In an effort to create IFSPs and IEPs which are considered to be more "user-friendly," Angela Capone and Karla Hull (1994) envisioned the concept of writing a "discipline free" IEP. The intent was to develop an IEP document in which any teacher, paraprofessional, therapist, or family member could pick up and read, understand, and effectively implement. Goals are no longer "assigned" to one particular service provider. Rather, the goals reflect the whole child. For example, a goal might read, "Sally will increase her skills in the area of independence." Within this goal, objectives might include speech (increased peer interactions, requesting assistance), motor (mobility from one area to another, reaching for and grasping toys), and self-help (serving self at snack, putting toys away). This goal takes a more holistic view of the child as opposed to goals written as, "Sally will increase her sentence length and complexity," or "Sally will improve her skills in the area of eye-hand coordination." Discipline free IFSP's and IEP's are developed by addressing the child's skills and strengths rather than weaknesses.

Whether or not your team chooses to implement the MAPS process or to write IFSP's and IEP's which are discipline free, it is important to remember that families and community early childhood staff will be reading the document and will be participating in the implementation of the child's educational plan on a daily basis. Because of this, it is extremely important that anyone working with the child be able to interpret the goals and objectives. This jargon-free approach is not only functional for community early childhood staff, but it is also family friendly! Also keep in mind that it is crucial that those staff members who will be working with the child on a regular basis be involved in the development of the educational plan. This not only fosters a sense of collaboration, but also gives the involved parties a feeling of investment and responsibility.