Stretching it out

Key Points

This strategy is to support the child to extend their abilities over time, for example being able to focus for longer. It works by breaking down goals into small steps, then building up from these smaller steps to larger successes

Plan

Think about what the student can do now and what their longer term goals are. It’s best to focus on one or two ‘ultimate goals’ at a time

Split your first goal into a series of small steps for the child (5 or 10 steps). Consider involving them in the process
For example, if a child is currently able to stay on task for 10 seconds, then develop a series of steps that will see this time build up slowly and consistently to a longer target
Each ‘step’ forward towards the next goal should be achievable for the child in about ten attempts
Talk to your SENCo, the student’s family or others who know them well about your ideas and the size of step that is achievable
If appropriate, show or talk to the student about their first step, framing this so they are aware of the idea of making progress. Make this a positive conversation for the child
Each time the student achieves or attempts a step, use specific praise to tell them what good progress they are making- you can use one of the five goal tracker templates (1, 2, 3, 4, 5) for this.
You can use rewards (see their Know Me for ideas) to keep the child motivated in working towards the next step
If you get stuck, have a look at the problem solving template
When a student can achieve the step consistently (3 times in a row), use a bigger positive reinforcement for achieving the goal!
They have mastered that step and now they are ready to stretch it out to the next one
From time to time, help the student to reflect on how far they have come (use one of the goal tracker sheets 1, 2, 3, 4, 5). This will help reinforce positive messages and motivation

Assess

Use the goal tracker sheet to identify when a student has met a goal consistently and is ready to move on
Be aware that sometimes they may move backwards! This should still be communicated positively and not as any kind of failure or it may undo all the students’ hard work and motivation

Review

Think about (using the reflection template and problem solving template)
The child’s progress and barriers
Is the size of goal steps achievable for the student - do you need to modify the next step to make it more achievable? Involve the child in problem-solving
Similarly, if required, return to a previous step to rebuild confidence in their ability. Ensure the child knows this is normal for everyone and not a failure on their part

Resources

Editable PDFs