*ESY is the Alphabet Soup for Extended School Year.

• Area of Need: Social/Communication

  • Annual Goal: Student will improve socialization and communication skills to a more appropriate level as indicated by improved peer and adult interactions and measured by mastery of all of the following objectives:

    1. Will imitate a pretend play sequence of 4 to 6 steps with peer and adult models to facilitate and maintain play activity.

    2. Will tolerate peers in his/her play space without engaging in inappropriate physical behaviors with the peers.

    3. Will make appropriate eye contact with adults and peers when making a verbal request and maintain for 1-3 seconds.

    4. Will group similar/same objects during interactive play from a field of 3-5 (matching games, unit related pretend play)

    5. Will re-tell an event/story/play event after a short break with a cue to begin/reminder

  • Supplementary aids/services and Support for Student: Sensory integration strategies and daily sensory diet, brushing/compression program, defined physical boundaries in instructional areas,  visual support strategies, personal and group schedules, social stories with pictures and words

  • Program Modifications/Supports for School Personnel: Personal and group schedules, cues to transition (verbal and environmental), visual support and cues - pictures, photos, etc.; social stories with words and pictures

   

• Area of Need: Prevocational

  • Annual Goal: Student will improve prevocational skills in a classroom setting by attaining the following short-term objectives:

    1. Will participate in and complete a non-preferred task without assistance (for 3-5 minute task) and without inappropriate behaviors

    2. Will attend and participate in small and large group activities for 5-10 minutes

    3. Will persist and complete an activity/game/play sequence before changing activity (3-5 minute activity/game/play sequence)

    4. Will stay with the group when transitioning throughout the educational setting when given verbal cues and/or scripts prior to and during transition

    5. Will change his/her activity/verbal response when requested by an adult or if the activity needs to change before it is completed

• Supplementary aids/services and Support for Student: Sensory motor activities, daily sensory diet, brushing/compression program, visual support strategies, personal and group schedules, social stories with pictures and words

• Program Modifications/Supports for School Personnel: Personal and group schedules, safety awareness for student darting/running away

Area of Need: Adaptive

• Annual Goal: Student will improve daily living skills to increase independence in a variety of activities as measured by mastery of all of the following objectives:

  1. Will correctly answer yes/no questions regarding his/her diaper being wet/dry, dirty/clean when asked by an adult

  2. Will participate in all parts of the toileting routine when taken to the bathroom on a scheduled basis

  3. Will dress and undress himself/herself to participate in the toileting routine with minimal gestural and physical cues/prompts

  4. Will physically respond to "stop", "no", "wait" in all situations and environments to maintain safety

• Supplementary aids/services and Support for Student: Sensory motor strategies and activities, daily sensory diet, brushing/compression program, activities to include proprioceptive and vestibular activities

• Program Modifications/Supports for School Personnel: Personal and group schedules, safety awareness for student darting/running away

Area of Need: Psychomotor - Gross Motor

• Annual Goal: Student will improve gross motor skills to facilitate independent functioning in motor related activities as measured by mastery of all of the following objectives:

  1. Will participate in balance activities in functional play - standing on 1 foot, jumping, hopping, tip toes, running, stepping through ladder rungs

  2. Will participate in movement activities in functional play -  run, jump, walk, etc.

  3. Will participate in ball skills - kick, catch, and throw with peers - in play activities without assistance.

  4. Will imitate body postures when following along in songs during school activities.

• Supplementary aids/services and Support for Student: Sensory motor strategies and activities, daily sensory diet, brushing/compression program, activities to include proprioceptive and vestibular activities

• Program Modifications/Supports for School Personnel: Personal and group schedules, safety awareness for student darting/running away.  *Note that the student will need to do a fine motor activity following gross motor activities to help ground him/her.  Also may need weight bearing, compression, sensory activities.

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