The following examples are provided as suggestions as ways to incorporate IEP goals into family routines during distance learning.
Please remember that each child and family are unique; the activities, lessons, and interventions should be tailored to each child’s specific IEP goals as well as to the family’s needs and schedules.
Your suggestions of goals, matrices, and resources should be made based on your knowledge of the child. It important to have ongoing discussions with families to further inform your lessons and suggestions.
The examples included below demonstrate the use of the matrix as a record form for progress monitoring. The form can be completed by the family and shared with the teacher. Another option is for the teacher to complete the form during a conversation with the family. Note that additional methods of collecting information for progress monitoring are included on Addressing IEP Goals: Matrices and Resources
- Examples Below: Child A – Communication goal for making choices. The matrix included has spaces for up to five daily routines.
- Communication goal for Child A
- Matrix of activities – examples for Child A
- Progress monitoring matrix with family and teacher input for Child A
- Additional resources related to intensive supports similar to those for Child A
- Examples Below: Child B – Communication goal for using two word phrases to answer simple questions. The matrix included has spaces for up to thirteen daily home routines.
- Communication goal for Child B
- Matrix of activities – examples for Child B
- Progress monitoring matrix with targeted skills and teacher-family input for Child B
- Additional resources related to specialized supports similar to those for Child B
- Examples Below: Child C – Social-emotional goal for using calming strategies when frustrated. The matrix included has spaces for up to five daily routines.
- Social-emotional goal for Child C
- Matrix of activities – examples for Child C
- Progress Monitoring Matrix for Child C
- Additional resources related to intensive supports similar to those for Child C
- Examples Below: Child D – Social-emotional goal for taking turns during play, activities, and routines. The matrix included has spaces for suggestions for up to thirteen daily routines or activities.
- Social-emotional goal for Child D
- Matrix of activities – examples for Child D
- Progress Monitoring Matrix for Child D
- Additional resources related to specialized supports similar to those for Child D