IEP Goals with Early Childhood Outcomes
Document date:
Page ___ of ___
Students Ages 3-5
Students Name:
District ID:
Native Lang:
Ethnicity:
District:
State ID:
Birth Date:
Grade:
Sex:
Age:
School:
Was this child served in the Part C Infant Toddler Program? Yes __X___ No _______
If yes, the Infant Toddler Program assessment(s), IFSP, and ECO data may be utilized as part of the IEP
process.
Outcome 1: Positive Social-Emotional Skills, including Social Relationships
1. Present Level of Performance:
a. Parent Input: (Related to strengths and concerns in childs functioning in this outcome area)
Mom had reported that B likes to play with other children. She plays very well with children
if she is playing next to peers. B likes to hug other children and there are times that the other children do not
like it. She can roll back and forth. B will sometimes throw toys when she is not prompted to clean up. She
will follow directions when she is engaged in the activity.
b. State Approved Anchor Assessment and date completed:
Brigance-II 4/4/16
c. Summarize the specific skills this child has that are age-appropriate, immediate foundational,
and/or foundational skills based on assessments, observations and interviews:
Age Appropriate Skills (same age child):
Immediate Foundational Skills (younger child):
Has temper tantrums when frustrated, explores environment dependently, checks-in with
familiar adults while playing, play alone for short periods of times,
Foundational Skills (much younger child):
Waves in response to bye-bye, beifly stops behavior when told no, uses voice to gain
attention or protest.
d. Early Childhood Outcome Entry, Exit, and Progress Data Collection (for State reporting
purposes only)
Outcome Area
ECO Entry
Rating
*Annual ECO
Rating and
Date
*Annual ECO
Rating and
Date
ECO Exit
Rating
Progress at
exit?
Yes/No
Positive Social
3
Emotional Skills
*Enter updated ECO rating and date at the annual review.
Check one of the following.
May 2013
___X__ The child uses a mix of age-appropriate, immediate foundational, and/or
Form 410b-EC1
foundational skills across settings (5 or lower), annual goals are below.
e. Describe the childs baseline performance for the annual goal (s) and how
participation in pre-academic and non-academic activities and routines is adversely
affected.
B is 36 months old who enjoys playing with others. She enjoys being around others and
playing but is struggling with engagement in different activities. She gets frustrated when she
is asked to hold the crayon in the middle. She also gets frustrated when she cant get picture. B
requires special education support in home intervention setting to help increase her social emotional skills. Without intervention of special education support, B may fall further behind
her peers.
2. General Education Content Standard(s): (List all of the Idaho eGuidelines standards that related to the
Annual goal(s) of need)
IELG Goal 38: Children develop friendships with peers
IELG Goal 31 Children participate in Group Activities
3. Annual goal: (Specific measurable skill(s) and the condition that would indicate improved functioning in
general education curriculum and setting related to this outcome.)
During home intervention, B will be able to demonstrate 3 positive reactions to being asked to hold the
crayon in the middle with two different peers.
4. Evaluation Procedure (criteria, procedure, and schedule):
3 different peers each week as recorded by the home interventionist using observation and data.
5. Assistive Technology (if needed):
N/A
6. How and When Progress Toward Goal Is Reported:
Enter report card dates in the 1st line below.
*Note*Note: If the student is not progressing according to target dates, parents will be informed.
*Progress Codes:
1 = Completed
2 = In progress
May 2013
3 = Not started
4 = Other:
Progress Projection Codes:
A = Progress is adequate to meet target dates.
B = Progress is inadequate to meet target date.
Form 410b-EC1
3. Annual goal: (Specific measurable skill(s) and the condition that would indicate improved functioning in
general education curriculum and setting related to this outcome.)
4. Evaluation Procedure (criteria, procedure, and schedule):
5. Assistive Technology (if needed):
6. How and When Progress Toward Goal Is Reported:
Enter report card dates in the 1st line below.
May 2013
Form 410b-EC1
e. Describe the childs baseline performance for the annual goal (s) and how
participation in pre-academic and non-academic activities and routines is
adversely affected.
2. General Education Content Standard(s): (List all of the Idaho eGuidelines standards that related to the
Annual goal(s) of need)
May 2013
Form 410b-EC1
