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(h) The Department of Commerce may take specific official actions (Ratings Authorizations, Directives, Letters of Understanding, Administrative Subpoenas, Demands for Information, and Inspection Authorizations) to implement or enforce the provisions of the DPAS (see 15 CFR 700.60-700.71).

(i) Contracting officers shall report promptly any violations of the DPAS in accordance with agency procedures to the Office of Strategic Industries and Economic Security, U.S. Department of Commerce, Room 3876, Washington, DC 20230, Ref: DPAS; telephone: (202) 482-3634 or fax: (202) 482-5650.

(a) Contracting officers shall insert the provision at Converse Chuck Taylor All Star Glitter High Top Sneakers Bright Violet/Natural/White pgJiHYn
, Notice of Priority Rating for National Defense, Emergency Preparedness, and Energy Program Use, in solicitations when the contract to be awarded will be a rated order.

(b) Contracting officers shall insert the clause at Aureus Mens Patron Nubuck Leather High Top Shoe Navy Blue uwDjfIqZK
, Defense Priority and Allocation Requirements, in contracts that are rated orders.

(a) A fixed-price supply contract may authorize Government acceptance of a variation in the quantity of items called for if the variation is caused by conditions of loading, shipping, or packing, or by allowances in manufacturing processes. Any permissible variation shall be stated as a percentage and it may be an increase, a decrease, or a combination of both; however, contracts for subsistence items may use other applicable terms of variation in quantity.

(b) There should be no standard or usual variation percentage. The overrun or underrun permitted in each contract should be based upon the normal commercial practices of a particular industry for a particular item, and the permitted percentage should be no larger than is necessary to afford a contractor reasonable protection. The permissible variation shall not exceed plus or minus 10 percent unless a different limitation is established in agency regulations. Consideration shall be given to the quantity to which the percentage variation applies. For example, when delivery will be made to multiple destinations and it is desired that the quantity variation apply to the item quantity for each destination, this requirement must be stated in the contract.

(c) Contractors are responsible for delivery of the specified quantity of items in a fixed-price contract, within allowable variations, if any. If a contractor delivers a quantity of items in excess of the contract requirements plus any allowable variation in quantity, particularly small dollar value overshipments, it results in unnecessary administrative costs to the Government in determining disposition of the excess quantity. Accordingly, the contract may include the clause at 52.211-17 , Delivery of Excess Quantities, to provide that --

(1) Excess quantities of items totaling up to $250 in value may be retained without compensating the contractor; and

Creating Meaningful and Measurable Early Childhood Individual Education Plan (IEP) Goals
Page 3 of 8

Measurable annual goals are statements that describe what a child with a disability can reasonably be expected to accomplish within a 12-month period in the child's education program. There should be a direct relationship between the measurable annual goals and the needs identified in the PLAAFP. Measurable annual goals must be related to meeting the child's needs that result from the child's disability, thus enabling the child to be involved in and progress in appropriate activities. Every need identified in the PLAAFP must be addressed somewhere in the IEP. Most often, these needs will be addressed as annual goals. Well-written goals are meaningful measurable. Meaningful and measurable goals can be easily monitored, and therefore are useful to teachers in making educational decisions.

A goal is meaningful when it describes a behavior/skill that will have a real impact on the success of a child in current, as well as future environments. Therefore, the IEP team should select goals that are not likely to develop without intervention. Goals are meaningful when they enhance and address multiple areas in a child's life, when they match a child's developmental level, and are based on the progress a child can reasonably be expected to achieve within 12 months.

A good way to determine if a goal is meaningful is to apply the "so what" test. Ask yourself, "What will the ability to achieve this goal do for the child?" The following is an example of the "so what" test:

In this example, there are many benefits to Kelly in accomplishing the goal. The answers to the "so what" test indicate this is a useful skill for Kelly, and therefore the goal is meaningful. Had the team been unable to provide a good answer to the "so what" test, then the goal would not be functional and another goal should be selected

A second test used by teams to identify the appropriateness of a goal is the "stranger test". Goals should be written so that anyone who is working with the child, including the parents, can use the information to develop appropriate intervention plans and assess the child's progress.

The word measurable implies that something can be observed and/or counted in some manner. Behaviors such as walking up the stairs unassisted, asking a friend to play, and pretending that a block is a phone are observable, and therefore measurable. Final products that are a result of attained goals are also measurable. To make a goal measurable, the following components must be included:

: This is usually spelled out in the number of weeks or a certain date for completion of the goal.

This specifies the setting, accommodations, and description of the assessment method and/or the manner in which progress toward the goal is measured.

This clearly identifies the performance being monitored, and reflects an action that can be directly observed and is measurable.

This identifies how much, how often, and to what standard the behavior must occur in order to demonstrate that the goal has been reached.

To write measurable goals, start with the baseline data provided in the PLAAFP. What do you know about what the child can do? In the first PLAAFP example, we know that Katie is able to hold crayons, markers and other writing utensils in her fist, and make scribbles on paper. She paints using down strokes only with a paintbrush. Given the baseline information we also know that a typically developing child of the same age holds the same types of utensils between the thumb and forefingers. These are all observable behaviors and can therefore be measured. We also know from the PLAAFP that Katie's inability to hold the writing utensils between her thumb and forefingers is keeping her from being able to create representational artwork like that of other children her same age. We could hypothesize that without intervention, Katie will improve in her ability to draw because she doesn't avoid these types of activities in school, and has the cognitive skills necessary for this skill. However, we also know that Katie's peers will be improving at a much faster rate. Without intervention, the gap between Katie's skills and her peers will continue to get larger. Given this information we could write a measurable goal as follows:

The following are examples of measurable annual goals. They contain a timeframe, condition, specific behavior and criterion.

Using the information you have learned, how would you re-write the following goals?

1. I

Hand Outs

Essential Elements of Measurable Annual Goals

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Writing Measurable Annual Goals
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