever playing with small toys and eating.
Enhancing Recognition of High Quality, Functional IEP Goals 21
IEP Goal Card 19
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IEP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Daniel will make 3 choices four out of five days.
IEP Goal Card 20
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
Whenever verbally prompted, Melissa will give a 2-word response to a question without crying or displaying physical resistance during transition from one activity to another.
Enhancing Recognition of High Quality, Functional IEP Goals 22
IEP Goal Card 21
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IEP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Child will stop crying when separating from parents when coming into the child care center each day.
IEP Goal Card 22
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
Denny will use words to say what he needs and wants without reminders in a variety of daily routines and experiences at school.
Enhancing Recognition of High Quality, Functional IEP Goals 23
IEP Goal Card 23
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IEP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Henry will immediately come when told to do so.
IEP Goal Card 24
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
Ethan will complete all self-care routines with 2 or fewer verbal and picture symbol cues each day.
Enhancing Recognition of High Quality, Functional IEP Goals 24
Appendix C:
IEP Goals Placemat
Crit
eria
Def
inin
gH
igh
Qua
lity,
Par
ticip
atio
n-B
ased
IEP
Goa
ls
The
goal
de
scrib
es th
e ch
ild’s
invo
lvem
ent
in a
ge-a
ppro
pria
te
activ
ities
to a
ddre
ss
acad
emic
and
fu
nctio
nal a
reas
.
The
goal
em
phas
izes
th
e po
sitiv
e.
The
goal
des
crib
es h
ow th
e ch
ild w
illde
mon
stra
tew
hat t
hey
know
or c
an d
o.
The
goal
des
crib
es th
e s
ituat
ion
in w
hich
the
chi
ld w
ill d
emon
stra
te th
e go
al, a
nd d
oes
not n
ame
a pl
acem
ent
or e
duca
tiona
l e
nviro
nmen
t.
The
goal
is m
easu
rabl
e an
dob
serv
able
.
The
goal
is w
ritte
n in
pla
in la
ngua
ge
and
is
jarg
on-fr
ee.
Plac
e C
ard
Her
e
ecta
cent
er.o
rg/~
pdfs
/pub
s/ra
ting-
iep.
Whe
n th
e ch
ild’s
con
text
ual i
nfor
mat
ion
is
avai
labl
e, th
e fo
llow
ing
IEP
goal
crit
eria
ca
n al
so b
e ev
alua
ted:
• Th
e go
al in
clud
es w
hat t
he c
hild
is d
oing
now
a
nd in
clud
es th
e fa
mily
’s in
put a
nd c
once
rns.
• Th
e go
al is
ach
ieva
ble
in o
ne y
ear a
nd s
peci
fic
tim
elin
es a
re n
oted
.•
The
goal
det
ails
Spe
cial
Fac
tors
rela
ted
to
com
mun
icat
ion,
ass
istiv
e te
chno
logy
and
s
uppo
rts s
peci
fic to
the
child
’s d
isab
ility
and
/or
E
nglis
h la
ngua
ge le
arni
ng.
Enhancing Recognition of High Quality, Functional IEP Goals 26
Appendix D:
Answer Key to Rating IEP Goals
Ans
wer
Key
to R
atin
g IE
P G
oals
ec
tace
nter
.org
/~pd
fs/p
ubs/
ratin
g-ie
p.pd
f
Ans
wer
Key
to R
atin
g IE
P G
oals
P
artic
ipat
ion-
base
d, H
igh
Qua
lity
vs. S
kills
-bas
ed, S
ubst
anda
rd
Rat
ing
Crit
eria
:1 •
The
goal
is w
ritte
n in
pla
in la
ngua
ge a
nd is
jarg
on-fr
ee.
• Th
e go
al e
mph
asiz
es th
e po
sitiv
e.
• Th
e go
al d
escr
ibes
the
child
’s in
volv
emen
t in
age-
appr
opria
te a
ctiv
ities
to a
ddre
ss a
cade
mic
and
func
tiona
l are
as.
• Th
e go
al is
mea
sura
ble
and
obse
rvab
le.
• Th
e go
al d
escr
ibes
how
the
child
will
dem
onst
rate
wha
t the
y kn
ow o
r can
do.
•
The
goal
des
crib
es th
e si
tuat
ion
in w
hich
the
child
will
dem
onst
rate
the
goal
, and
doe
s no
t nam
e a
plac
emen
t or e
duca
tiona
l en
viro
nmen
t.
The
follo
win
g ta
ble
uses
the
wor
d “Y
es” t
o m
ean
that
the
goal
mee
ts th
e cr
iteria
list
ed, a
nd “N
o” to
mea
n th
at th
e go
al d
oes
not m
eet t
he
crite
ria li
sted
. A
par
ticip
atio
n-ba
sed,
hig
h qu
ality
goa
l is
one
that
mee
ts all
of th
e cr
iteria
. Sam
ple
IEP
GO
ALS
Mee
ts C
riter
ia?
— Yes
or No
Pla
in
lang
uage
; ja
rgon
fre
e
Pos
itive
W
ordi
ng
Age
-ap
prop
riate
ac
tiviti
es
Mea
sure
able
an
d ob
serv
able
Des
crib
es
how
the
child
will
de
mon
stra
te
wha
t the
y kn
ow
Des
crib
es
situ
atio
n;
does
not
na
me
plac
emen
t
1.
On
her o
wn,
Jay
ne w
ill p
lay
with
a v
arie
ty o
f toy
s an
d m
ater
ials
(suc
h as
pre
tend
ing
to c
ook,
pla
ying
with
do
lls, c
ars,
or b
lock
s, u
sing
pai
nts
or c
rayo
ns) a
t lea
st
twic
e a
day.
Yes
Y
es
Yes
Y
es
Yes
Y
es
2.
Whe
n si
tting
in a
cha
ir w
ith a
rms
or o
ther
sup
ports
(p
ads
and
a fo
otre
st),
Elli
e w
ill fe
ed h
erse
lf us
ing
a sp
oon
or fo
rk fo
r at l
east
hal
f of h
er m
eal o
nce
a da
y.
Yes
Y
es
Yes
Y
es
Yes
Y
es
1 Whe
n th
e ch
ild’s
con
text
ual i
nfor
mat
ion
(med
ical
or d
evel
opm
enta
l inf
orm
atio
n, e
valu
atio
n re
sults
, fam
ily in
form
atio
n, e
tc.)
is a
vaila
ble,
the
follo
win
g IE
P
goal
crit
eria
can
als
o be
eva
luat
ed:
•
The
GO
AL
incl
udes
wha
t the
chi
ld is
doi
ng n
ow a
nd in
clud
es th
e fa
mily
’s in
put a
nd c
once
rns.
•
The
GO
AL
is a
chie
vabl
e in
one
yea
r and
spe
cific
tim
elin
es a
re n
oted
. •
The
GO
AL
deta
ils S
peci
al F
acto
rs re
late
d to
com
mun
icat
ion,
ass
istiv
e te
chno
logy
and
sup
ports
spe
cific
to th
e ch
ild’s
dis
abili
ty a
nd/o
r Eng
lish
lang
uage
lear
ning
.
Ans
wer
Key
to R
atin
g IE
P G
oals
ec
tace
nter
.org
/~pd
fs/p
ubs/
ratin
g-ie
p.pd
f
Sam
ple
IEP
GO
ALS
Mee
ts C
riter
ia?
— Yes
or No
Pla
in
lang
uage
; ja
rgon
fre
e
Pos
itive
W
ordi
ng
Age
-ap
prop
riate
ac
tiviti
es
Mea
sure
able
an
d ob
serv
able
Des
crib
es
how
the
child
will
de
mon
stra
te
wha
t the
y kn
ow
Des
crib
es
situ
atio
n;
does
not
na
me
plac
emen
t
3.
At l
east
twic
e a
wee
k, B
etsy
will
sha
re d
etai
ls w
ith
adul
ts a
nd fr
iend
s ab
out r
ecen
t act
iviti
es u
sing
thre
e to
fo
ur c
ompl
ete
sent
ence
s.
Yes
Y
es
Yes
Y
es
Yes
Y
es
4.
Whe
n as
ked
wha
t he
wan
ts, N
atha
n w
ill u
se w
ords
an
d/or
ges
ture
s, in
clud
ing
refu
sals
(no,
don
’t lik
e it)
to
conv
ey n
eeds
and
wan
ts m
ost o
f the
tim
e (4
out
of 5
tim
es) t
hrou
ghou
t his
rout
ines
and
act
iviti
es e
ach
day.
Yes
Y
es
Yes
Y
es
Yes
Y
es
5.
Whe
n gi
ven
two
item
s or
task
s, N
atha
n w
ill c
hoos
e by
re
achi
ng fo
r the
obj
ect o
r pic
ture
he
wan
ts 3
out
of 4
tim
es d
urin
g pl
ay a
nd m
ealti
me
each
day
. Y
es
Yes
Y
es
Yes
Y
es
Yes
6.
Mat
tie w
ill p
lay
by s
elec
ting
a to
y, tr
ying
new
way
s to
pl
ay w
ith it
, or e
xplo
ring
othe
r toy
s fo
r 5 m
inut
es a
t a
time
at le
ast o
nce
each
day
. Y
es
Yes
Y
es
Yes
Y
es
Yes
7.
Dia
nna
will
cle
ar h
er p
late
from
the
tabl
e at
the
end
of
each
mea
l or s
nack
with
out r
emin
ders
. Y
es
Yes
Y
es
Yes
Y
es
Yes
8.
Cla
rita
will
be
safe
whe
n cl
imbi
ng u
p an
d do
wn
stai
rs
and
mov
ing
arou
nd o
bsta
cles
by
hold
ing
an a
dults
ha
nd e
very
tim
e du
ring
rout
ines
thro
ugho
ut th
e da
y.
Yes
Y
es
Yes
Y
es
Yes
Y
es
9.
Efra
t will
use
larg
e cr
ayon
s or
thic
k m
arke
rs b
y hi
mse
lf to
dra
w p
ictu
res
that
tell
a st
ory.
Y
es
Yes
Y
es
Yes
Y
es
Yes
10. K
enny
will
resp
ond
to s
impl
e qu
estio
ns (e
.g. “
Do
you
wan
t mor
e?”,
“Wha
t’s th
is?”
) with
app
ropr
iate
wor
ds o
r ac
tions
mos
t of t
he ti
me
(4 o
f 5 ti
mes
) whe
n lo
okin
g at
bo
oks
each
day
.
Yes
Y
es
Yes
Y
es
Yes
Y
es
Ans
wer
Key
to R
atin
g IE
P G
oals
ec
tace
nter
.org
/~pd
fs/p
ubs/
ratin
g-ie
p.pd
f
Sam
ple
IEP
GO
ALS
Mee
ts C
riter
ia?
— Yes
or No
Pla
in
lang
uage
; ja
rgon
fre
e
Pos
itive
W
ordi
ng
Age
-ap
prop
riate
ac
tiviti
es
Mea
sure
able
an
d ob
serv
able
Des
crib
es
how
the
child
will
de
mon
stra
te
wha
t the
y kn
ow
Des
crib
es
situ
atio
n;
does
not
na
me
plac
emen
t
11. W
ith a
ver
bal r
emin
der t
o do
so,
Jua
n w
ill p
ut o
n hi
s ja
cket
by
him
self
each
day
bef
ore
goin
g ou
tsid
e.
Yes
Y
es
Yes
Y
es
Yes
Y
es
12. G
erar
do w
ill ta
lk b
ette
r and
do
thin
gs h
e lik
es
thro
ugho
ut h
is d
ay, s
imila
r to
othe
r 3 y
ear o
lds.
Y
es
Yes
Y
es
No
No
No
13. I
wan
t my
child
to ta
lk m
ore
so th
at h
e is
bet
ter
unde
rsto
od b
y ot
hers
. Y
es
Yes
Y
es
No
No
No
14. G
elad
a w
ill p
lay
gam
es w
ith o
ther
chi
ldre
n.
Yes
Y
es
Yes
N
o N
o N
o
15. E
than
will
impr
ove
his
visu
al a
nd a
udito
ry a
ttent
ion
to
rout
ine
task
s.
No
Yes
Y
es
No
No
No
16. C
hris
will
pla
y in
all
play
are
as a
t Sun
shin
e C
hild
Car
e ea
ch d
ay.
Yes
Y
es
Yes
N
o N
o Y
es
17. J
ay w
ill p
lay
by h
imse
lf fo
r at l
east
15
min
utes
at
Che
rry
Che
eks
Pre
scho
ol, c
hoos
ing
vario
us ty
pes
of
toys
(suc
h as
blo
cks,
art
mat
eria
ls, t
ruck
s, e
tc.).
Y
es
Yes
Y
es
Yes
Y
es
No
18. A
bby
will
use
pin
cer g
rasp
whe
neve
r pla
ying
with
sm
all
toys
and
eat
ing.
N
o Y
es
Yes
Y
es
Yes
Y
es
19. D
anie
l will
mak
e 3
choi
ces
four
out
of f
ive
days
. Y
es
Yes
N
o Y
es
No
No
20. W
hene
ver v
erba
lly p
rom
pted
, Mel
issa
will
giv
e a
2-w
ord
resp
onse
to a
que
stio
n w
ithou
t cry
ing
or
disp
layi
ng p
hysi
cal r
esis
tanc
e du
ring
trans
ition
from
on
e ac
tivity
to a
noth
er.
No
No
Yes
Y
es
Yes
Y
es
21. C
hild
will
sto
p cr
ying
whe
n se
para
ting
from
par
ents
w
hen
com
ing
into
the
child
car
e ce
nter
eac
h da
y.
Yes
N
o Y
es
Yes
N
o N
o
Ans
wer
Key
to R
atin
g IE
P G
oals
ec
tace
nter
.org
/~pd
fs/p
ubs/
ratin
g-ie
p.pd
f
Sam
ple
IEP
GO
ALS
Mee
ts C
riter
ia?
— Yes
or No
Pla
in
lang
uage
; ja
rgon
fre
e
Pos
itive
W
ordi
ng
Age
-ap
prop
riate
ac
tiviti
es
Mea
sure
able
an
d ob
serv
able
Des
crib
es
how
the
child
will
de
mon
stra
te
wha
t the
y kn
ow
Des
crib
es
situ
atio
n;
does
not
na
me
plac
emen
t
22. D
enny
will
use
wor
ds to
say
wha
t he
need
s an
d w
ants
w
ithou
t rem
inde
rs in
a v
arie
ty o
f dai
ly ro
utin
es a
nd
expe
rienc
es a
t sch
ool.
Yes
Y
es
Yes
N
o Y
es
No
23. H
enry
will
imm
edia
tely
com
e w
hen
told
to d
o so
.
Yes
Y
es
No
No
No
No
24. E
than
will
com
plet
e al
l sel
f-car
e ro
utin
es w
ith 2
or
few
er v
erba
l and
pic
ture
sym
bol c
ues
each
day
. N
o Y
es
Yes
Y
es
Yes
Y
es
Enhancing Recognition of High Quality, Functional IEP Goals 31
Appendix E:
Worksheet for Rating IEP Goals
Wor
kshe
et fo
r Rat
ing
IEP
Goa
ls
ecta
cent
er.o
rg/~
pdfs
/pub
s/ra
ting-
iep.
Ans
wer
Key
to R
atin
g IE
P G
oals
P
artic
ipat
ion-
base
d, H
igh
Qua
lity
vs. S
kills
-bas
ed, S
ubst
anda
rd
Rat
ing
Crit
eria
:1 •
The
goal
is w
ritte
n in
pla
in la
ngua
ge a
nd is
jarg
on-fr
ee.
• Th
e go
al e
mph
asiz
es th
e po
sitiv
e.
• Th
e go
al d
escr
ibes
the
child
’s in
volv
emen
t in
age-
appr
opria
te a
ctiv
ities
to a
ddre
ss a
cade
mic
and
func
tiona
l are
as.
• Th
e go
al is
mea
sura
ble
and
obse
rvab
le.
• Th
e go
al d
escr
ibes
how
the
child
will
dem
onst
rate
wha
t the
y kn
ow o
r can
do.
•
The
goal
des
crib
es th
e si
tuat
ion
in w
hich
the
child
will
dem
onst
rate
the
goal
, and
doe
s no
t nam
e a
plac
emen
t or e
duca
tiona
l en
viro
nmen
t.
The
follo
win
g ta
ble
uses
the
wor
d “Y
es” t
o m
ean
that
the
goal
mee
ts th
e cr
iteria
list
ed, a
nd “N
o” to
mea
n th
at th
e go
al d
oes
not m
eet t
he
crite
ria li
sted
. A
par
ticip
atio
n-ba
sed,
hig
h qu
ality
goa
l is
one
that
mee
ts all
of th
e cr
iteria
. Sam
ple
IEP
GO
ALS
Mee
ts C
riter
ia?
— Yes
or No
Pla
in
lang
uage
; ja
rgon
fre
e
Pos
itive
W
ordi
ng
Age
-ap
prop
riate
ac
tiviti
es
Mea
sure
able
an
d ob
serv
able
Des
crib
es
how
the
child
will
de
mon
stra
te
wha
t the
y kn
ow
Des
crib
es
situ
atio
n;
does
not
na
me
plac
emen
t
1.
On
her o
wn,
Jay
ne w
ill p
lay
with
a v
arie
ty o
f toy
s an
d m
ater
ials
(suc
h as
pre
tend
ing
to c
ook,
pla
ying
with
do
lls, c
ars,
or b
lock
s, u
sing
pai
nts
or c
rayo
ns) a
t lea
st
twic
e a
day.
Yes
Y
es
Yes
Y
es
Yes
Y
es
2.
Whe
n si
tting
in a
cha
ir w
ith a
rms
or o
ther
sup
ports
(p
ads
and
a fo
otre
st),
Elli
e w
ill fe
ed h
erse
lf us
ing
a sp
oon
or fo
rk fo
r at l
east
hal
f of h
er m
eal o
nce
a da
y.
Yes
Y
es
Yes
Y
es
Yes
Y
es
1 Whe
n th
e ch
ild’s
con
text
ual i
nfor
mat
ion
(med
ical
or d
evel
opm
enta
l inf
orm
atio
n, e
valu
atio
n re
sults
, fam
ily in
form
atio
n, e
tc.)
is a
vaila
ble,
the
follo
win
g IE
P
goal
crit
eria
can
als
o be
eva
luat
ed:
•
The
GO
AL
incl
udes
wha
t the
chi
ld is
doi
ng n
ow a
nd in
clud
es th
e fa
mily
’s in
put a
nd c
once
rns.
•
The
GO
AL
is a
chie
vabl
e in
one
yea
r and
spe
cific
tim
elin
es a
re n
oted
. •
The
GO
AL
deta
ils S
peci
al F
acto
rs re
late
d to
com
mun
icat
ion,
ass
istiv
e te
chno
logy
and
sup
ports
spe
cific
to th
e ch
ild’s
dis
abili
ty a
nd/o
r Eng
lish
lang
uage
lear
ning
.
Wor
kshe
et fo
r Rat
ing
IEP
Goa
ls
ecta
cent
er.o
rg/~
pdfs
/pub
s/ra
ting-
iep.
Sam
ple
IEP
GO
ALS
Mee
ts C
riter
ia?
— Yes
or No
Pla
in
lang
uage
; ja
rgon
fre
e
Pos
itive
W
ordi
ng
Age
-ap
prop
riate
ac
tiviti
es
Mea
sure
able
an
d ob
serv
able
Des
crib
es
how
the
child
will
de
mon
stra
te
wha
t the
y kn
ow
Des
crib
es
situ
atio
n;
does
not
na
me
plac
emen
t
3.
At l
east
twic
e a
wee
k, B
etsy
will
sha
re d
etai
ls w
ith
adul
ts a
nd fr
iend
s ab
out r
ecen
t act
iviti
es u
sing
thre
e to
fo
ur c
ompl
ete
sent
ence
s.
Yes
Y
es
Yes
Y
es
Yes
Y
es
4.
Whe
n as
ked
wha
t he
wan
ts, N
atha
n w
ill u
se w
ords
an
d/or
ges
ture
s, in
clud
ing
refu
sals
(no,
don
’t lik
e it)
to
conv
ey n
eeds
and
wan
ts m
ost o
f the
tim
e (4
out
of 5
tim
es) t
hrou
ghou
t his
rout
ines
and
act
iviti
es e
ach
day.
Yes
Y
es
Yes
Y
es
Yes
Y
es
5.
Whe
n gi
ven
two
item
s or
task
s, N
atha
n w
ill c
hoos
e by
re
achi
ng fo
r the
obj
ect o
r pic
ture
he
wan
ts 3
out
of 4
tim
es d
urin
g pl
ay a
nd m
ealti
me
each
day
. Y
es
Yes
Y
es
Yes
Y
es
Yes
6.
Mat
tie w
ill p
lay
by s
elec
ting
a to
y, tr
ying
new
way
s to
pl
ay w
ith it
, or e
xplo
ring
othe
r toy
s fo
r 5 m
inut
es a
t a
time
at le
ast o
nce
each
day
. Y
es
Yes
Y
es
Yes
Y
es
Yes
7.
Dia
nna
will
cle
ar h
er p
late
from
the
tabl
e at
the
end
of
each
mea
l or s
nack
with
out r
emin
ders
. Y
es
Yes
Y
es
Yes
Y
es
Yes
8.
Cla
rita
will
be
safe
whe
n cl
imbi
ng u
p an
d do
wn
stai
rs
and
mov
ing
arou
nd o
bsta
cles
by
hold
ing
an a
dults
ha
nd e
very
tim
e du
ring
rout
ines
thro
ugho
ut th
e da
y.
Yes
Y
es
Yes
Y
es
Yes
Y
es
9.
Efra
t will
use
larg
e cr
ayon
s or
thic
k m
arke
rs b
y hi
mse
lf to
dra
w p
ictu
res
that
tell
a st
ory.
Y
es
Yes
Y
es
Yes
Y
es
Yes
10. K
enny
will
resp
ond
to s
impl
e qu
estio
ns (e
.g. “
Do
you
wan
t mor
e?”,
“Wha
t’s th
is?”
) with
app
ropr
iate
wor
ds o
r ac
tions
mos
t of t
he ti
me
(4 o
f 5 ti
mes
) whe
n lo
okin
g at
bo
oks
each
day
.
Yes
Y
es
Yes
Y
es
Yes
Y
es
Wor
kshe
et fo
r Rat
ing
IEP
Goa
ls
ecta
cent
er.o
rg/~
pdfs
/pub
s/ra
ting-
iep.
Sam
ple
IEP
GO
ALS
Mee
ts C
riter
ia?
— Yes
or No
Pla
in
lang
uage
; ja
rgon
fre
e
Pos
itive
W
ordi
ng
Age
-ap
prop
riate
ac
tiviti
es
Mea
sure
able
an
d ob
serv
able
Des
crib
es
how
the
child
will
de
mon
stra
te
wha
t the
y kn
ow
Des
crib
es
situ
atio
n;
does
not
na
me
plac
emen
t
11. W
ith a
ver
bal r
emin
der t
o do
so,
Jua
n w
ill p
ut o
n hi
s ja
cket
by
him
self
each
day
bef
ore
goin
g ou
tsid
e.
Yes
Y
es
Yes
Y
es
Yes
Y
es
12. G
erar
do w
ill ta
lk b
ette
r and
do
thin
gs h
e lik
es
thro
ugho
ut h
is d
ay, s
imila
r to
othe
r 3 y
ear o
lds.
Y
es
Yes
Y
es
No
No
No
13. I
wan
t my
child
to ta
lk m
ore
so th
at h
e is
bet
ter
unde
rsto
od b
y ot
hers
. Y
es
Yes
Y
es
No
No
No
14. G
elad
a w
ill p
lay
gam
es w
ith o
ther
chi
ldre
n.
Yes
Y
es
Yes
N
o N
o N
o
15. E
than
will
impr
ove
his
visu
al a
nd a
udito
ry a
ttent
ion
to
rout
ine
task
s.
No
Yes
Y
es
No
No
No
16. C
hris
will
pla
y in
all
play
are
as a
t Sun
shin
e C
hild
Car
e ea
ch d
ay.
Yes
Y
es
Yes
N
o N
o Y
es
17. J
ay w
ill p
lay
by h
imse
lf fo
r at l
east
15
min
utes
at
Che
rry
Che
eks
Pre
scho
ol, c
hoos
ing
vario
us ty
pes
of
toys
(suc
h as
blo
cks,
art
mat
eria
ls, t
ruck
s, e
tc.).
Y
es
Yes
Y
es
Yes
Y
es
No
18. A
bby
will
use
pin
cer g
rasp
whe
neve
r pla
ying
with
sm
all
toys
and
eat
ing.
N
o Y
es
Yes
Y
es
Yes
Y
es
19. D
anie
l will
mak
e 3
choi
ces
four
out
of f
ive
days
. Y
es
Yes
N
o Y
es
No
No
20. W
hene
ver v
erba
lly p
rom
pted
, Mel
issa
will
giv
e a
2-w
ord
resp
onse
to a
que
stio
n w
ithou
t cry
ing
or
disp
layi
ng p
hysi
cal r
esis
tanc
e du
ring
trans
ition
from
on
e ac
tivity
to a
noth
er.
No
No
Yes
Y
es
Yes
Y
es
21. C
hild
will
sto
p cr
ying
whe
n se
para
ting
from
par
ents
w
hen
com
ing
into
the
child
car
e ce
nter
eac
h da
y.
Yes
N
o Y
es
Yes
N
o N
o
Wor
kshe
et fo
r Rat
ing
IEP
Goa
ls
ecta
cent
er.o
rg/~
pdfs
/pub
s/ra
ting-
iep.
Sam
ple
IEP
GO
ALS
Mee
ts C
riter
ia?
— Yes
or No
Pla
in
lang
uage
; ja
rgon
fre
e
Pos
itive
W
ordi
ng
Age
-ap
prop
riate
ac
tiviti
es
Mea
sure
able
an
d ob
serv
able
Des
crib
es
how
the
child
will
de
mon
stra
te
wha
t the
y kn
ow
Des
crib
es
situ
atio
n;
does
not
na
me
plac
emen
t
22. D
enny
will
use
wor
ds to
say
wha
t he
need
s an
d w
ants
w
ithou
t rem
inde
rs in
a v
arie
ty o
f dai
ly ro
utin
es a
nd
expe
rienc
es a
t sch
ool.
Yes
Y
es
Yes
N
o Y
es
No
23. H
enry
will
imm
edia
tely
com
e w
hen
told
to d
o so
.
Yes
Y
es
No
No
No
No
24. E
than
will
com
plet
e al
l sel
f-car
e ro
utin
es w
ith 2
or
few
er v
erba
l and
pic
ture
sym
bol c
ues
each
day
. N
o Y
es
Yes
Y
es
Yes
Y
es
Enhancing Recognition of High Quality, Functional IEP Goals 36
Appendix F:
References
1. McWilliam, R. A. (2006). Steps to build a functional outcome. Siskin Children’s Institute. Retrieved from http://www.siskin.org/downloads/ Steps_to_Build_a_Functional_Child_Outcome.pdf
2. McWilliam, R. A. (2009). Goal Functionality Scale III. Retrieved from http://www.nectac.org/~pdfs/topics/families/GoalFunctionalityScaleIII_2_.pdf
3. Rush, M. L., & Shelden, D. D. (2009). Tips and techniques for developing participation-based IFSP outcomes statements, BriefCASE, 2(1). Retrieved from http://www.fippcase.org/briefcase/briefcase_vol2_no1.pdf
4. U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2000). A guide to the Individualized Education Program. Retrieved from http://www2.ed.gov/parents/needs/speced/iepguide/iepguide.pdf
5. U.S. Department of Education, Office of Special Education and Rehabilitative Services. (n.d.). Model form: Individualized Education Plan. Retrieved from http://www2.ed.gov/policy/speced/guid/idea/modelform-iep.pdf
6. Bar-Lev, N., Van Haren, B., Laffin, K., Wright, A., Derginer, M., Graves, T., Kubinski, E., & Bernt,. S. (2009). A guide to connecting academic standards and IEPs (draft). Retrieved from http://dpi.state.wi.us/sped/pdf/iepstandardsguide.pdf
7. OSEP TA Community of Practice, Workgroup on Principles and Practices in Natural Environments. (2008). Mission and key principles of early intervention services. Retrieved from http://www.nectac.org/~pdfs/topics/families/Finalmissionandprinciples3_11_08.pdf
8. OSEP TA Community of Practice, Workgroup on Principles and Practices in Natural Environments. (2008). Seven key principles: Looks like/doesn't look like. Retrieved from http://www.nectac.org/~pdfs/topics/families/ Principles_LooksLike_DoesntLookLike3_11_08.pdf
9. OSEP TA Community of Practice, Workgroup on Principles and Practices in Natural Environments. (2008). Agreed upon practices for providing early intervention services in natural environments. Retrieved from http://www.nectac.org/~pdfs/topics/families/ AgreedUponPractices_FinalDraft2_01_08.pdf
10. Early Childhood Outcomes Center. (2011). ECO resources: IFSP/IEP-outcomes integration. Retrieved from http://www.fpg.unc.edu/~eco/pages/integration.cfm
11. Early Childhood Outcomes Center, IFSP/IEP-Outcomes Integration Think Tank. (2010). Integrating child outcome measurement with the Individualized Education Program (IEP) process: Implementation Rating Scale. Retrieved from http://leadershipmega-conf-reg.tadnet.org/uploads/ file_assets/attachments/281/ original_Integrating_outcomes_IEP_rating.pdf?1280240466
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