Preschool to Kindergarten Transition Summary
Preschool to Kindergarten Transition Summary
Next Placement: District: _________________ School: ________________
|Child |Child’s Name: | |M / F |DOB: | |
|Informatio| | | | | |
|n | | | | | |
| |Parent(s)/Guardian(s): | |Home Lang: | |
| |Home Address: | |
| |Home/Cell Phone: | |
|Current |Center/Classroom: | |Enroll Date: | |
|Program | | | | |
| |Teacher: | |Phone: | |
| |Program Type: |Please circle: 2 day, 3 day, 4 day, 5 day / Full Day Half Day |
| |Attendance (check one): | Above average Average Below Average |
The purpose of the Kindergarten Transition Summary is to provide transition information between
the child’s family, preschool program and the receiving school.
Teacher/Caregiver Summary
|Y Some N |Y Some N |
|Physical Development & Health |Language and Literacy |
| Takes responsibility for own needs and well-being appropriately | Listens to and follows multi-step directions |
|Motor Skills - run, climb, jump, hop |Uses an expanded vocabulary |
|Motor Skills - balance, hop, etc. |Recognizes/names 10 letters |
|Motor Skills - throw, kick, bounce etc. |Shows awareness of features of print |
|Uses crayons and pencils with control |Writes first name/begins to write words |
|Uses scissors with control |Identifies spoken sounds with words |
| |Cognition and General Knowledge |
|Social and Emotional Development | Experiments, predicts, draws conclusions and communicates based on |
| |experiences |
| |Connects numerals 1-10 to counted objects |
| |Describes features/location of typical things in environment |
| |Makes comparisons among objects describing similarities/differences |
| Responds to/Takes direction from more than one adult | |
|Shares with others | |
|Works independently | |
|Participates in classroom community appropriately | |
|Uses compromise/talk to resolve conflict | |
|Recognizes, labels, and expresses strong feelings/responds appropriately | |
| |Approaches to Learning |
| | Uses creativity and imagination during play and routine tasks |
| |Maintains attention and persists in tasks |
| |Takes on pretend roles/situations with others |
| |Takes turns |
| | |
Health/Developmental concern(s) referred for further consultation
Special Needs/Education: Health: Concern Plan
Has IEP – Eligibility: ___________________ Yes No Allergy/Nutrition: ____________ _____________
Referral pending Yes No Physical Health: ____________ _____________
Per LEA/ISD–no eval. needed/didn’t qualify Social/Emotional: Concern Plan
Internal referral – concern resolved* Yes No ________________________ _____________
*Initial concern addressed and/or no concern after further screening/RtI
|Parent Comments: | |Teacher Comments: |
| | | |
I, _______________________________ give permission for MSU CDL to release the above information,
(Print Name)
assessments, care plans and IEP (where applicable) for ____________________ to assist in providing a smooth
(Print Child’s Name)
transition for the upcoming school year. Signature: _______________________________ Date: ___________
______________________ Date: ______________
-----------------------
Revised from CACS Head Start
summary
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- transition word to start a paragraph
- transition words to replace but
- transition from manager to director
- making the transition to management
- making the transition to retirement
- resume to transition to another career
- how to transition to management
- how to write a summary response essay
- how to write a summary paragraph
- transition words for summary paragraph
- employee to employee transition plan
- how to use transition words