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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 nectac@unc.edu • email www.nectac.org • web Project Directors: Lynne Kahn Project Officer at OSEP: Julia Martin Eile
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.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 2
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
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 3
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.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 4
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
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 5
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).
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 6
Appendix A:
IFSP Outcome Cards
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 7
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.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 8
IFSP Outcome 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 IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Kimmie will play with her toys so Grandma can cook breakfast and get the older kids off to school.
IFSP Outcome Card 4
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.
Leroy will play together with his brother and express himself without hitting.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 9
IFSP Outcome 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 IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Kamika will sleep through the night.
IFSP Outcome Card 6
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.
Marcus will play in the backyard getting around on his own using his walker.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 10
IFSP Outcome 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 IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Walker will make some friends at story time at the library.
IFSP Outcome Card 8
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.
Phu will eat enough food so he can gain weight and not have to have surgery.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 11
IFSP Outcome 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 IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Miles will be happy and relaxed when his mom leaves him at child care.
IFSP Outcome Card 10
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.
Ahmet will get to eat what he wants during mealtimes by pointing or looking at the choices his parents provide.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 12
IFSP Outcome 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 IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Dahlia will join the family on short hikes at Upper Creek Falls while riding comfortably in her infant carrier.
IFSP Outcome Card 12
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.
Davis will talk more and pronounce words better.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 13
IFSP Outcome 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 IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Bonnie will use a pincer grasp to flip a switch.
IFSP Outcome Card 14
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.
Marta will participate in range of motion and strengthening exercises.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 14
IFSP Outcome 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 IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Robin will stop having tantrums at separation.
IFSP Outcome Card 16
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.
Miguel will improve his sleeping patterns 4 out of 5 times.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 15
IFSP Outcome 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 IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Angel will participate in reciprocal turn taking during one-‐to-‐one facilitation.
IFSP Outcome Card 18
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.
The occupational therapist will assist Jana in grasping objects.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 16
IFSP Outcome 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 IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Marcus will stack 4 blocks.
IFSP Outcome Card 20
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.
Lanesha will gradually stop eating baby food and eat more solid foods.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 17
IFSP Outcome 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 IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Thomas will tolerate lying on his stomach for 10 minutes without crying.
IFSP Outcome Card 22
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.
I want my child to walk.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 18
Appendix B:
IFSP Outcomes Placemat
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 19
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
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 21
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
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 24
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.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 25
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 E and are used to write in a “yes” or “no” answer.
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?”).
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 26
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 E and are used to write in a “yes” or “no” answer.
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
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 given two items or tasks, Nathan will choose by reaching for the object or picture he wants 3 out of 4 times each day.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 27
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 E and are used to write in a “yes” or “no” answer.
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
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.
Dianna will clear her snack or meal items at the end of each meal without reminders.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 28
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 E and are used to write in a “yes” or “no” answer.
Clarita will climb up and down stairs and around obstacles each day with only occasionally holding an adult's hand.
IEP Goal Card 10
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.
Efrat will use ‘knobbed’ crayons or thick markers to draw shapes and make writing strokes and keeping at it for five minutes.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 29
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 E and are used to write in a “yes” or “no” answer.
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.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 30
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 E and are used to write in a “yes” or “no” answer.
Gerardo will talk better and do things he likes.
IEP Goal Card 14
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.
I want my child to talk more so that he is better understood by others.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 31
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 E and are used to write in a “yes” or “no” answer.
Gelada will play games with other children.
IEP Goal Card 16
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 improve his attention to routine tasks.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 32
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 E and are used to write in a “yes” or “no” answer.
Chris will play in all centers at Sunshine Child Care each day.
IEP Goal Card 18
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.
Jay will play with a variety of toys for at least 15 minutes.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 33
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 E and are used to write in a “yes” or “no” answer.
Abby will use pincer grasp without pronating at the wrist when using small toys and items.
IEP Goal Card 20
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.
Daniel will make choices four out of five days.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 34
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 E and are used to write in a “yes” or “no” answer.
When prompted, Melissa will respond to a question without crying or displaying physical resistance (such as dropping to the floor).
IEP Goal Card 22
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.
Child will stop crying when coming into the child care center.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 35
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 E and are used to write in a “yes” or “no” answer.
Denny will say what he needs and wants independently.
IEP Goal Card 24
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.
Henry will come in from doing something he likes when told to do so.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 36
Appendix E:
IEP Goals Placemat
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 37
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
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 39
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
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 43
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
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals 46
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
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