What would a goal look like?

Upon scoring and summarizing the AEPS, many ask, "So what would an IEP goal look like?" As many of you know...the answer varies depending on state rules and of course the child's present level of performance...but in an effort to help move folks toward more measurable and functional goals two examples are provided here. Feel free to comment....we look forward to hearing from you.

Goal 1: During daily activities, Serina will manipulate a variety of objects/toys/materials that require use of both hands at the same time, while performing different movements. She will manipulate three different objects/toys/materials once each day for a 2 week period. For example, Serina will button clothing, thread and zip a zipper, and/or cut out shapes with curved lines.

• During daily activities, Serina will grasp hand-size objects with either hand using the ends of her thumb, index, and second fingers. Objects need to be held by the fingers and not rest in her palm. She will grasp three different hand-size objects each day for 2 weeks. For example, Serina will grasp bath toys, blocks, crackers, playdough pieces, large/fat crayons or markers.
• During daily activities, Serina will perform any two-handed task using one hand to hold or steady an object/toy/material while using the other hand to manipulate the object/toy/material or perform a movement. She will perform three different two-handed tasks per day for 2 weeks. For example, Serina will hold a piece of paper and draw with a crayon, hold paper and cut paper in half, hold a bowl and spoon up food or liquid, spread food with a knife, zip a zipper.

Goal 2. Using a variety of one and two words, Serina will request objects, people, or materials, inform others, and greet others during daily activities. Two different adults will understand what she says three times each day for a 2 week period. To be understood by other adults, Serina will produce/say final consonant sounds of /p, b, t, d, k/, and will produce/say the first consonant sounds of /k, l, g, f, v, ch, j, th/ without making substitutions for other consonants in words.

• Using a variety of one and two words, Serina will request objects, people, or materials from others (adults or peers) during daily activities. Two different adults will understand what she says three times each day for a 2 week period. For example, Serina will say words/phrases such as "Up", "Give toy," or "More food." To be understood by other adults, Serina will produce/say final consonant sounds of /p, b, t, d, k/, and will produce/say the first consonant sounds of /k, l, g, f, v, ch, j, th/ without making substitutions for other consonants in words.
• Using a variety of one and two words, Serina will inform others (adults or peers) about daily activities. Two different adults will understand what she says three times each day for a 2 week period. For example, Serina will say words/phrases such as "Cat," "Milk," "Big book." To be understood by other adults, Serina will produce/say final consonant sounds of /p, b, t, d, k/, and will produce/say the first consonant sounds of /k, l, g, f, v, ch, j, th/ without making substitutions for other consonants in words.
• Using a variety of one and two words, Serina will greet others (adults or peers). Two different adults will understand what she says three times each day for a 2 week period. For example, Serina will say "Hey" or "Hi Marley, Hi Beth, Hi Kate," or "Good Morning." To be understood by other adults, Serina will produce/say final consonant sounds of /p, b, t, d, k/, and will produce/say the first consonant sounds of /k, l, g, f, v, ch, j, th/ without making substitutions for other consonants in words.