Enhancing Recognition of High Quality, Functional IEP Goals: A Training Activity for Early Childhood Special Education Staff

This training activity was created to support participants' understanding of the criteria needed to develop and write high quality, participation-based Individualized Education Program (IEP) goals. The term "functional" is often used to describe what goals ought to be, yet many Early Childhood Special Education (ECSE) staff (e.g., teachers and related services staff) struggle to define what makes a goal "functional." Still others struggle with making goals meet the criteria set forth in regulations, as well as have meaning for families. Reviews of existing resources developed by national experts provided a framework for considering IEP goals to determine if the goals are high quality and support the child's participation in everyday routines and activities. The key to supporting the development of high quality, participation-based goals is creating a clear and deliberate link between every step of the IEP process, beginning with interactions with the family during initial contacts and referral through the development of the IEP, and beyond. Critical to this process is the fundamental belief that children learn best through their participation in everyday activities and routines with familiar people. Also critical to this process are three important skills for providers: (1) The ability to understand how to gather information from families throughout the process; (2) 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; (3) The ability to use the information to develop goals. Throughout the process of gathering information from families, special attention should be paid to the information the family shares about what's working well for them, as well as what is challenging. When paired with the ECSE staff's knowledge of early development and functional assessment occurring in multiple situations and settings, and over time, information from families provides all that is needed to develop high quality, participation based goals. Six key criteria that define IEP Goals as high quality and participation based are detailed. An IEP goals rating activity is outlined, and activity instructions are provided. An Alternate activity is also included. Appendices include: (1) Criteria Defining High Quality, Participation-Based IEP Goals; (2) IEP Goal Cards; (3) IEP Goals Placemat (4) Answer Key to Rating IEP Goals; (5) Worksheet for Rating IEP Go