Outcome 1: Positive Social-Emotional Skills



District Five Schools of Spartanburg County Child Outcome Summary Form For ages 2 ½-6 years

Child’s Name:___________________________

Form Completed by: _____________________

Title: __________________________________

Date: __________________________________

Outcome 1: Positive-Social Emotional Skills (Including Social Relationships)

To what extent does this child show age appropriate functioning, across a variety of settings and situations, on this outcome? Consider relating with adults, relating with other children, and following rules related to groups or interacting with others.

| |Not Yet | |Emerging | |Somewhat | |Completely |

| |(1) | |Skill | |Developed | |Mastered |

| | |(2) |(3) |(4) |(5) |(6) |(7) |

|Outcome 1: Positive- | | | | | | | |

|Social Emotional Skills | | | | | | | |

|Turns head and establishes eye contact when | | | | | | | |

|spoken to. | | | | | | | |

|Shows desire for social attention with peers | | | | | | | |

|or adults. | | | | | | | |

|Initiates contact with peers. | | | | | | | |

| Participates in parallel | | | | | | | |

|play. Ex: Plays | | | | | | | |

|alongside another child | | | | | | | |

|without interacting with | | | | | | | |

|the other child. | | | | | | | |

| Uses imitative play. Ex: | | | | | | | |

|Several hours after an | | | | | | | |

|activity, the child imitates | | | | | | | |

|an action such as mom | | | | | | | |

|putting on make-up | | | | | | | |

|or dad shaving his face. | | | | | | | |

|Uses cooperative play. Ex: Working with a | | | | | | | |

|child that is his/her same age in an | | | | | | | |

|organized activity such as building a city | | | | | | | |

|with blocks (each person doing a part) for at| | | | | | | |

|least 5 minutes. | | | | | | | |

| Follows parent/adult two | | | | | | | |

|step directions. Ex: | | | | | | | |

|“Clean up your toys and | | | | | | | |

|get your shoes.” | | | | | | | |

| Follows adult directions | | | | | | | |

|given to a group. Ex: | | | | | | | |

|“Hang up your coats and sit | | | | | | | |

|down in your chairs.” | | | | | | | |

| Spontaneously | | | | | | | |

|shares food, toys, and/or | | | | | | | |

|classroom materials | | | | | | | |

Outcome 2: Acquiring and Using Knowledge and Skills

To what extend does this child show age-appropriate functioning, across a variety of settings and situations, on this outcome? Consider thinking, reasoning, remembering, problem solving, understanding symbols, and understanding the physical and social worlds.

| |Not Yet | |Emerging | |Somewhat | |Completely |

| |(1) | |Skill | |Developed | |Mastered |

| | |(2) |(3) |(4) |(5) |(6) |(7) |

|Outcome 2: | | | | | | | |

|Acquiring and Using Knowledge and Skills | | | | | | | |

|Nam Name the following | | | | | | | |

|body parts: hands, feet, | | | | | | | |

|nose, mouth, eyes. | | | | | | | |

|States first and last name when asked. | | | | | | | |

|Points to named pictures in a book on | | | | | | | |

|request. Ex: “Show me the ball.” | | | | | | | |

|Matches | | | | | | | |

|shapes/colors/pictures. | | | | | | | |

|Names shapes/colors. | | | | | | | |

|Counts to 10 objects by | | | | | | | |

|touching each object. | | | | | | | |

|Identifies object function. Ex: “What do| | | | | | | |

|you use to cut paper?, What do you use to| | | | | | | |

|write?, What do you use to eat?” | | | | | | | |

|Identifies items by category. Ex: “Name| | | | | | | |

|3 foods, toys, animals.” | | | | | | | |

|Completes an unfamiliar 4 piece free-form| | | | | | | |

|puzzle. | | | | | | | |

|Completes opposite analogies using | | | | | | | |

|targets such as up/down, hot/cold, | | | | | | | |

|big/little. | | | | | | | |

|Answers who, what, when, where, why, and | | | | | | | |

|how questions. | | | | | | | |

Outcome 3: Taking Appropriate Action to Meet Needs

To what extent does this child exhibit age appropriate functioning, across a variety of setting and situations on this outcome? Consider taking care of basic needs (showing hunger, dressing, feeding, toileting, etc.), contributing to own health and safety (follows rules, assists with hand washing, avoids inedible objects), getting from place to place (mobility) and using tools (forks, strings attached to objects, etc.)

| |Not Yet | |Emerging | |Somewhat | |Completely |

| |(1) | |Skill | |Developed | |Mastered |

| | |(2) |(3) |(4) |(5) |(6) |(7) |

|Outcome 3: | | | | | | | |

|Taking Appropriate Action to Meet Needs | | | | | | | |

|Uses 4+ word sentences to communicate | | | | | | | |

|wants and needs such as “I need juice | | | | | | | |

|please.” | | | | | | | |

|States feelings when upset, happy, sad. | | | | | | | |

|Independently puts clothes on including | | | | | | | |

|button, zip and snapping closures. | | | | | | | |

|Uses the bathroom independently during | | | | | | | |

|the day. | | | | | | | |

|Speaks clearly in 90% of his | | | | | | | |

|conversation. | | | | | | | |

|Independently walks throughout a building| | | | | | | |

|Rides a tricycle without assistance. | | | | | | | |

|Avoids dangers. Example: moves away from| | | | | | | |

|danger/understands not to touch the hot | | | | | | | |

|stove | | | | | | | |

|Use scissors to cut simple shapes out of | | | | | | | |

|paper without assistance. | | | | | | | |

|Use scissors to cut simple shapes out of | | | | | | | |

|paper without assistance. | | | | | | | |

|Puts away possessions, such as toys, upon| | | | | | | |

|adult request. | | | | | | | |

Definitions for Outcome Ratings

| | |•Child shows functioning expected for his/her age in all or almost all everyday situations that |

|Completely |7 |are part of the child’s life. Functioning is considered appropriate for his/her age. |

|means: | | |

| | |•No one has any concerns about the child’s functioning in this area. |

| | |•Child’s functioning generally is considered appropriate for his/her age, but there are some |

| | |significant concerns about the child’s functioning in this area. These concerns may be |

| |6 |substantial enough to suggest monitoring or additional support. |

| | | |

| | |•Although age-appropriate, the child’s functioning may border on not keeping pace with age |

| | |expectations. |

| | |•Child shows functioning expected for his/her age some of the time and/or in some situations. |

|Somewhat |5 |Child’s functioning is a mix of age appropriate and not age appropriate behaviors and skills. |

|means: | | |

| | |•Child’s functioning might be described as like that of a slightly younger child. |

| |4 |•Child shows some but not much age-appropriate functioning. |

| | |•Child does not yet show functioning expected of a child of his or her age situation. |

| | | |

| | |•Child’s behaviors and skills include immediate foundational skills upon which to build age |

|Emerging |3 |appropriate functioning. Child shows these immediate foundational skills most or all of the time |

|means: | |across settings and situations. |

| | | |

| | |•Functioning might be described as that of a younger child. |

| | |•Child’s behaviors and skills include some immediate foundational skills but these are not |

| |2 |displayed very often across settings and situations. |

| | |•Child does not yet show functioning expected of a child his/her age in any situation. |

| | | |

| | |•Child’s skills and behaviors also do not yet include any immediate foundational skills upon which|

|Not yet |1 |to build age appropriate functioning. |

|means: | | |

| | |•Child’s functioning might be described as like that of a much younger child. |

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