dir goal bank handout

8/14/2019 DIR Goal Bank Handout

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The DIR IEP Goal Bank

Celebrate the ChildrenSchool for Children with Alternative Learning Styles (SCALS)Monica G. Osgoodcelebratethechildren.org ctccenter.com

Celebrate the ChildrenState Approvedand FundedPublic andPrivate SchoolPrograms forChildren Ages3-17 Years

Celebrate the Children Public School Program in North New Jersey

DIR Preschool ProgramSupport Services to Children K-8th grades

State-Approved Receiving School for Children 3-17 years

Training and Therapy Center

Training and Consultations to School Districts

Home Programs and Family Support and Training

Four Week Integrated DIR Summer Camp for Children

Ages 3-18/One Week Camp in Wales Consultations to Schools and Home Programs in Wales

How did we develop theDIR goal bank?

For 10 years we read the books, went to conferences,received direct coaching from Drs. Greenspan andWieder (and other DIR faculty).

We developed our school program based on theirguidance, our own experience and ideas.

As our DIR program became stronger, we wanted tobetter document the progress of our students.

Also, as we got bigger, we recognized that classroomstaff needed specific goals to keep them focused and

to ensure accountability.


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Celebrate the ChildrenSchool for Children with Alternative Learning Styles

(SCALS)

INDIVIDUAL IEP GOALS AND EVALUATIONSFrom sending school district

CTC INTERDISCIPLINARY ASSESSMENT

CONSIDER INDIVIDUAL LEARNING STYLES

CHOOSE CURRICULUM MATERIALS/PROGRAMS TO TARGET INDIVIDUAL GOALS

CREATE INDIVIDUAL PROGRAM/DATA BOOKS TO SUPPORT STAFF AND ENSURE ACCOUNTABILITY

Books include sections for each of the curriculum areas as appropriate for each student

30 Day Review: DIR goals added/Other goals revised

INDIVIDUAL MONTHLY GOALS

reflecting IEP goals and daily challenges to be targeted all day

and more intensively during individual instruction time transferred to daily data sheets

DATA SHEETS ANALYZED AND FILED

Classroom staff and related service personnel rate goals on a daily basis(never in the presence of the student)

GOALS UPDATED AS NEEDED

PROGRESS REPORTS/PORFOLIOS

STATE STANDARDIZED TESTING/ALTERNATE PROFICIENCY ASSESMENT

The Levels There is a very wide range of ability within

each level. Dr. Greenspan stresses that westretch each level to its potential ratherthan working up before capacities are solidand consistent.

There are subcategories at each level. There are bottom-up and top-down goals at

each level. Goals at different levels support and overlap

(and at times seem redundant) each other tosupport specific areas of weakness.

Criteria DefinitionsExample Skill: Child will sustain a role during symbolic or pretend play for 10+ minutesN-Not started

Not yet working on this skill1-In progress, with full support, prompting, set-up and/or modellingWhile playing the child needs constant support to stay in his/her role. Thechild is able to sustain a role in play less than 60% of the time independently2-In progress, with moderate support, prompting, set-up and/or modellingWhile playing the child is able to stay in his/her role with moderate support.The child is able to sustain a role in play independently 60-75% of the time3-In progress, with minimal support, prompting, set-up and/or modellingWhile playing the child is able to stay in his/her role with minimal support.The child is able to sustain a role in play independently 75-90% of the time4-Demonstrating skill without supportWhile playing the child is able to stay in his/her role 90-100% of the timeindependently.M-Mastered-Demonstrating consistency in all settingThe child has generalized the skill and is demonstrating it spontaneously in allsettings. While playing in any setting the child can spontaneously take on,and maintain role play.


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Sample Level 1 Goals Child will increase ability to maintain self-regulation (calm and organized

state) and attention in non-demanding, non-overstimulating activity for atleast ___+ minutes independently.

Child will improve ability to maintain regulation and attention when required to

process a range of visual perceptual information with minimal support.(e.g., achild stays calm and organized while participating in a classroom or gym

activity that requires them to judge the distance between themselves and

others, requires them to walk down stairs or transition between differentsurface levels, put an object in a specific place, etc.). Describe childs specific

visual perceptual challenges:

Child will improve ability to remain calm, organized and attentive whenexperiencing a range of auditory input with minimal support. (e.g., child will

increase the ability to stay calm and focused when hearing different sounds in

their environment such as people talking, water running, bells or timers going

off in school, music in the next room, etc.). Describe childs specific auditoryintegration challenges:

Sample Level 1 Goals

Child will increase ability to maintain self-regulation

(calm and organized state) and attention when

challenged/during challenging activities for at least

___+ minutes with moderate support

Child will improve his ability to maintain regulation

when excited or under stress with minimal support

Child will improve his ability to regulate thoughts and

ideas to increase state of shared attention with

minimal support


Child will use eye gaze as a means of engaging with anadult in motivating activity independently

CHILD will demonstrate increased gleam in the eye and

enjoyment from interacting and engaging with adults

independently

CHILD will improve timing and rhythm in social

interactions through intensive developmental

interventions (CHILD is able to enter into a rhythmic backand forth interaction (reciprocal emotional exchange) with

a peer with minimal support)

Sample Level 2 Goals CHILD will sustain physical circles of interaction with a familiar

peer in a non-demanding interaction/activity for __+ minuteswith minimal support

CHILD will improve ability to maintain engagement for ___+minutes when challenged with cognitive task with moderatesupport

CHILD will improve ability to maintain engagement for ___+minutes when challenged in play with moderate support

Child will expand friendships and deepen the quality of his

relationships with specific peers (evidenced by initiations andsustained interactions with specific peers ___+ times per day

independently)


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Sample Level 3 Goals CHILD will improve his ability to lead an adult by the

hand to initiate a social/play activity with minimal

support

CHILD will increase range of affect during intentional

interactions (CHILD will increase overall intentionalitythrough use of appropriate tone and range of affect to

express different emotions in play and work with

minimal support

CHILD will improve ability to independently use a

range of purposeful gestures (Pointing, waving over,

protest, etc.) to be intentional

Sample Level 3 Goals CHILD will improve ability to initiate with an adult in

order to obtain a desired object with minimal support

CHILD will improve ability to initiate with peer in orderinitiate/to keep play interaction going with minimalsupport

CHILD will maintain ability to be intentional (open andclose circles, engage in two-way communication usinggestures, initiate interaction) while filtering outdisorganizing stimuli in environment with moderatesupport

CHILD will engage in positive interactions to getattention from adults with minimal support

Sample Level 4 Goals CHILD will improve his motor planning abilities

related to executing an idea physically with minimalsupport

CHILD will increase ability to physically execute asequence of ___ motor actions independently

CHILD will follow __ step verbal directions notrelatedto routine classroom activities with minimal support

CHILD will improve ability to sustain communicativeintent through gestures and words to get what hewants with minimal support


CHILD will improve ability to string together ___+ well regulatedcircles of interaction in a problem solving way, while maintaining

high level of engagement and intentionality with minimal support

CHILD will increase ability to physically adapt plan in order to

problem solve with minimal support

CHILD will develop appropriate coping strategies (uses

functional coping strategies when distressed with minimalsupport)

CHILD will improve flexibility (CHILD will accept changes,

disappointments, being told No or Finished with moderatesupport)


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CHILD will improve ability to transition independently to routineclassroom activities with minimal support

CHILD will improve his ability to use his motor planning in novelsituations/increase flexibility (Child will try a new physical actiongiven independently)

CHILD will improve his confidence and ability to start new orunfamiliar activities (that challenge their motor planning)independently and successfully

CHILD will approach activities independently with confidence asdemonstrated by increased participation in both new andfamiliar activities, paired with positive affect and positiveaffirmations about self,

(I did it!) __+ per day.

Sample Level 5 Goals CHILD will increase ability to express his ideas (e.g.,

I want to go outside) with minimal support

CHILD will expand on his ideas when prompted (e.g.,I want to go outside on the big slide) with minimalsupport

CHILD will improve his ability to describe mentalimages when prompted using ___ descriptors withmoderate support

CHILD will increase ability to build off of andelaborate on others ideas in play with minimal

support

Sample Level 5 Goals CHILD will improve ability to initiate novel ideas in play and work

with minimal support.

CHILD will maintain conversations for ___+ minutes whileelaborating on ideas and closing circles of communication withmoderate support

CHILD will sequence ___ symbolic play ideas independently

CHILD will express two ideas in play (e.g., Boy is sad. He gothurt) with minimal support

CHILD will explore a range of emotional themes in play,(aggression, happiness, courage, etc.) with moderate support


CHILD will sustain a role in play, being a character and staying

in character during the play with minimal support

CHILD will express basic and complex emotions using visualprompts with minimal support.

CHILD demonstrates increased confidence in sharing original

ideas with others as demonstrated by childs ability to share

novel ideas in a group setting/ in play scenario ___ per day withminimal support

CHILD will improve ability to sustain symbolic play with a peer

with minimal support for ___+ minutes per day


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Sample Level 6 Goals CHILD will bridge emotional meaning to ideas by answering simple

Why questions independently.

CHILD will improve ability to answer Wh questions logically inspontaneous conversation given with minimal support.

CHILD will improve ability to think abstractly and reason whenprompted (give reasons behind ideas and answer why questions withmoderate support).

CHILD will use reasoning to accept change, disappointment, etc. andincrease flexibility during interactions with minimal support

CHILD will increase ability to describe ideas from imagination withminimal support

CHILD will expand on his pretend play abilities (use fantasy in playindependently)

Through better regulation, CHILD will improve his ability to usereasoning before acting with minimal support

CHILD will use reasoning to bring down anxiety/anger and supportincreased regulation with minimal support

CHILD will connect 2-3 ideas logically in play and work

independently


Multicausal /Triangular thinking

Can demonstrate triangular thinking in a social situation (in order to befriends with John who is Sams friend I can first make friends with Samto reach my goal)

Can make comparisons between two things (I like Peter better thanPaul, crunchy peanut butter is better than smooth)

Can support their comparison with reasoning (I like Peter betterbecause he shares with me)

Can rank people or objects on a scale stating preference (on a scalefrom 1 5 1 is my favorite song- 5 I like a little)

Can demonstrate triangular thinking in academic concepts (In order towin the revolutionary war the US had to ally with France becauseFrance was the enemy of England which is the US enemy)

Can demonstrate the ability to think of 3 or more possible solutions tothe same problem

Sample Level 8 GoalsGray Area Thinking

Can demonstrate comparative thinking (why apples are better than lemons)

Can express their emotions in degrees ( How happy or sad they are: forgettingmy lunch makes me a little angry, being yelled at makes me very angry, being

touched when I do nt want to be touched makes me furious)

Can determine the degrees that two things are similar or different (I am the

same as Billy in that we both enjoy video games and dislike sports, but we are

different in that he learns well by listening and I dont)

Can make comparison in concepts and academic situations (In Lord of the Flies,

Joe would make a better leader than Piggy because Joe is well spoken andPiggy is not well liked)

Can make comparison between things in degrees in academic situations (the

most significant causes of wars in order are #1 land #2 resources # religion)

Can understand their relative standing in various social hierarchies (Im the best

of the group at soccer but Im one of the ones that has the most trouble withmath problems)

Can consider the past as a factor in the present (I didnt accept the extra help Ireally needed in writing last year and now it is causing me to feel behind myclassmates

Can consider the present as a factor in the future (I better start to save my moneynow if I would like to buy a car in two years)

Have an ability to reflect on their own future (I would like to have a career thatallows me to spend time with my family as well as earn a good living)

Can establish and their own personal opinions on issues (I feel that the war inIraq is just and necessary)

Can objectively evaluate their performance and work using a rubric

Can use the rubric to objectively summarize their work (I feel that while I had lotsof details and backed up my opinion, my overall presentation lacked three of therequired components)

Can reflect upon their personal strengths and weaknesses (It is really hard for meto spell and listen to directions but Im great at helping the younger children and

writing creative stories)

Sample Level 9 GoalsGrowing Sense of Self and Reflection on an Internal Standard


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Sample of Specific Motor Planning and Visual-spatial Goals from TGTS

(Wachs/Wieder) Goal: To Improve General Movement Thinking Skills Involving Body Mapping

Objec ti ves:

While in a wheelbarrow position can perform the following variations

Forward

Backward

Sideways

Navigate a maze of objects

Can lie prone on the floor and raise and lower specific body parts off the groundaccording to the sequence (5)they were touched in by staff member

While laying prone on the floor can swim moving arms and legs on the same sideof the body following a metronome rhythm

Goal: To Improve General Movement Thinking Skills involving Coordinated Action

Objec ti ve :

Can jump over a long jump rope as it is dragged across the floor with i ncreasingpace

Can jump over a long jump rope as spun by two people 5 times at a slow pace

Celebrate the ChildrenDATA COLLECTION PROTOCOLMonica G. Osgood/CTC/2002

A notebook containing the following documents will be used to monitor each students progress:

Goal data sheets for: Follow-the-childs lead, semi-structured and Peer Floortime Academics Motor Planning/Visual-spatial Self-help/Life Skills Morning and Afternoon group goals Language Goals

Schedule/Sensory Diet Behavior Plan if applicable Philosophy Program Outline/DIR information Assessments/Reports Notes to staff IEP with individual goals Goal sheet listing all IEP goals with areas to log monthly progress, datesstarted and dates mastered Language log


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Student #1 Case Study2005-2007Diagnosis: AutisticNDD Group: Type I

Current Program OutlineAttends Celebrate the Children School

Speech 2 x Individual

OT 2 x Individual, 1 x group

PT 1 x individual, 1 x group

Personal Aide

Daily Schedule includes:

Self Help and Independence

Sensory Motor/Motor Planning

Thinking Goes to School and other MP/VS Programs

Current Program Outline Daily Schedule includes:

Academic Curriculum

Houghton Mifflin Academic Curriculum/1st/2ndGrade

Visualize and Verbalize

Science and Social Studies adapted hands-on,experience-based lessons

Critical Thinking Logic Activities

CTC Social Skills Program

Follow the Childs Lead and Semi-structured FloorTime

Program OutlineFollow the Childs Lead and Semi-Structured Floor Time

Goals (Osgood, Blaszak, Romaine):

1.Improve the ability to maintain regulation when under or

overstimulated with moderate support

1.Improve the ability to sustain regulation while waiting her turn

with minimal support

2.Increase the ability to sustain the gleam in the eye during

interactions with minimal support

2.Maintain well regulated interactions with adults in non-

demanding, physical play for 10+ minutes with moderate support

2.Maintain well regulated interactions with peers in non-demanding, physical play for 5+ minutes with moderate support

2.Maintain well regulated interactions with adults in play while

being challenged to make decisions, use language and ideas for10+ minutes with moderate support


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Program Outline FT goals cont

3.Increase meaningful gestures to show intent (uses gestures to makedesires known with minimal support)

3.Initiate physically with peers 3+ times per day with minimal support

4.Use motor planning to problem solve independently in daily life and ininteractions

4.Increase the ability to physically execute a sequence of 4-5 complex motoractions with moderate support

4.Make reliable decisions in play and during daily interactions with minimalsupport

5.Use spontaneous language (words, phrases, sentences) to be intentionalin interactions with moderate support

5.Verbally initiate with others 10+ times per day with moderate support

5.Calls names to get the attention of adults or peers 3+ times per dayindependently

5.Sustain 15+ verbal circles with a familiar adult with moderate support

5.Sustain 5+ verbal circles with a familiar peer with moderate support

Program OutlineFT goals cont

5.Use language to express ideas with moderate support

5.Elaborate on ideas verbally (2-3 more verbal circles)

when prompted with moderate support

5.Express basic emotions (happy, sad, mad, scared)

using visual supports, language and affect with moderate

support

5.Verbalize causal factors that are causing her

disorganization (head hurts, etc.) with moderate support

5.Respond to emotions of others appropriately with

moderate support

5.Sequence/imitate 3-4 ideas in symbolic play with

modelling and moderate support

Program OutlineFT goals cont

5.Initiate 2-3 original ideas in symbolic play

with moderate support

5.Build off ideas/problem solve in symbolic

play with moderate support

6.Answer Wh questions accurately with

moderate support (visual supports and multiple

choice as needed)

Student #2

Case Study 2001-2007

Diagnosis: Autistic

NDD Group: Type II


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Current Program Outline

Attends Celebrate the Children School

Speech 2 x Individual, 1 x small group

OT 2 x Individual

Personal Aide

Daily Schedule includes:

Self Help and Independence

Transition Skills

Sensory Motor/Motor Planning

Thinking Goes to School and other MP/VS Programs

Program Outline

Follow the Childs Lead and Semi-Structured Floor

Time Goals:

1.Maintain well regulated interactions (slow down speech,

listen to others, rhythmic back and forth) with adults for 20+

minutes with minimal support

1.Maintain well regulated interactions (slow down speech,listen to others, rhythmic back and forth) with peers for 15+minutes with moderate support

2.Sustain engagement through a range of emotions and

activities (when engaging in non-scripted interactions) with

minimal support

3.Initiate play with peer independently 3+ times per day

4.Use motor planning to problem solve independently in dailylife and in interactions

Program Outline

FT goals cont

5.Use language to express ideas with minimal support

5. Elaborate on ideas verbally when prompted with minimal

support

5.Stay on topic in conversation for 5 minutes withoutscripting with minimal support

5.Come up with 5+ original ideas per day in play and work

(no scripting) with moderate support

5.I.D. basic emotions (happy, sad, mad, scared) in self and

others with minimal support

5.Respond to emotions of others appropriately as

evidenced by his actions with moderate support

Program Outline

FT goals cont

1.Use a good working pace during academic lessons70% of the time

6.Answer Who, What, Where, Why questions

accurately with moderate support

Academic Curriculum

Houghton Mifflin Academic Curriculum/5th Grade

Visualize and Verbalize

Science and Social Studies adapted hands-on,experience-based lessons

Critical Thinking Logic Activities

CTC Social Skills Program


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Program Outline

Home Program

Lindamood Bell MTWFS 4:00-6:00

Thursday Drama Club

Drama 2 xs month after drama

Sports coaching Sundays 10:30-12:30

Details to Includein Your IEP

Developing an IEP Get to Know your States Educational

Requirements and Laws

What are they looking for?

Incorporate the language they want to

hearhttp://www.state.nj.us/education

Developing an IEP Develop the IEP

with the Team

This teamincludesPARENTS


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Developing an IEP Clearly Define DIR Goals as TheyRelate to Each DevelopmentalLevel

Level 3: Child will be intentional usinggestures (pointing, waving over, etc.)in interactions with minimal support

Developing an IEP Include Specific Strategies andPrinciples for Facilitating DIRGoals

Staff will use high-affect tosupport the child in sustaininginteractions and make learningmeaningful

Developing an IEP Clearly Define the ChildsSchedule and Amount of TimeDevoted to Specific Areas of theProgram

Day Self Contained Classroom9:00-9:15 Group Brain Gym/Thinking Goes to School/Free Play

9:15-10:15 Follow the Childs Lead FT Targeting Developmental IEP Goals10:15-10:30 Snack/Self Help/Peer Interactions10:30-11:00 Group Sensory Motor/Motor Planning Activities

11:00-12:00 Semi-Structured Floor Time Targeting Developmental IEP Goals,Academics/General Knowledge, Social Skills and Mainstream Support)

The Child may also Participate in Ongoing Classroom Activities that SupportTheir Developmental Goals (e.g., Engagement, Increasing Independence,

Sense of Self, Etc.)Related Services as Scheduled12:00-1:00 Lunch and Recess with Lunch Bunch Peers and Facilitator in Quiet

Location Day Inclusion Setting

1:00-1:45 Classroom Activities (Child Participates When Appropriate/One on

One Floor Time, Small Group Instruction and Sensory Breaks as Needed)1:45-2:00 Sensory Break

2:00-3:00 Classroom Activities (Child Participates When Appropriate/One onOne Floor Time, Small Group Instruction and Sensory Breaks as Needed)

3:00 Go Home


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Developing an IEP Define Sensory Processing SupportSystems(include sensory breaks,in-class sensory support,multi-sensory teaching strategies, the use of visuals and gesturesto support language, allowances for individual working styles suchas standing at the desk instead of sitting etc.)

Developing an IEP Include all Locations Needed toImplement the Program(e.g., FT area,sensory support location, lunch bunch location, etc.)

Developing an IEP Clearly Identifythe Involvementand Responsibilityof Each StaffMember(includingrelated services andspecials teachers, LunchBunch staff, etc.)

Developing an IEP Clearly Define all Modifications andSupports to be used with the Child(e.g.,breaking down tasks, visual supports, FM trainers, etc.)


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Developing an IEP Cleary define

all MaterialsNeeded toImplementthe Program(e.g., FT toys,sensory supportequipment, etc.)

Developing an IEP Define Details regarding the Childs FacilitatedPeer Interactions (include Lunch Bunch, Recess, etc.) With who, where, how often, staff support, types ofinteractions/activities

Developing an IEP Identify the Structure and Frequency ofTeam Meetings and CommunicationRequirements

Developing an IEP Clearly Identify Training and ConsultationAgreements (Including Frequency and Duration)

Background on the childMethodology OverviewProgram SpecificsOngoing Consultation/Supervision


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For our suggested reading list andmore

practical tools, visitcelebratethechildren.org

Key Points to Remember The Goal is to Create a Program that

Allows the Child to Make SignificantDevelopmental Progress, to Learn,Experience Success, Independence, MakeFriends and Feel Good About Themselves

When you Maximize Independence andSelf Esteem (Sense of Self), You ReduceAnxiety which Allows for BetterProcessing and Increases Academic and

Social Success

dir goal bank handout

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