rating ifsp outcomes/iep goals - national early childhood

The National Early Childhood Technical Assistance Center

nectac

Anne LucasKathi Gillaspy

Mary Louise PetersJoicey Hurth

with support from Dathan Rush and M’Lisa Shelden,

Family, Infant and Preschool Program

A training activityfor Infant and Toddler

service providers andECSE teachers

A training activity for Infant and Toddler

service providers andECSE teachers

Enhancing Recognitionof High-Quality, Functional

IFSP Outcomes and IEP Goals

Enhancing Recognitionof High-Quality, Functional

IFSP Outcomes and IEP Goals

A new edition of this training activity is available, individualized by program:

IFSP: http://ectacenter.org/~pdfs/pubs/rating-ifsp.pdf

IEP: http://ectacenter.org/~pdfs/pubs/rating-iep.pdf

The National Early Childhood Technical Assistance Center (NECTAC)

is a program of the

FPG Child Development Institute

of

The University of North Carolina at Chapel Hill January 2012 (updated October 2013) Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals: A training activity for Infant and Toddler service providers and ECSE teachers This resource is produced and distributed by the National Early Childhood Technical Assistance Center, funded through cooperative agreement number H326H060005 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. NECTAC 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 NECTAC. A complete list of NECTAC resources is available at our Web site or upon request. Please cite as:

Lucas, A., Gillaspy, K., Peters, M. L., & Hurth, J. (2012). Enhancing recognition of high-quality, functional IFSP outcomes and IEP goals. Retrieved from http://www.nectac.org/~pdfs/pubs/rating-ifsp-iep-training.pdf

Cover photo: Alex Lazara For more information about NECTAC, 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.nectac.org • web Project Directors: Lynne Kahn Project Officer at OSEP: Julia Martin Eile

http://www.nectac.org/~pdfs/pubs/rating-ifsp-iep-training.pdf

http://www.nectac.org/~pdfs/pubs/rating-ifsp-iep-training.pdf

Enhancing Recognition of High-Quality, Functional

IFSP Outcomes and IEP Goals: A training activity for Infant and Toddler service providers and ECSE teachers

By Anne Lucas, Kathi Gillaspy, Mary Louise Peters and Joicey Hurth with support from Dathan Rush and M’Lisa Shelden, Family, Infant and Preschool Program

~ Table of Contents ~ Instructions

Background .......................................................................................................................................... 1 Criteria Defining High Quality, Participation-Based Outcomes and Goals ........................................ 2

IFSP Outcomes Rating Activity ........................................................................................................... 3 IEP Goals Rating Activity .................................................................................................................... 5

Using the Rating Activity .................................................................................................................... 6 Alternate Activity ................................................................................................................................. 6

Appendices

Appendix A: IFSP Outcome Cards ...................................................................................................... 7 Appendix B: IFSP Outcomes Placemat ............................................................................................. 19

Appendix C: IFSP Outcomes Answer Key ........................................................................................ 21 Appendix D: IEP Goal Cards ............................................................................................................. 24

Appendix E: IEP Goals Placemat ...................................................................................................... 37 Appendix F: IEP Goals Answer Key ................................................................................................. 39

Appendix G: IFSP Outcomes Worksheet .......................................................................................... 43 Appendix H: IEP Goals Worksheet ................................................................................................... 46

Appendix I: References ...................................................................................................................... 50

Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals i

Enhancing Recognition of High-Quality, Functional

IFSP Outcomes and IEP Goals: A training activity for Infant and Toddler service providers and ECSE teachers

By Anne Lucas, Kathi Gillaspy, Mary Louise Peters and Joicey Hurth with support from Dathan Rush and M’Lisa Shelden, Family, Infant and Preschool Program

Background

This training activity was created to support participants’ understanding of the criteria needed to develop and write high quality, participation-based IFSP outcomes and IEP goals. The term “functional” is often used to describe what outcomes and goals ought to be, yet many providers struggle to define what makes a goal “functional.” Still others struggle with making goals and outcomes meet the criteria set forth in regulations, as well as have meaning for families. A review of existing resources developed by national experts provided a framework for considering both IFSP outcomes and 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 outcomes is creating a clear and deliberate link between every step of the IFSP/IEP process, beginning with interactions with the family during initial contacts and referral through the development of the IFSP/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 and outcomes.

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 provider’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 outcomes and goals.

Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 1

Criteria Defining High Quality, Participation-Based Outcomes and Goals A. IFSP Outcomes

The National Early Childhood Technical Assistance Center reviewed expert-generated resources and identified six key criteria that define IFSP Outcomes as high quality and participation-based. They are:

• The outcome statement is necessary and functional for the child’s and family’s life. • The statement reflects real-life contextualized settings (e.g., not test items). • The wording of the statement is jargon-free, clear and simple. • The outcome is discipline-free. • The statement avoids the use of passive words (e.g., tolerate, receive, improve, maintain). • The wording emphasizes the positive.

When the child’s contextual information is available (e.g., assessment information, the child’s IFSP) the following IFSP outcome criteria should also be evaluated:

• The outcome is based on the family’s priorities and concerns, and • The outcome describes both the child’s strengths and needs based on the information from

the initial evaluation or ongoing assessment.

B. IEP Goals

The National Early Childhood Technical Assistance Center used nationally respected sources to identify six key criteria for evaluating the quality of IEP Goals. These include:

• The goal describes how the child will demonstrate what s/he knows. • The goal is measurable and observable. Clear strategies and/or accommodations are included. • The goal describes the conditions in which the child will demonstrate progress, and does not

name a placement or educational environment. • The goal is written in plain language and is jargon-free. • The goal describes the child’s involvement in age-appropriate activities to address “academic

and functional” areas. • The wording of the goal emphasizes the positive.

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.


IFSP Outcomes Rating Activity A. Materials Preparation

1. The IFSP Outcome Cards (Appendix A on page 7) contains 22 IFSP outcome statements (two per page). Print the outcomes 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.

2. One set of outcome statements will make 22 cards. One set of 22 cards goes with each placemat. Make as many sets as needed for the groups completing the activity.

3. Print the IFSP Outcomes Placemat (Appendix B on page 19) on a sheet of 8½ x 11” paper and laminate.

B. Activity Instructions 1. Give one placemat and one set of 22 outcome statement cards to each group. Be sure to shuffle

the cards so that outcome statements are not in the order they are on the answer key. 2. 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).

Criteria for RatingIFSP Outcomes

When the child’s contextual informationis available, the following IFSP outcomecriteria can also be evaluated: • The outcome is based on the family’s priorities and concerns.• The outcome describes both the child’sstrengths and needs based on

information from the initial evaluat ion or ongoing assessment

The OUTCOMEreflects real-‐lifecontextualizedsettings (e.g.,not test items).

The OUTCOMEis discipline-‐free.

The wording ofthe OUTCOMEemphasizes the

positive.

The OUTCOMEavoids the use

of passive words(e.g., tolerate,

receive, improve,maintain).

The wording ofthe OUTCOME is

jargon-‐free,clear and simple.

Place Card Here

The OUTCOMEis necessaryand functionalfor the child’sand family’s life.

Nolan will play with toyswith his sister during bathtime.

IFSP Outcome Card 1


3. Within each small group, have the participants discuss and rate the outcome statement by writing “yes” or “no” in each quadrant, based on whether the statement meets each of corresponding criteria. 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 IFSP and assessment information is available, but for the purposes of the activity, they are reference information only.

4. Repeat for each card. 5. Have them separate the cards into “high-quality” statements and “substandard” statements. Any

statement with a “no” in any quadrant goes into the “substandard” pile. 6. Pass out the IFSP Outcomes Answer Key in Appendix C on page 21 of this document. Ask your

participants to compare their answers with the answer key. 7. Debrief with the group, asking questions such as:

• Where did you get stuck with an outcome 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

IFSP Outcome is of high quality and is participation-based? Other questions may be added to the debriefing by those using the activity to fit the context of the participants and their learning needs.


IEP Goals Rating Activity A. Materials Preparation

1. The IEP Goal Cards (Appendix D on page 24) 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.

2. 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.

3. Print the IEP Goals Placemat (Appendix E on page 37) on a white piece of 8½ x 11” paper and laminate.

B. Activity Instructions 1. Give one placemat and one set of 24 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. 2. 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).

Criteria for RatingIEP Goals

When the child’s contextual information isavailable, the following IEP goal criteria canalso 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 tocommunication, assisti ve technology and

supports specific to the child’s disability and/or English language learning.

The wordingof the GOALemphasizes thepositive.

Place Card Here

The GOALdescribes the

child’s involvement in age-‐appropriate

activities toaddress “academic

and functional” areas.

The GOALdescribes how thechild will demonstratewhat s/he knows.

The GOALdescribes theconditions in whichthe child willdemonstrate progresswithout namingplacement.

The GOAL ismeasurable and

observable. Clearstrategies and/oraccommodations

are included.

The GOAL iswritten in plainlanguage andis jargon-‐free.

BG will get across what

she wants using words.

IEP Goal Card 1


3. As a 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. 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.

4. Repeat for each card. 5. Have them separate the cards into “high-quality” statements and “substandard” statements. Any

statement with a “no” in any quadrant goes into the “substandard” pile. 6. Pass out the IEP Goals Answer Key in Appendix F on page 39 of this document. Ask your

participants to compare their answers with the answer key. 7. 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? Other questions may be added to the debriefing by those using the activity to fit the context of the participants and their learning needs.

Using the Rating Activity The rating activity is designed to be used in multiple ways with different kinds of groups. It may be used by groups that are either familiar with the IFSP or the IEP or in groups where participants are mixed in their experience. In those situations, it is suggested that less familiar participants sit at tables with others who are familiar with the IFSP or IEP, so that they can work through the criteria together. The recommended group size is 3-6 people.

In the instances where this activity will be used with both groups, the IFSP and IEP placemats may be printed on the same paper (front and back) and/or laminated for durability.

NOTE: The placemats included in this publication are 8½ x 11” in size so that they may be printed on any standard printer. Large placemats measuring 11 x 17” in size are available for download from the following URL: http://www.nectac.org/~pdfs/pubs/rating-ifsp-iep-training-large.pdf

Alternate Activity Blank worksheets have been provided for both the IFSP Outcomes and the IEP Goals. These documents are available in Appendices G (on page 43) and H (on page 46). Provide copies of the worksheets to participants or groups with or without using the placemats or cards.

In this version of the rating activity, participants write “yes” or “no” in each box under the criteria to rate outcomes or goals. Participants can then compare their answers with the IFSP Outcomes Answer Key (Appendix C on page 21) or the IEP Goals Answer Key (Appendix F on page 39).


Appendix A:

IFSP Outcome Cards


IFSP Outcome 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 IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.

Lily will go fishing with her family and hold her own fishing pole.

IFSP Outcome Card 2

Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix G and Answer Key in Appendix C.

Romeo will go visit grandma and ride in his car seat all the way to her house.


IFSP Outcome Card 3


Kimmie will play with her toys so Grandma can cook breakfast and get the older kids off to school.

IFSP Outcome Card 4


Leroy will play together with his brother and express himself without hitting.


IFSP Outcome Card 5


Kamika will sleep through the night.

IFSP Outcome Card 6


Marcus will play in the backyard getting around on his own using his walker.


IFSP Outcome Card 7


Walker will make some friends at story time at the library.

IFSP Outcome Card 8


Phu will eat enough food so he can gain weight and not have to have surgery.


IFSP Outcome Card 9


Miles will be happy and relaxed when his mom leaves him at child care.

IFSP Outcome Card 10


Ahmet will get to eat what he wants during mealtimes by pointing or looking at the choices his parents provide.




Dahlia will join the family on short hikes at Upper Creek Falls while riding comfortably in her infant carrier.



Davis will talk more and pronounce words better.




Bonnie will use a pincer grasp to flip a switch.



Marta will participate in range of motion and strengthening exercises.




Robin will stop having tantrums at separation.



Miguel will improve his sleeping patterns 4 out of 5 times.




Angel will participate in reciprocal turn taking during one-‐to-‐one facilitation.



The occupational therapist will assist Jana in grasping objects.




Marcus will stack 4 blocks.



Lanesha will gradually stop eating baby food and eat more solid foods.




Thomas will tolerate lying on his stomach for 10 minutes without crying.



I want my child to walk.


Appendix B:

IFSP Outcomes Placemat


Crit

eria

for

Rati

ngIF

SP O

utco

mes

Whe

n th

e ch

ild’s

cont

extu

al in

form

ation

is

avai

labl

e, th

e fo

llow

ing

IFSP

out

com

e cr

iteria

can

also

be

eval

uate

d: •

The

out

com

e is

base

d on

the

fam

ily’s

p

rioriti

es a

nd c

once

rns.

• T

he o

utco

me

desc

ribes

bot

h th

e ch

ild’s

st

reng

ths a

nd n

eeds

bas

ed o

n

info

rmati

on fr

om th

e in

itial

eva

luati

on

or o

ngoi

ng a

sses

smen

t

The

OU

TCO

ME

refle

cts r

eal-l

ifeco

ntex

tual

ized

setti

ngs (

e.g.

,no

t tes

t ite

ms)

.

The

OU

TCO

ME

is di

scip

line-

free

.

The

wor

ding

of

the

OU

TCO

ME

emph

asize

s the

positi

ve.

The

OU

TCO

ME

avoi

ds th

e us

eof

pas

sive

wor

ds(e

.g.,

tole

rate

,re

ceiv

e, im

prov

e,m

aint

ain)

.

The

wor

ding

of

the

OU

TCO

ME

isja

rgon

-free

, cl

ear a

nd si

mpl

e.

Plac

e Ca

rd H

ere

The

OU

TCO

ME

is ne

cess

ary

and

func

tiona

lfo

r the

chi

ld’s

and

fam

ily’s

life.

Appendix C:

IFSP Outcomes Answer Key


Ans

wer

Key

to A

ctiv

ity o

n R

atin

g IF

SP O

utco

mes

Pa

rtic

ipat

ion-

base

d, H

igh

Qua

lity

(Yes

) vs.

Skill

s-ba

sed,

Sub

stan

dard

(No)

R

atin

g C

rite

ria:

1 1.

Th

e O

UTC

OM

E is

nec

essa

ry a

nd fu

nctio

nal f

or th

e ch

ild’s

and

fam

ily’s

life

. 2.

Th

e O

UTC

OM

E re

flect

s rea

l-life

con

text

ualiz

ed se

tting

s (e.

g., n

ot te

st it

ems)

. 3.

Th

e O

UTC

OM

E is

dis

cipl

ine-

free

. 4.

Th

e w

ordi

ng o

f The

OU

TCO

ME

is ja

rgon

-fre

e, c

lear

and

sim

ple.

5.

Th

e w

ordi

ng o

f The

OU

TCO

ME

emph

asiz

es th

e po

sitiv

e.

6.

The

OU

TCO

ME

avoi

ds th

e us

e of

pas

sive

wor

ds (e

.g.,

tole

rate

, rec

eive

, im

prov

e, m

aint

ain)

. Sa

mpl

e IF

SP O

utco

mes

2

Part

icip

atio

n-ba

sed

and

Hig

h Q

ualit

y —

YE

S or

NO

? 1.

N

eces

sary

/ Fu

nctio

nal

2.

Rea

l-life

C

onte

xtua

l Se

ttin

gs

3.

Dis

cipl

ine

-Fre

e

4.

Jarg

on-

Free

5.

Posi

tive

6.

Not

Pa

ssiv

e

1.

Lily

will

go

fishi

ng w

ith h

er fa

mily

and

hol

d he

r ow

n fis

hing

pol

e.

YES

Y

ES

YES

Y

ES

YES

Y

ES

2.

Rom

eo w

ill g

o vi

sit g

rand

ma

and

ride

in h

is c

ar se

at a

ll th

e w

ay to

her

ho

use.

Y

ES

YES

Y

ES

YES

Y

ES

YES

3.

Kim

mie

will

pla

y w

ith h

er to

ys so

Gra

ndm

a ca

n co

ok b

reak

fast

and

get

th

e ol

der k

ids o

ff to

scho

ol.

YES

Y

ES

YES

Y

ES

YES

Y

ES

4.

Lero

y w

ill p

lay

toge

ther

with

his

bro

ther

and

exp

ress

him

self

with

out

hitti

ng.

YES

Y

ES

YES

Y

ES

YES

Y

ES

5.

Kam

ika

will

slee

p th

roug

h th

e ni

ght.

YES

Y

ES

YES

Y

ES

YES

Y

ES

6.

Mar

cus w

ill p

lay

in th

e ba

ckya

rd g

ettin

g ar

ound

on

his o

wn

usin

g hi

s w

alke

r. Y

ES

YES

Y

ES

YES

Y

ES

YES

7.

Wal

ker w

ill m

ake

som

e fr

iend

s at s

tory

tim

e at

the

libra

ry.

YES

Y

ES

YES

Y

ES

YES

Y

ES

8.

Phu

will

eat

eno

ugh

food

so h

e ca

n ga

in w

eigh

t and

not

hav

e to

hav

e su

rger

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 an

d as

sess

men

t res

ults

, fam

ily in

terv

iew

, etc

.) is

ava

ilabl

e, th

e fo

llow

ing

IFSP

out

com

e cr

iteria

can

als

o be

eva

luat

ed:

•

The

OU

TCO

ME

is b

ased

on

the

fam

ily’s

prio

ritie

s and

con

cern

s. •

The

OU

TCO

ME

desc

ribes

bot

h th

e ch

ild’s

stre

ngth

s and

nee

ds b

ased

on

info

rmat

ion

from

the

initi

al e

valu

atio

n or

ong

oing

ass

essm

ent.

2 Sam

ple

outc

ome

stat

emen

ts p

rovi

ded

by D

atha

n R

ush

and

M’L

isa

Shel

den

of th

e Fa

mily

, Inf

ant a

nd P

resc

hool

Pro

gram

, Mor

gant

on, N

C

Sam

ple

IFSP

Out

com

es2

Part

icip

atio

n-ba

sed

and

Hig

h Q

ualit

y —

YE

S or

NO

? 1.

N

eces

sary

/ Fu

nctio

nal

2.

Rea

l-life

C

onte

xtua

l Se

ttin

gs

3.

Dis

cipl

ine

-Fre

e

4.

Jarg

on-

Free

5.

Posi

tive

6.

Not

Pa

ssiv

e

9.

Mile

s will

be

happ

y an

d re

laxe

d w

hen

his m

om le

aves

him

at c

hild

car

e.

YES

Y

ES

YES

Y

ES

YES

Y

ES

10. A

hmet

will

get

to e

at w

hat h

e w

ants

dur

ing

mea

ltim

es b

y po

intin

g or

lo

okin

g at

the

choi

ces h

is p

aren

ts p

rovi

de.

Y

ES

YES

Y

ES

YES

Y

ES

YES

11. D

ahlia

will

join

the

fam

ily o

n sh

ort h

ikes

at U

pper

Cre

ek F

alls

whi

le

ridin

g co

mfo

rtabl

y in

her

infa

nt c

arrie

r. Y

ES

YES

Y

ES

YES

Y

ES

YES

12. D

avis

will

talk

mor

e an

d pr

onou

nce

wor

ds b

ette

r. Y

ES

NO

N

O

YES

Y

ES

YES

13. B

onni

e w

ill u

se a

pin

cer g

rasp

to fl

ip a

switc

h.

NO

N

O

NO

N

O

YES

Y

ES

14. M

arta

will

par

ticip

ate

in ra

nge

of m

otio

n an

d st

reng

then

ing

exer

cise

s. N

O

NO

N

O

NO

Y

ES

NO

15. R

obin

will

stop

hav

ing

tant

rum

s at s

epar

atio

n.

YES

N

O

YES

N

O

NO

Y

ES

16. M

igue

l will

impr

ove

his s

leep

ing

patte

rns 4

out

of 5

tim

es.

YES

N

O

YES

N

O

YES

N

O

17. A

ngel

will

par

ticip

ate

in re

cipr

ocal

turn

taki

ng d

urin

g on

e-to

-one

fa

cilit

atio

n.

NO

N

O

YES

N

O

YES

N

O

18. T

he o

ccup

atio

nal t

hera

pist

will

ass

ist J

ana

in g

rasp

ing

obje

cts.

NO

N

O

NO

N

O

YES

N

O

19. M

arcu

s will

stac

k 4

bloc

ks.

NO

N

O

YES

Y

ES

YES

Y

ES

20. L

anes

ha w

ill g

radu

ally

stop

eat

ing

baby

food

and

eat

mor

e so

lid fo

ods.

YES

N

O

YES

Y

ES

NO

Y

ES

21. T

hom

as w

ill to

lera

te ly

ing

on h

is st

omac

h fo

r 10

min

utes

with

out

cryi

ng.

NO

N

O

YES

Y

ES

YES

N

O

22. I

wan

t my

child

to w

alk.

Y

ES

NO

Y

ES

YES

Y

ES

NO

Appendix D:

IEP Goal Cards


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 E and are used to write in a “yes” or “no” answer.

Given support by a familiar adult, Jayne will play in a variety of ways (showing play interactions such as pretending to cook, playing with dolls, cars, or blocks, using paints or crayons), and showing at least two play interactions each 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 H and Answer Key in Appendix F.

When sitting in a chair with arms or other support (pads and a footrest), Ellie will feed herself using a spoon for at least half of the meal-‐time.


IEP Goal Card 3


With verbal reminders, Juan will put on his jacket by himself each day before going outside.

IEP Goal Card 4

" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix H and Answer Key in Appendix F.

Using cards or pictures, Jordan will play games with an adult and one other child to both ask and answer questions, (such as – “I am round and red and you eat me – What am I?”).


IEP Goal Card 5


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) each day.

IEP Goal Card 6


When given two items or tasks, Nathan will choose by reaching for the object or picture he wants 3 out of 4 times each day.


IEP Goal Card 7


Mattie will play by showing interest, trying new ways to play with a toy, or exploring other toys for 5 minutes at a time.

IEP Goal Card 8


Dianna will clear her snack or meal items at the end of each meal without reminders.


IEP Goal Card 9


Clarita will climb up and down stairs and around obstacles each day with only occasionally holding an adult's hand.

IEP Goal Card 10


Efrat will use ‘knobbed’ crayons or thick markers to draw shapes and make writing strokes and keeping at it for five minutes.


IEP Goal Card 11


Kenny will be aware of others’ feelings and respond with appropriate words or actions most of the time during outdoor play time daily.

IEP Goal Card 12

" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix H and Answer Key in Appendix F.

Ethan will use picture symbol cues to complete self-‐care routines such as hand washing and tooth brushing, with only occasional verbal reminders each day.


IEP Goal Card 13


Gerardo will talk better and do things he likes.

IEP Goal Card 14


I want my child to talk more so that he is better understood by others.


IEP Goal Card 15


Gelada will play games with other children.

IEP Goal Card 16


Ethan will improve his attention to routine tasks.


IEP Goal Card 17


Chris will play in all centers at Sunshine Child Care each day.

IEP Goal Card 18


Jay will play with a variety of toys for at least 15 minutes.


IEP Goal Card 19


Abby will use pincer grasp without pronating at the wrist when using small toys and items.

IEP Goal Card 20


Daniel will make choices four out of five days.


IEP Goal Card 21


When prompted, Melissa will respond to a question without crying or displaying physical resistance (such as dropping to the floor).

IEP Goal Card 22


Child will stop crying when coming into the child care center.


IEP Goal Card 23


Denny will say what he needs and wants independently.

IEP Goal Card 24


Henry will come in from doing something he likes when told to do so.


Appendix E:

IEP Goals Placemat


Crit

eria

for

Rati

ngIE

P G

oals

Whe

n th

e ch

ild’s

cont

extu

al in

form

ation

is

avai

labl

e, th

e fo

llow

ing

IEP

goal

crit

eria

can

al

so b

e ev

alua

ted:

• T

he G

OAL

incl

udes

wha

t the

chi

ld is

doi

ng n

ow

and

incl

udes

the

fam

ily’s

inpu

t and

con

cern

s.•

The

GO

AL is

ach

ieva

ble

in o

ne y

ear a

nd sp

ecifi

c

tim

elin

es a

re n

oted

.•

The

GO

AL d

etai

ls Sp

ecia

l Fac

tors

rela

ted

to

com

mun

icati

on, a

ssisti

ve te

chno

logy

and

su

ppor

ts sp

ecifi

c to

the

child

’s di

sabi

lity

and/

or

Eng

lish

lang

uage

lear

ning

.

The

wor

ding

of th

e GO

AL

emph

asize

s the

positi

ve.

Plac

e Ca

rd H

ere

The

GOAL

de

scrib

es th

e ch

ild’s

invo

lvem

ent

in a

ge-a

ppro

pria

teac

tiviti

es to

addr

ess “

acad

emic

and

func

tiona

l” a

reas

.

The

GOAL

de

scrib

es h

ow th

e ch

ild w

ill d

emon

stra

tew

hat s

/he

know

s.

The

GOAL

desc

ribes

the

cond

ition

s in

whi

chth

e ch

ild w

illde

mon

stra

te p

rogr

ess

with

out n

amin

gpl

acem

ent.

The

GOAL

is

mea

sura

ble

and

obse

rvab

le. C

lear

stra

tegi

es a

nd/o

rac

com

mod

ation

s ar

e in

clud

ed.

The

GOAL

isw

ritten

in p

lain

lang

uage

and

is

jarg

on-fr

ee.

Appendix F:

IEP Goals Answer Key


Ans

wer

Key

to A

ctiv

ity o

n R

atin

g IE

P G

oals

Pa

rtic

ipat

ion-

base

d, H

igh

Qua

lity

(Yes

) vs.

Skill

s-ba

sed,

Sub

stan

dard

(No)

R

atin

g C

rite

ria:

1 1.

Th

e G

OA

L is

writ

ten

in p

lain

lang

uage

and

is ja

rgon

-fre

e.

2.

The

GO

AL

desc

ribes

the

child

’s in

volv

emen

t in

age-

appr

opria

te a

ctiv

ities

to a

ddre

ss “

acad

emic

and

func

tiona

l” a

reas

. 3.

Th

e w

ordi

ng o

f the

GO

AL

emph

asiz

es th

e po

sitiv

e.

4.

The

GO

AL

is m

easu

rabl

e an

d ob

serv

able

. Cle

ar a

nd st

rate

gies

and

/or a

ccom

mod

atio

ns a

re in

clud

ed.

5.

The

GO

AL

desc

ribes

how

the

child

will

dem

onst

rate

wha

t s/h

e kn

ows.

6.

The

GO

AL

desc

ribes

the

cond

ition

s in

whi

ch th

e ch

ild w

ill d

emon

stra

te p

rogr

ess w

ithou

t nam

ing

plac

emen

t. Sa

mpl

e IE

P G

OA

LS

Part

icip

atio

n-ba

sed

and

Hig

h Q

ualit

y —

YE

S or

NO

? 1.

Pl

ain

lang

uage

; ja

rgon

fr

ee

2.

Age

-ap

prop

riat

e ac

tiviti

es

3.

Posi

tive

wor

ding

4.

Mea

sure

able

an

d ob

serv

able

5.

Des

crib

es h

ow

the

child

will

de

mon

stra

te

wha

t s/h

e kn

ows

6.

Des

crib

es

cond

ition

s;

does

not

na

me

plac

emen

t.

1.

Giv

en su

ppor

t by

a fa

mili

ar a

dult,

Jayn

e w

ill p

lay

in v

arie

ty

of w

ays (

show

ing

play

inte

ract

ions

such

as p

rete

ndin

g to

co

okin

g, p

layi

ng w

ith d

olls

, car

s, or

blo

cks,

usin

g pa

ints

or

cray

ons)

, and

show

ing

at le

ast t

wo

play

inte

ract

ions

eac

h da

y.

Yes

Y

es

Yes

Y

es

Yes

Y

es

2.

Whe

n si

tting

in a

cha

ir w

ith a

rms o

r oth

er su

ppor

t (pa

ds a

nd

a fo

otre

st),

Ellie

will

feed

her

self

usin

g a

spoo

n fo

r at l

east

ha

lf of

the

mea

l-tim

e.

Yes

Y

es

Yes

Y

es

Yes

Y

es

3.

With

ver

bal r

emin

ders

, Jua

n w

ill p

ut o

n hi

s jac

ket b

y hi

mse

lf ea

ch d

ay b

efor

e go

ing

outs

ide.

Y

es

Yes

Y

es

Yes

Y

es

Yes

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 go

al c

riter

ia

can

also

be

eval

uate

d:

• Th

e G

OA

L in

clud

es w

hat t

he c

hild

is d

oing

now

and

incl

udes

the

fam

ily’s

inpu

t and

con

cern

s. •

The

GO

AL

is a

chie

vabl

e in

one

yea

r and

spec

ific

timel

ines

are

not

ed.

• Th

e G

OA

L de

tails

Spe

cial

Fac

tors

rela

ted

to c

omm

unic

atio

n, a

ssis

tive

tech

nolo

gy a

nd su

ppor

ts sp

ecifi

c to

the

child

’s d

isab

ility

and

/or E

nglis

h la

ngua

ge le

arni

ng.

Sam

ple

IEP

GO

AL

S

Part

icip

atio

n-ba

sed

and

Hig

h Q

ualit

y —

YE

S or

NO

? 1.

Pl

ain

lang

uage

; ja

rgon

fr

ee

2.

Age

-ap

prop

riat

e ac

tiviti

es

3.

Posi

tive

wor

ding

4.

Mea

sure

able

an

d ob

serv

able

5.

Des

crib

es h

ow

the

child

will

de

mon

stra

te

wha

t s/h

e kn

ows

6.

Des

crib

es

cond

ition

s;

does

not

na

me

plac

emen

t.

4.

Usi

ng c

ards

or p

ictu

res,

Jord

an w

ill p

lay

gam

es w

ith a

n ad

ult a

nd o

ne o

ther

chi

ld to

bot

h as

k an

d an

swer

que

stio

ns,

(suc

h as

–“I

am

roun

d an

d re

d an

d yo

u ea

t me—

Wha

t am

I?

”).

Yes

Y

es

Yes

Y

es

Yes

Y

es

5.

Whe

n as

ked

wha

t he

wan

ts, N

atha

n w

ill u

se w

ords

and

/or

gest

ures

, inc

ludi

ng re

fusa

ls (n

o, d

on’t

like

it) to

con

vey

need

s and

wan

ts m

ost o

f the

tim

e (4

out

of 5

tim

es) e

ach

day.

Yes

Y

es

Yes

Y

es

Yes

Y

es

6.

Whe

n gi

ven

two

item

s or t

asks

, Nat

han

will

cho

ose

by

reac

hing

for t

he o

bjec

t or p

ictu

re h

e w

ants

3 o

ut o

f 4 ti

mes

ea

ch d

ay.

Yes

Y

es

Yes

Y

es

Yes

Y

es

7.

Mat

tie w

ill p

lay

by sh

owin

g in

tere

st, t

ryin

g ne

w w

ays t

o pl

ay w

ith a

toy,

or e

xplo

ring

othe

r toy

s for

5 m

inut

es a

t a

time.

Y

es

Yes

Y

es

Yes

Y

es

Yes

8.

Dia

nna

will

cle

ar h

er sn

ack

or m

eal i

tem

s at t

he e

nd o

f eac

h m

eal o

r sna

ck w

ithou

t rem

inde

rs.

Yes

Y

es

Yes

Y

es

Yes

Y

es

9.

Cla

rita

will

clim

b up

and

dow

n st

airs

and

aro

und

obst

acle

s ea

ch d

ay w

ith o

nly

occa

sion

ally

hol

ding

an

adul

ts h

and.

Y

es

Yes

Y

es

Yes

Y

es

Yes

10. E

frat

will

use

‘kno

bbed

’ cra

yons

or t

hick

mar

kers

to d

raw

sh

apes

and

mak

e w

ritin

g st

roke

s and

kee

ping

at i

t for

five

m

inut

es.

Yes

Y

es

Yes

Y

es

Yes

Y

es

11. K

enny

will

be

awar

e of

oth

ers f

eelin

gs a

nd re

spon

d w

ith

appr

opria

te w

ords

or a

ctio

ns m

ost o

f the

tim

e w

hile

pla

ying

ou

tsid

e ea

ch d

ay.

Yes

Y

es

Yes

Y

es

Yes

Y

es

Sam

ple

IEP

GO

AL

S

Part

icip

atio

n-ba

sed

and

Hig

h Q

ualit

y —

YE

S or

NO

? 1.

Pl

ain

lang

uage

; ja

rgon

fr

ee

2.

Age

-ap

prop

riat

e ac

tiviti

es

3.

Posi

tive

wor

ding

4.

Mea

sure

able

an

d ob

serv

able

5.

Des

crib

es h

ow

the

child

will

de

mon

stra

te

wha

t s/h

e kn

ows

6.

Des

crib

es

cond

ition

s;

does

not

na

me

plac

emen

t.

12. E

than

will

use

pic

ture

cue

s to

com

plet

e se

lf-ca

re ro

utin

es

such

as h

and

was

hing

and

toot

h br

ushi

ng, w

ith o

nly

occa

sion

al re

min

ders

eac

h da

y.

No

Yes

Y

es

Yes

Y

es

Yes

13. G

erar

do w

ill ta

lk b

ette

r and

do

thin

gs h

e lik

es.

Yes

Y

es

Yes

N

o Y

es

No

14. I

wan

t my

child

to ta

lk m

ore

so th

at h

e is

bet

ter u

nder

stoo

d by

oth

ers.

Yes

Y

es

Yes

N

o N

o N

o

15. 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

16. E

than

will

impr

ove

his a

ttent

ion

to ro

utin

e ta

sks.

Yes

Y

es

Yes

N

o N

o Y

es

17. C

hris

will

pla

y in

all

cent

ers a

t Sun

shin

e C

hild

Car

e ea

ch

day.

N

o Y

es

Yes

N

o N

o N

o

18. J

ay w

ill p

lay

with

a v

arie

ty o

f toy

s for

at l

east

15

min

utes

. Y

es

Yes

Y

es

Yes

N

o N

o

19. A

bby

will

use

pin

cer g

rasp

with

out p

rona

ting

at th

e w

rist

whe

n us

ing

smal

l toy

s and

item

s. N

o Y

es

Yes

Y

es

Yes

Y

es

20. D

anie

l will

mak

e ch

oice

s fou

r out

of f

ive

days

. Y

es

Yes

Y

es

Yes

N

o N

o

21. W

hen

prom

pted

, Mel

issa

will

resp

ond

to a

que

stio

n w

ithou

t cr

ying

or d

ispl

ayin

g ph

ysic

al re

sist

ance

(suc

h as

dro

ppin

g to

th

e flo

or).

No

Yes

N

o Y

es

Yes

Y

es

22. C

hild

will

stop

cry

ing

whe

n co

min

g in

to th

e ch

ild c

are

cent

er.

Yes

Y

es

Yes

Y

es

No

Yes

23. D

enny

will

say

wha

t he

need

s and

wan

ts in

depe

nden

tly.

Yes

Y

es

Yes

N

o Y

es

No

24. H

enry

will

com

e in

from

doi

ng so

met

hing

he

likes

whe

n to

ld

to d

o so

. Y

es

No

Yes

N

o N

o N

o

Appendix G:

IFSP Outcomes Worksheet


Rat

ing

Shee

t for

IFSP

Out

com

es

Part

icip

atio

n-ba

sed,

Hig

h Q

ualit

y (Y

es) v

s. Sk

ills-

base

d, S

ubst

anda

rd (N

o)

Rat

ing

Cri

teri

a:1

1.

The

OU

TCO

ME

is n

eces

sary

and

func

tiona

l for

the

child

’s a

nd fa

mily

’s li

fe.

2.

The

OU

TCO

ME

refle

cts r

eal-l

ife c

onte

xtua

lized

setti

ngs (

e.g.

, not

test

item

s).

3.

The

OU

TCO

ME

is d

isci

plin

e-fr

ee.

4.

The

wor

ding

of T

he O

UTC

OM

E is

jarg

on-f

ree,

cle

ar a

nd si

mpl

e.

5.

The

wor

ding

of T

he O

UTC

OM

E em

phas

izes

the

posi

tive.

6.

Th

e O

UTC

OM

E av

oids

the

use

of p

assi

ve w

ords

(e.g

., to

lera

te, r

ecei

ve, i

mpr

ove,

mai

ntai

n).

Sam

ple

IFSP

Out

com

es

Part

icip

atio

n-ba

sed

and

Hig

h Q

ualit

y —

YE

S or

NO

? 1.

N

eces

sary

/ Fu

nctio

nal

2.

Rea

l-life

C

onte

xtua

l Se

ttin

gs

3.

Dis

cipl

ine

-Fre

e

4.

Jarg

on-

Free

5.

Posi

tive

6.

Not

Pa

ssiv

e

1.

Lily

will

go

fishi

ng w

ith h

er fa

mily

and

hol

d he

r ow

n fis

hing

pol

e.

2.

Rom

eo w

ill g

o vi

sit g

rand

ma

and

ride

in h

is c

ar se

at a

ll th

e w

ay to

her

ho

use.

3.

Kim

mie

will

pla

y w

ith h

er to

ys so

Gra

ndm

a ca

n co

ok b

reak

fast

and

get

th

e ol

der k

ids o

ff to

scho

ol.

4.

Lero

y w

ill p

lay

toge

ther

with

his

bro

ther

and

exp

ress

him

self

with

out

hitti

ng.

5.

Kam

ika

will

slee

p th

roug

h th

e ni

ght.

6.

Mar

cus w

ill p

lay

in th

e ba

ckya

rd g

ettin

g ar

ound

on

his o

wn

usin

g hi

s w

alke

r.

7.

Wal

ker w

ill m

ake

som

e fr

iend

s at s

tory

tim

e at

the

libra

ry.

8.

Phu

will

eat

eno

ugh

food

so h

e ca

n ga

in w

eigh

t and

not

hav

e to

hav

e su

rger

y.

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 an

d as

sess

men

t res

ults

, fam

ily in

terv

iew

, etc

.) is

ava

ilabl

e, th

e fo

llow

ing

IFSP

out

com

e cr

iteria

can

als

o be

eva

luat

ed:

•

The

OU

TCO

ME

is b

ased

on

the

fam

ily’s

prio

ritie

s and

con

cern

s. •

The

OU

TCO

ME

desc

ribes

bot

h th

e ch

ild’s

stre

ngth

s and

nee

ds b

ased

on

info

rmat

ion

from

the

initi

al e

valu

atio

n or

ong

oing

ass

essm

ent.

Sam

ple

IFSP

Out

com

es

Part

icip

atio

n-ba

sed

and

Hig

h Q

ualit

y —

YE

S or

NO

? 1.

N

eces

sary

/ Fu

nctio

nal

2.

Rea

l-life

C

onte

xtua

l Se

ttin

gs

3.

Dis

cipl

ine

-Fre

e

4.

Jarg

on-

Free

5.

Posi

tive

6.

Not

Pa

ssiv

e

9.

Mile

s will

be

happ

y an

d re

laxe

d w

hen

his m

om le

aves

him

at c

hild

car

e.

10. A

hmet

will

get

to e

at w

hat h

e w

ants

dur

ing

mea

ltim

es b

y po

intin

g or

lo

okin

g at

the

choi

ces h

is p

aren

ts p

rovi

de.

11. D

ahlia

will

join

the

fam

ily o

n sh

ort h

ikes

at U

pper

Cre

ek F

alls

whi

le

ridin

g co

mfo

rtabl

y in

her

infa

nt c

arrie

r.

12. D

avis

will

talk

mor

e an

d pr

onou

nce

wor

ds b

ette

r.

13. B

onni

e w

ill u

se a

pin

cer g

rasp

to fl

ip a

switc

h.

14. M

arta

will

par

ticip

ate

in ra

nge

of m

otio

n an

d st

reng

then

ing

exer

cise

s.

15. R

obin

will

stop

hav

ing

tant

rum

s at s

epar

atio

n.

16. M

igue

l will

impr

ove

his s

leep

ing

patte

rns 4

out

of 5

tim

es.

17. A

ngel

will

par

ticip

ate

in re

cipr

ocal

turn

taki

ng d

urin

g on

e-to

-one

fa

cilit

atio

n.

18. T

he o

ccup

atio

nal t

hera

pist

will

ass

ist J

ana

in g

rasp

ing

obje

cts.

19. M

arcu

s will

stac

k 4

bloc

ks.

20. L

anes

ha w

ill g

radu

ally

stop

eat

ing

baby

food

and

eat

mor

e so

lid fo

ods.

21. T

hom

as w

ill to

lera

te ly

ing

on h

is st

omac

h fo

r 10

min

utes

with

out

cryi

ng.

22. I

wan

t my

child

to w

alk.

Appendix H:

IEP Goals Worksheet


Rat

ing

Shee

t for

IEP

Goa

ls

Part

icip

atio

n-ba

sed,

Hig

h Q

ualit

y (Y

es) v

s. Sk

ills-

base

d, S

ubst

anda

rd (N

o)

Rat

ing

Cri

teri

a:1

1.

The

GO

AL

is w

ritte

n in

pla

in la

ngua

ge a

nd is

jarg

on-f

ree.

2.

Th

e G

OA

L de

scrib

es th

e ch

ild’s

invo

lvem

ent i

n ag

e-ap

prop

riate

act

iviti

es to

add

ress

“ac

adem

ic a

nd fu

nctio

nal”

are

as.

3.

The

wor

ding

of t

he G

OA

L em

phas

izes

the

posi

tive.

4.

Th

e G

OA

L is

mea

sura

ble

and

obse

rvab

le. C

lear

and

stra

tegi

es a

nd/o

r acc

omm

odat

ions

are

incl

uded

. 5.

Th

e G

OA

L de

scrib

es h

ow th

e ch

ild w

ill d

emon

stra

te w

hat s

/he

know

s. 6.

Th

e G

OA

L de

scrib

es th

e co

nditi

ons i

n w

hich

the

child

will

dem

onst

rate

pro

gres

s with

out n

amin

g pl

acem

ent.

Sam

ple

IEP

GO

AL

S

Part

icip

atio

n-ba

sed

and

Hig

h Q

ualit

y —

YE

S or

NO

? 1.

Pl

ain

lang

uage

; ja

rgon

fr

ee

2.

Age

-ap

prop

riat

e ac

tiviti

es

3.

Posi

tive

wor

ding

4.

Mea

sure

able

an

d ob

serv

able

5.

Des

crib

es h

ow

the

child

will

de

mon

stra

te

wha

t s/h

e kn

ows

6.

Des

crib

es

cond

ition

s;

does

not

na

me

plac

emen

t.

1.

Giv

en su

ppor

t by

a fa

mili

ar a

dult,

Jayn

e w

ill p

lay

in v

arie

ty

of w

ays (

show

ing

play

inte

ract

ions

such

as p

rete

ndin

g to

co

okin

g, p

layi

ng w

ith d

olls

, car

s, or

blo

cks,

usin

g pa

ints

or

cray

ons)

, and

show

ing

at le

ast t

wo

play

inte

ract

ions

eac

h da

y.

2.

Whe

n si

tting

in a

cha

ir w

ith a

rms o

r oth

er su

ppor

t (pa

ds a

nd

a fo

otre

st),

Ellie

will

feed

her

self

usin

g a

spoo

n fo

r at l

east

ha

lf of

the

mea

l-tim

e.

3.

With

ver

bal r

emin

ders

, Jua

n w

ill p

ut o

n hi

s jac

ket b

y hi

mse

lf ea

ch d

ay b

efor

e go

ing

outs

ide.

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 go

al c

riter

ia

can

also

be

eval

uate

d:

• Th

e G

OA

L in

clud

es w

hat t

he c

hild

is d

oing

now

and

incl

udes

the

fam

ily’s

inpu

t and

con

cern

s. •

The

GO

AL

is a

chie

vabl

e in

one

yea

r and

spec

ific

timel

ines

are

not

ed.

• Th

e G

OA

L de

tails

Spe

cial

Fac

tors

rela

ted

to c

omm

unic

atio

n, a

ssis

tive

tech

nolo

gy a

nd su

ppor

ts sp

ecifi

c to

the

child

’s d

isab

ility

and

/or E

nglis

h la

ngua

ge le

arni

ng.

Sam

ple

IEP

GO

AL

S

Part

icip

atio

n-ba

sed

and

Hig

h Q

ualit

y —

YE

S or

NO

? 1.

Pl

ain

lang

uage

; ja

rgon

fr

ee

2.

Age

-ap

prop

riat

e ac

tiviti

es

3.

Posi

tive

wor

ding

4.

Mea

sure

able

an

d ob

serv

able

5.

Des

crib

es h

ow

the

child

will

de

mon

stra

te

wha

t s/h

e kn

ows

6.

Des

crib

es

cond

ition

s;

does

not

na

me

plac

emen

t.

4.

Usi

ng c

ards

or p

ictu

res,

Jord

an w

ill p

lay

gam

es w

ith a

n ad

ult a

nd o

ne o

ther

chi

ld to

bot

h as

k an

d an

swer

que

stio

ns,

(suc

h as

–“I

am

roun

d an

d re

d an

d yo

u ea

t me—

Wha

t am

I?

”).

5.

Whe

n as

ked

wha

t he

wan

ts, N

atha

n w

ill u

se w

ords

and

/or

gest

ures

, inc

ludi

ng re

fusa

ls (n

o, d

on’t

like

it) to

con

vey

need

s and

wan

ts m

ost o

f the

tim

e (4

out

of 5

tim

es) e

ach

day.

6.

Whe

n gi

ven

two

item

s or t

asks

, Nat

han

will

cho

ose

by

reac

hing

for t

he o

bjec

t or p

ictu

re h

e w

ants

3 o

ut o

f 4 ti

mes

ea

ch d

ay.

7.

Mat

tie w

ill p

lay

by sh

owin

g in

tere

st, t

ryin

g ne

w w

ays t

o pl

ay w

ith a

toy,

or e

xplo

ring

othe

r toy

s for

5 m

inut

es a

t a

time.

8.

Dia

nna

will

cle

ar h

er sn

ack

or m

eal i

tem

s at t

he e

nd o

f eac

h m

eal o

r sna

ck w

ithou

t rem

inde

rs.

9.

Cla

rita

will

clim

b up

and

dow

n st

airs

and

aro

und

obst

acle

s ea

ch d

ay w

ith o

nly

occa

sion

ally

hol

ding

an

adul

ts h

and.

10. E

frat

will

use

‘kno

bbed

’ cra

yons

or t

hick

mar

kers

to d

raw

sh

apes

and

mak

e w

ritin

g st

roke

s and

kee

ping

at i

t for

five

m

inut

es.

11. K

enny

will

be

awar

e of

oth

ers f

eelin

gs a

nd re

spon

d w

ith

appr

opria

te w

ords

or a

ctio

ns m

ost o

f the

tim

e w

hile

pla

ying

ou

tsid

e ea

ch d

ay.

Sam

ple

IEP

GO

AL

S

Part

icip

atio

n-ba

sed

and

Hig

h Q

ualit

y —

YE

S or

NO

? 1.

Pl

ain

lang

uage

; ja

rgon

fr

ee

2.

Age

-ap

prop

riat

e ac

tiviti

es

3.

Posi

tive

wor

ding

4.

Mea

sure

able

an

d ob

serv

able

5.

Des

crib

es h

ow

the

child

will

de

mon

stra

te

wha

t s/h

e kn

ows

6.

Des

crib

es

cond

ition

s;

does

not

na

me

plac

emen

t.

12. E

than

will

use

pic

ture

cue

s to

com

plet

e se

lf-ca

re ro

utin

es

such

as h

and

was

hing

and

toot

h br

ushi

ng, w

ith o

nly

occa

sion

al re

min

ders

eac

h da

y.

13. G

erar

do w

ill ta

lk b

ette

r and

do

thin

gs h

e lik

es.

14. I

wan

t my

child

to ta

lk m

ore

so th

at h

e is

bet

ter u

nder

stoo

d by

oth

ers.

15. G

elad

a w

ill p

lay

gam

es w

ith o

ther

chi

ldre

n.

16. E

than

will

impr

ove

his a

ttent

ion

to ro

utin

e ta

sks.

17. C

hris

will

pla

y in

all

cent

ers a

t Sun

shin

e C

hild

Car

e ea

ch

day.

18. J

ay w

ill p

lay

with

a v

arie

ty o

f toy

s for

at l

east

15

min

utes

.

19. A

bby

will

use

pin

cer g

rasp

with

out p

rona

ting

at th

e w

rist

whe

n us

ing

smal

l toy

s and

item

s.

20. D

anie

l will

mak

e ch

oice

s fou

r out

of f

ive

days

.

21. W

hen

prom

pted

, Mel

issa

will

resp

ond

to a

que

stio

n w

ithou

t cr

ying

or d

ispl

ayin

g ph

ysic

al re

sist

ance

(suc

h as

dro

ppin

g to

th

e flo

or).

22. C

hild

will

stop

cry

ing

whe

n co

min

g in

to th

e ch

ild c

are

cent

er.

23. D

enny

will

say

wha

t he

need

s and

wan

ts in

depe

nden

tly.

24. H

enry

will

com

e in

from

doi

ng so

met

hing

he

likes

whe

n to

ld

to d

o so

.

Appendix I:

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


http://www.nectac.org/~pdfs/topics/families/AgreedUponPractices_FinalDraft2_01_08.pdf

http://leadershipmega-conf-reg.tadnet.org/uploads/ file_assets/attachments/281/original_Integrating_outcomes_IEP_rating.pdf?1280240466

rating ifsp outcomes/iep goals - national early childhood

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