Lead Teacher: Courtney Part One: Part Two: X TTD Chapter: 8

Lead Teaching Date: 5/24/19 TA Submission Date: 5/6/19 Faculty Submission Date: 5/13/19 Revised Submission Date: 5/20/19

Activity Pre-Plan: Part Two

1. What would like me to specifically observe about your teaching/guidance skills during your lead teaching day?
Section 5. Criteria b. “Is punctual arriving to lab and other set-up times and is prepared with any materials brought from home and all documents
and set-up instructions for support teachers.”
I would like to be observed on my professionalism: my punctuality and how well I prepared.

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 Lead Teacher: Courtney Part One: Part Two: X TTD Chapter: 8

Lead Teaching Date: 5/24/19 TA Submission Date: 5/6/19 Faculty Submission Date: 5/13/19 Revised Submission Date: 5/20/19

2. Briefly describe your planning for the toddlers in your lab in the chart below.

Toddler’s Toddler Goal IELG Outcome Developmental Interest(s) Activity Working on Strategies &
First The child’s (a) The Idaho Early Skill Describe the toddler’s Center Goals Adaptations for
Name specific; (b) Learning Identify one interest(s) and how The This is how the Support
observable; Guideline that developmental they connect to where center toddler will be Identify two or
and (c) references the skill the child or how you are being able to work on more strategies
measurable goal family’s goal for possesses and planning for them planned their goal at the and/or
created with their child. how they will use for the activity you adaptations the
their family Include: the (a) it in the activity child have planned teachers will
(stating any domain, (b) goal, being planned for for them specifically use to
criteria or (c) age range, them (this is support the child
conditions) and (d) child unrelated to their at this activity
indicator goal)
M M will improve IELG D2 G17 Age Developmentally, From viewing M’s Cause M will be able M’s teachers will
his 16 to 38 Months Manolo is able to interests on the child and to work on his support him in
coordination, CI10: Walks up pull toys behind information chart, I Effect goal of reaching his goal
balance, and and down stairs him as he walks. noticed that he enjoys improving his as they (a)
overall gross (not alternating He will be able to playing with balls and coordination, directly model
motor skills as feet), without use this gross a variety of other toys. balance, and how to use the
he participates assistance. motor skill as he Part of the pull toys overall gross pull and push
in classroom pulls the store- will have balls motor skills as toys. His teachers
activities bought and home- attached to the back he pulls and, or, will also support
developed for made push or pull of them, which will pushes the toys him in this activity
him one to two toys. give M the provided in the as they (b) use
times daily. opportunity to engage cause and descriptive
with materials of effect activity language, in an
interest to him. Some center. objective manner,
of the push toys have Practicing two to describe what
balls that pop up intentional he is doing.
when they are actions at one
pushed, which will point in time
also provide M the will support
opportunity to engage Manolo in

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 Lead Teacher: Courtney Part One: Part Two: X TTD Chapter: 8

Lead Teaching Date: 5/24/19 TA Submission Date: 5/6/19 Faculty Submission Date: 5/13/19 Revised Submission Date: 5/20/19

Toddler’s Toddler Goal IELG Outcome Developmental Interest(s) Activity Working on Strategies &
First The child’s (a) The Idaho Early Skill Describe the toddler’s Center Goals Adaptations for
Name specific; (b) Learning Identify one interest(s) and how The This is how the Support
observable; Guideline that developmental they connect to where center toddler will be Identify two or
and (c) references the skill the child or how you are being able to work on more strategies
measurable goal family’s goal for possesses and planning for them planned their goal at the and/or
created with their child. how they will use for the activity you adaptations the
their family Include: the (a) it in the activity child have planned teachers will
(stating any domain, (b) goal, being planned for for them specifically use to
criteria or (c) age range, them (this is support the child
conditions) and (d) child unrelated to their at this activity
indicator goal)
with materials of reaching his
interest to him; as IELG-related
well as provide him goal of walking
the experience of up and down
engaging in a cause stairs (not
and bidirectional alternating
effect activity (as the feet), without
balls pop up and fall assistance.
down as the toy is
moved back and
forth).
S S will follow one IELG D5 G54 Age Developmentally, From the information 2nd Swill have the S’s teachers will
to two-step 16 to 38 Months S is able to utilize gathered from Outdoor chance to work support her by
directions given CI2: Follows her gross motor conversation and Activity on her goal of (a) utilizing visual
by her teachers direction, skills to pedal on paperwork, I found following one to cues: holding up
at least two moving from tricycles and ride out that S enjoys the two step the “stop” and
times during one step to two riding toys. She song, “Wheels on the directions when “go” signs as she
lab. steps or three will be able to Bus.” She will have the she participates is riding along the
steps within a utilize this skill opportunity to engage in this activity paths on the
routine. outside as she with forms of as she “drives” playground. They
uses the tricycles transportation and, and rides on will also support
and play cars because of her of the the cars and her in this activity

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 Lead Teacher: Courtney Part One: Part Two: X TTD Chapter: 8

Lead Teaching Date: 5/24/19 TA Submission Date: 5/6/19 Faculty Submission Date: 5/13/19 Revised Submission Date: 5/20/19

Toddler’s Toddler Goal IELG Outcome Developmental Interest(s) Activity Working on Strategies &
First The child’s (a) The Idaho Early Skill Describe the toddler’s Center Goals Adaptations for
Name specific; (b) Learning Identify one interest(s) and how The This is how the Support
observable; Guideline that developmental they connect to where center toddler will be Identify two or
and (c) references the skill the child or how you are being able to work on more strategies
measurable goal family’s goal for possesses and planning for them planned their goal at the and/or
created with their child. how they will use for the activity you adaptations the
their family Include: the (a) it in the activity child have planned teachers will
(stating any domain, (b) goal, being planned for for them specifically use to
criteria or (c) age range, them (this is support the child
conditions) and (d) child unrelated to their at this activity
indicator goal)
provided song, she may also tricycles. She as they (b)
outdoors. engage in make- will be able to prompt her with
believe play with the do this as she clearly-stated,
cars and tricycles, tries to follow specific, and
pretending as if she the specific and positive verbal
were in a bus. positively directions, in
stated connection with
directions/ the visual cues, to
prompts given indicate when it is
by her teachers time to stop or,
to stop (when vice versa, when
they hold a it is time to go.
large stop sign
up) and to go
(when they
hold a large
green sign up).
C C will positively IELG D3 G31 Age Developmentally, I have observed and Large C will have the C’s teachers will
engage and 16 to 38 Months C can match an determined, through Group chance to work (a) work to build a
interact with CI6: Shows object in her hand conversation and Activity on her goal of supportive
her peers increasing or the room to a initial paperwork, that engaging and relationship with
during enthusiasm picture in a book. C enjoys music, interacting with C, built on trust

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 Lead Teacher: Courtney Part One: Part Two: X TTD Chapter: 8

Lead Teaching Date: 5/24/19 TA Submission Date: 5/6/19 Faculty Submission Date: 5/13/19 Revised Submission Date: 5/20/19

Toddler’s Toddler Goal IELG Outcome Developmental Interest(s) Activity Working on Strategies &
First The child’s (a) The Idaho Early Skill Describe the toddler’s Center Goals Adaptations for
Name specific; (b) Learning Identify one interest(s) and how The This is how the Support
observable; Guideline that developmental they connect to where center toddler will be Identify two or
and (c) references the skill the child or how you are being able to work on more strategies
measurable goal family’s goal for possesses and planning for them planned their goal at the and/or
created with their child. how they will use for the activity you adaptations the
their family Include: the (a) it in the activity child have planned teachers will
(stating any domain, (b) goal, being planned for for them specifically use to
criteria or (c) age range, them (this is support the child
conditions) and (d) child unrelated to their at this activity
indicator goal)
classroom about the She can utilize this singing, and reading her peers and respect, so
routines and company of skill in the large books. This activity during she feels
activities one to others. group activity, I will encourage her classroom comfortable and
two times each Love My Shoes, as participation because routines and safe to explore
day. she notices the of its emphasis and activities as she this activity. They
colors of the integration of music listens and will engage her by
shoes the and singing within the engages in this (b) directly and
character in the format and context of large group indirectly
book has on his books and reading. activity in ways modeling positive
feet and inwardly that are unique and independent
or outwardly to her, whether interactions with
(cognitively) and they be silent others and (c)
proceeds to and observant; redirecting her
match the observant and attention by
corresponding actively pointing out what
color of shoes her engaged; her friends are
friends or actively doing (e.g.,
teachers of the engaged and singing, dancing,
class have on their expressive; etc.) Her teachers
feet (either actively will utilize
inwardly or engaged and positive and
outwardly). content or expressive

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 Lead Teacher: Courtney Part One: Part Two: X TTD Chapter: 8

Lead Teaching Date: 5/24/19 TA Submission Date: 5/6/19 Faculty Submission Date: 5/13/19 Revised Submission Date: 5/20/19

Toddler’s Toddler Goal IELG Outcome Developmental Interest(s) Activity Working on Strategies &
First The child’s (a) The Idaho Early Skill Describe the toddler’s Center Goals Adaptations for
Name specific; (b) Learning Identify one interest(s) and how The This is how the Support
observable; Guideline that developmental they connect to where center toddler will be Identify two or
and (c) references the skill the child or how you are being able to work on more strategies
measurable goal family’s goal for possesses and planning for them planned their goal at the and/or
created with their child. how they will use for the activity you adaptations the
their family Include: the (a) it in the activity child have planned teachers will
(stating any domain, (b) goal, being planned for for them specifically use to
criteria or (c) age range, them (this is support the child
conditions) and (d) child unrelated to their at this activity
indicator goal)
calm; or, language as they
through other redirect her
means of attention.
participation.
C C will use her IELG D3 G28 Age Developmentally, From meeting C, I Large Cali will have C’s teachers will
words to ask for 16 to 38 Months C can imitate the noticed that she is a Group the opportunity support her in
a toy she wants, CI8: Begins to behavior of very positive, upbeat, Activity to play reaching her goal
or for a turn, understand how others, especially and social child. She alongside other of taking turns by
one to two to take turns adults. This will enjoys playing around children and (a) directly and
times each day. during play with help her to other children in the take turns with indirectly
peers, with participate in classroom. Her love the props modeling how to
considerable singing along with for other people will associated with do so positively
assistance. her peers and support her the book and and thoughtfully
teachers to Pete participation in the song. with other
the Cat: I Love My Pete the Cat large teachers and
White Shoes. group activity. toddlers in class.
They will also (b)
redirect her
attention from
the toys she is
interested in
having to the

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 Lead Teacher: Courtney Part One: Part Two: X TTD Chapter: 8

Lead Teaching Date: 5/24/19 TA Submission Date: 5/6/19 Faculty Submission Date: 5/13/19 Revised Submission Date: 5/20/19

Toddler’s Toddler Goal IELG Outcome Developmental Interest(s) Activity Working on Strategies &
First The child’s (a) The Idaho Early Skill Describe the toddler’s Center Goals Adaptations for
Name specific; (b) Learning Identify one interest(s) and how The This is how the Support
observable; Guideline that developmental they connect to where center toddler will be Identify two or
and (c) references the skill the child or how you are being able to work on more strategies
measurable goal family’s goal for possesses and planning for them planned their goal at the and/or
created with their child. how they will use for the activity you adaptations the
their family Include: the (a) it in the activity child have planned teachers will
(stating any domain, (b) goal, being planned for for them specifically use to
criteria or (c) age range, them (this is support the child
conditions) and (d) child unrelated to their at this activity
indicator goal)
child who is
holding the toy.
They will do this
by specifically
explaining to C
what they see
about how the
other toddler
feels when their
toy is taken away
from them.
Teachers will help
C ask for a turn to
play with the toy
the other child
has. After this
takes place, her
teachers will
emphasize the
positive
interaction she
had with her

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 Lead Teacher: Courtney Part One: Part Two: X TTD Chapter: 8

Lead Teaching Date: 5/24/19 TA Submission Date: 5/6/19 Faculty Submission Date: 5/13/19 Revised Submission Date: 5/20/19

Toddler’s Toddler Goal IELG Outcome Developmental Interest(s) Activity Working on Strategies &
First The child’s (a) The Idaho Early Skill Describe the toddler’s Center Goals Adaptations for
Name specific; (b) Learning Identify one interest(s) and how The This is how the Support
observable; Guideline that developmental they connect to where center toddler will be Identify two or
and (c) references the skill the child or how you are being able to work on more strategies
measurable goal family’s goal for possesses and planning for them planned their goal at the and/or
created with their child. how they will use for the activity you adaptations the
their family Include: the (a) it in the activity child have planned teachers will
(stating any domain, (b) goal, being planned for for them specifically use to
criteria or (c) age range, them (this is support the child
conditions) and (d) child unrelated to their at this activity
indicator goal)
friend as they
expandi on it by
saying, “C, you
asked for a toy
and (insert name
here) gave it to
you,” or
something
similar.
Z Z will say her IELG D5 G52 Age Developmentally, From paperwork and Sensory Zwill have the Z’s teachers will
name and use 16 to 38 months Z can pour out conversation, I have opportunity to support her in
her words two CI1: Increasingly contents of a figured out that Z use her words reaching her goal
to three times a uses words and container. This enjoys playing in the as she by (a) modeling
day to express phrases. will aid her in snow during winter. communicates effective and
her wants and being able to She also enjoys the verbally with thoughtful
needs. participate in the song “Baby Shark.” her teachers at communication
sensory activity as The water in the the sensory throughout lab
she scoops up sensory table will have table when she and during this
water and dumps sea animals and water needs activity. When Z
it out. to experiment with. assistance with wants something,
Zoe’s enjoyment of completing a instead of just
snow and her ability task or when handing it to her

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 Lead Teacher: Courtney Part One: Part Two: X TTD Chapter: 8

Lead Teaching Date: 5/24/19 TA Submission Date: 5/6/19 Faculty Submission Date: 5/13/19 Revised Submission Date: 5/20/19

Toddler’s Toddler Goal IELG Outcome Developmental Interest(s) Activity Working on Strategies &
First The child’s (a) The Idaho Early Skill Describe the toddler’s Center Goals Adaptations for
Name specific; (b) Learning Identify one interest(s) and how The This is how the Support
observable; Guideline that developmental they connect to where center toddler will be Identify two or
and (c) references the skill the child or how you are being able to work on more strategies
measurable goal family’s goal for possesses and planning for them planned their goal at the and/or
created with their child. how they will use for the activity you adaptations the
their family Include: the (a) it in the activity child have planned teachers will
(stating any domain, (b) goal, being planned for for them specifically use to
criteria or (c) age range, them (this is support the child
conditions) and (d) child unrelated to their at this activity
indicator goal)
to manipulate and soliciting for because they
explore in that context someone to know what she is
will support her as she play with her. talking about, her
experiments with the teachers will (b)
items in the sensory give direct and
table. indirect verbal
cues to scaffold
her use of words
to ask for what
she wants. Her
teachers will
encourage her
use of verbal skills
as they (c) use
and model
descriptive
language and
parallel talk.
B B will use his IELG D5 G52 Age B can build towers B enjoys cars and Indoor B will have the B’s teachers will
words to 16 to 38 months of six blocks or blocks. His interest in Fine opportunity to support him in
express wants CI1: Increasingly more. This skill cars and blocks will Motor use his words to reaching his goal
and needs indicates his support him as he express his by modeling

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 Lead Teacher: Courtney Part One: Part Two: X TTD Chapter: 8

Lead Teaching Date: 5/24/19 TA Submission Date: 5/6/19 Faculty Submission Date: 5/13/19 Revised Submission Date: 5/20/19

Toddler’s Toddler Goal IELG Outcome Developmental Interest(s) Activity Working on Strategies &
First The child’s (a) The Idaho Early Skill Describe the toddler’s Center Goals Adaptations for
Name specific; (b) Learning Identify one interest(s) and how The This is how the Support
observable; Guideline that developmental they connect to where center toddler will be Identify two or
and (c) references the skill the child or how you are being able to work on more strategies
measurable goal family’s goal for possesses and planning for them planned their goal at the and/or
created with their child. how they will use for the activity you adaptations the
their family Include: the (a) it in the activity child have planned teachers will
(stating any domain, (b) goal, being planned for for them specifically use to
criteria or (c) age range, them (this is support the child
conditions) and (d) child unrelated to their at this activity
indicator goal)
three to four uses words and ability to pick up participates in this wants and effective and
times a day (in phrases. and place objects activity where there needs in this thoughtful
lab). with are a variety of cars activity as he communication
intentionality. This and block-like solicits his throughout lab
will support him materials to push into teachers’ and during this
as he picks up and the “plunker can.” assistance with activity. His
places the reading the teachers will
materials in the book. purposefully use
“plunker can” at expansive
the fine motor language and
activity center. parallel talk with
him to encourage
his use of his
words to ask for
what he wants
instead of just
handing it to him
because they
know what he is
talking about. B’s
teachers will be
patient and

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 Lead Teacher: Courtney Part One: Part Two: X TTD Chapter: 8

Lead Teaching Date: 5/24/19 TA Submission Date: 5/6/19 Faculty Submission Date: 5/13/19 Revised Submission Date: 5/20/19

Toddler’s Toddler Goal IELG Outcome Developmental Interest(s) Activity Working on Strategies &
First The child’s (a) The Idaho Early Skill Describe the toddler’s Center Goals Adaptations for
Name specific; (b) Learning Identify one interest(s) and how The This is how the Support
observable; Guideline that developmental they connect to where center toddler will be Identify two or
and (c) references the skill the child or how you are being able to work on more strategies
measurable goal family’s goal for possesses and planning for them planned their goal at the and/or
created with their child. how they will use for the activity you adaptations the
their family Include: the (a) it in the activity child have planned teachers will
(stating any domain, (b) goal, being planned for for them specifically use to
criteria or (c) age range, them (this is support the child
conditions) and (d) child unrelated to their at this activity
indicator goal)
responsive to his
needs and wants
by looking at his
eyes and using
appropriate facial
expressions
(cues).
L L will be able to D5 G52 16 to 38 Developmentally, Lincoln enjoys animals Sensory L will have the L’s teachers will
say at least one Months L can screw and and books. In this opportunity to support him in
2- to 3-word CI8: Starts to use unscrew lids. This activity, there will be work on his reaching his goal
sentence while short sentences. fine motor skills sea animals/ goal as he uses by building on his
in lab each day indicates his mammals in the his words and language skills
in order to ability to sensory table and an communicates through modeling
express his manipulate the associated book about to his teachers effective and
wants and items in the the animals included his needs when thoughtful
needs. sensory bin. in the sensory table. he needs help communication
problem styles. They will
solving, etc. For also support him
example, “Can in his goal of
you help me?” saying two to
three-word
sentences by

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 Lead Teacher: Courtney Part One: Part Two: X TTD Chapter: 8

Lead Teaching Date: 5/24/19 TA Submission Date: 5/6/19 Faculty Submission Date: 5/13/19 Revised Submission Date: 5/20/19

Toddler’s Toddler Goal IELG Outcome Developmental Interest(s) Activity Working on Strategies &
First The child’s (a) The Idaho Early Skill Describe the toddler’s Center Goals Adaptations for
Name specific; (b) Learning Identify one interest(s) and how The This is how the Support
observable; Guideline that developmental they connect to where center toddler will be Identify two or
and (c) references the skill the child or how you are being able to work on more strategies
measurable goal family’s goal for possesses and planning for them planned their goal at the and/or
created with their child. how they will use for the activity you adaptations the
their family Include: the (a) it in the activity child have planned teachers will
(stating any domain, (b) goal, being planned for for them specifically use to
criteria or (c) age range, them (this is support the child
conditions) and (d) child unrelated to their at this activity
indicator goal)
label any and all
emotions he is
feeling and
providing him
with the words to
name those
feelings when it is
appropriate.
W W will develop D4 G39 16 to 38 W possesses the W enjoys cars and Indoor W will have the W’s teachers will
his Months self-help skill of trucks. The fine motor Fine opportunity to support him in
understanding CI1: Matches being able to help activity (the plunker Motor work on his reaching his goal
of number objects by a clean up and put can) has cars and goal of by counting the
concepts by single things away. This trucks as an option to understanding objects he places
working on characteristic indicates his fine push through the number in the jar as he
one-to-one (size, color, motor and precut slits. This will concepts by drops them in.
correspondence shape, or cognitive ability to hopefully intrigue him working on They will also
twice a day quantity). purposefully place to come participate counting OR support him by
during lab. an object into and experiment with one-to-one counting pictures
another larger the activity. correspondence and objects in the
object. as he picks up classroom or on
and places each the playground.

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 Lead Teacher: Courtney Part One: Part Two: X TTD Chapter: 8

Lead Teaching Date: 5/24/19 TA Submission Date: 5/6/19 Faculty Submission Date: 5/13/19 Revised Submission Date: 5/20/19

Toddler’s Toddler Goal IELG Outcome Developmental Interest(s) Activity Working on Strategies &
First The child’s (a) The Idaho Early Skill Describe the toddler’s Center Goals Adaptations for
Name specific; (b) Learning Identify one interest(s) and how The This is how the Support
observable; Guideline that developmental they connect to where center toddler will be Identify two or
and (c) references the skill the child or how you are being able to work on more strategies
measurable goal family’s goal for possesses and planning for them planned their goal at the and/or
created with their child. how they will use for the activity you adaptations the
their family Include: the (a) it in the activity child have planned teachers will
(stating any domain, (b) goal, being planned for for them specifically use to
criteria or (c) age range, them (this is support the child
conditions) and (d) child unrelated to their at this activity
indicator goal)
object into the
“plunker can.”
O O will count to D4 G39 16 to 38 Developmentally, From reading the child Cause O will have the O’s teachers will
ten at least Months O can make information chart, I and opportunity to support him in
three times CI3: May begin various types of figured out that Onan Effect work on his reaching his goal
each lab. to imitate mechanical toys thoroughly enjoys goal of counting by extending his
counting. Uses work. This being chased, running, to ten as he vocabulary
some number cognitive ability and various other notices and/or regarding
words (one, two will support his gross motor counts the numbers/
. . .). participation in movement activities. number of numeracy
the cause and Although this cause items attached through
effect activity and effect activity to some of the purposefully
because of how does not involve pull toys. He counting to ten
he can running specifically, it may even with him. They
intentionally use is related because as notice the balls will also help him
the push and pull he pulls and pushes popping up in to recognize the
mechanical toys. the toys he is using the push toy numbers one
the muscles in his and may through 10 by
legs. Pulling these toys attempt pointing out
as he walks around counting them those numbers
the room may spark as well. when they come
him to pretend like

Page 13
 Lead Teacher: Courtney Part One: Part Two: X TTD Chapter: 8

Lead Teaching Date: 5/24/19 TA Submission Date: 5/6/19 Faculty Submission Date: 5/13/19 Revised Submission Date: 5/20/19

Toddler’s Toddler Goal IELG Outcome Developmental Interest(s) Activity Working on Strategies &
First The child’s (a) The Idaho Early Skill Describe the toddler’s Center Goals Adaptations for
Name specific; (b) Learning Identify one interest(s) and how The This is how the Support
observable; Guideline that developmental they connect to where center toddler will be Identify two or
and (c) references the skill the child or how you are being able to work on more strategies
measurable goal family’s goal for possesses and planning for them planned their goal at the and/or
created with their child. how they will use for the activity you adaptations the
their family Include: the (a) it in the activity child have planned teachers will
(stating any domain, (b) goal, being planned for for them specifically use to
criteria or (c) age range, them (this is support the child
conditions) and (d) child unrelated to their at this activity
indicator goal)
what he is pulling is up in books,
“chasing him.” activities, etc.
C C will string D5 G52 16 to 38 Developmentally, From the information Sensory C will have the C’s teachers will
together three Months C can screw and provided in his opportunity to support him in
or more words C1: Increasingly unscrew jar lids. paperwork, I work on his reaching his goal
three to four uses words and This fine motor recognized that C goal of stringing by modeling
times each lab. phrases capability will help enjoys activities and together three excellent
him to be able to books that involve or more words language skills: (a)
grasp and move animals of various as he discusses speaking literally
the sea animals/ types. His interest in the items of his and plainly and
mammals in the animals will support interest with his (b) speaking in
sensory table and his participation in this peers at the full sentences
experiment with activity because the sensory activity with a normal
the mini bilibos. book provided next center. For rate of speech
the sensory center example he and intonations
incorporates sea may say, “Can I of voice to
animals/mammals. have the encourage him to
animal?” speak in
sentences. They
will be positive
and intentional in

Page 14
 Lead Teacher: Courtney Part One: Part Two: X TTD Chapter: 8

Lead Teaching Date: 5/24/19 TA Submission Date: 5/6/19 Faculty Submission Date: 5/13/19 Revised Submission Date: 5/20/19

Toddler’s Toddler Goal IELG Outcome Developmental Interest(s) Activity Working on Strategies &
First The child’s (a) The Idaho Early Skill Describe the toddler’s Center Goals Adaptations for
Name specific; (b) Learning Identify one interest(s) and how The This is how the Support
observable; Guideline that developmental they connect to where center toddler will be Identify two or
and (c) references the skill the child or how you are being able to work on more strategies
measurable goal family’s goal for possesses and planning for them planned their goal at the and/or
created with their child. how they will use for the activity you adaptations the
their family Include: the (a) it in the activity child have planned teachers will
(stating any domain, (b) goal, being planned for for them specifically use to
criteria or (c) age range, them (this is support the child
conditions) and (d) child unrelated to their at this activity
indicator goal)
their approach to
helping him
progress. They
will utilize open-
ended questions
and expanding on
the words he
says.

Page 15