Recommendations for Making a - Augusta County Public …



Contents Attendance ComparisonAuthentic Assessment and Sample ReportBlueprint Instructional Guidance DocumentBP Upgrade Instructional GuideIPOD Camera DiagramPreschool Screening Process – Revised 8/12Recommendations for Making a ScheduleRecords ChecklistRTI Problem Solving Vs TATRTI at a GlanceRTI in PreschoolRTI Reminders and ResponsibilitiesLRE Flow ChartSample Schedule and ExplanationsSample Travel Reimbursement FormSchool Entry ChecklistScreening Process 2012Steps of Phonological Awareness DevelopmentTransportation Communication ProcessTSG and Battelle AlignmentTwo year Old Transition and ExampleUniversal Numeracy ScreeningWriting a GoalAttendance ComparisonAugusta County K-12Augusta County PreschoolDaily AbsencesParents instructed to call school. Daily call goes out to parents of all absent students.Parents instructed to call school. Daily call goes out to parents of all absent students.Three Consecutive Unexcused AbsencesElementary school makes phone call to home.Teaching assistant will inform FSW via e-mail. FSW will communicate with school to determine if family contact was made and follow up accordingly.Five Unexcused AbsencesSchool sends letter to family including date and time for attendance meeting.Family Service Worker contacts parents and determines reason for absences. The importance of consistent attendance is stressed. Supports and strategies are discussed. Conversation is documented in ChildPlus.Eight Unexcused AbsencesFSW sends letter to family explaining the course of action that will be pursued if additional absences are accumulated.Ten Cumulative AbsencesSchool sends letter to family at principal’s discretion including date and time for attendance meeting.School sends letter to family at principal’s discretion including date and time for attendance meeting. FSW attends meeting with family.Fifteen Cumulative AbsencesFSW will review attendance record and determine if additional actions need to be taken. Excused Absences: Personal illness, court date, prearranged absence, death/serious illness in family, family emergency. Must present a signed note within three days of return to school explaining reason for absence.Must present a signed note within three days of return to school explaining reason for absence.*Unexcused absences: Explained in the AC Public Schools Handbook for parents and students..After multiple attempts to communicate with parents, including face to face meetings, failure to attend school meetings or follow expectations of developed action plans serves as an indication that parents are no longer interested in having their child attend preschool. This may result in a decision to remove the child from the class list. This decision will be made by the school principal and preschool supervisor after receiving a recommendation by the Head Start ERSEA coordinator.Guidance for Authentic AssessmentTo ensure the best possible outcomes for young children, educators must enter the classroom ready to conduct all types of early childhood assessments. These assessments could include such things as monitoring and planning instruction, determining program effectiveness, and determining if children need additional services.Authentic Assessment: This is an assessment that is meaningful and relevant to the child. A process of systematically gathering information from multiple sources and settings, collected over numerous points in time, and reflecting a wide range of child experiences. An authentic assessment considers skills that are functional and covers the following:Conduct authentic assessment during children’s natural routines and play activities so their true abilities can be accurately measured.Use assessment to inform effective program planning, both for individual children and groups.Ensure that their practices are developmentally approved and aligned with NAEYC recommendations.Involve families as collaborative partners in the whole assessment process, from planning the assessment to determining if the results represent the child’s abilities.Select our testing instruments that have documented evidence of adequacy.Conduct eligibility assessments and identify children for special services.Assess children with diverse abilities (multiple disabilities, dual or multi-language learners, etc.).Engage in assessment to plan and revise quality instruction.Collect reliable program evaluation data for your classroom.Ways to collect information and assessment data that is authentic and relevant to the child:Have the student come to the classroom multiple times over a period of multiple weeks. That child will need an emergency care card and copy of immunizations.A good time to visit the classroom is during center time so the teachers can get to know the student better. The student may stay for lunch if you have concerns about feeding of the playground for motor skills, etc.The FSW should also come in at these times to talk with the family and gather part of their observation as well.Once the child becomes comfortable, the Battelle (if decided that this is part of the assessment) can be done in small segments, mostly during center time.During the classroom visits, the teachers take observations so that they can use that information in their reports as well.Framework for Authentic Assessment:Augusta County Preschool classrooms use ongoing, authentic assessment with all enrolled students. Teachers and Teaching Assistants gather information about a variety of developmental objectives mapped out through the Teaching Strategies Gold Developmental Continuum. Information is gathered through observations, portfolio samples, checklists, and digital information (pictures, etc.) and recorded on an ongoing basis so that individual instruction can reflect individual need. Teaching Strategies Gold (Developmental Continuum) is our Authentic Assessment tool.For community children visiting the classroom because of a potential concern, teachers continue to use Teaching Strategies Gold as the framework for the information they collect and their authentic assessment. Teachers gather as much global information about a child as possible, as well as focus on gathering information in relation to the developmental concern. This authentic assessment information is then written into the Developmental Report, reflecting the individual child and his/her development along the Teaching Strategies Gold Developmental Continuum. A sample report follows.Classroom Observation – Justin BeckDate Observed: Thursday, September 20, 2012Time Observed: 9:30 a.m. – 11:00 a.m.Routines Observed: large group, instructional group, transition, centers, transition, large groupThe classroom observation was conducted within the preschool setting and involved the general morning classroom routine. Aspects of large group, transitions, and instruction were included during this time. The observation details are presented within the context of Teaching Strategies GOLD (TSG), which is the developmental curriculum used by Augusta County Public School Preschool Program. The curriculum presents information in a color-coded format, reflected developmentally appropriate and expected skills by age. The following information reflects observations collected from one visit, therefore an incomplete reflection on all TSG objectives Teaching Strategies Gold Color Bands: Red Birth to 1 yearOrange 1 to 2 yearsYellow 2 to 3 yearsGreen 3 to 4 yearsBlue 4 to 5 yearsPurple Kindergarten Social-Emotional: The following TSG objectives were used when observing Justin in his social-emotional development:Objective 1: Regulates own emotions and behaviors:b. Follow limits and expectationsc. Takes care of own needs appropriatelyObjective 2: Establishes and sustains positive relationshipsa. Forms relationships with adultsObjective 3: Participates cooperatively and constructively in group situations a. Balances needs and rights of self and others In the area of social-emotional development:Justin was observed sitting in his designated spot during large group instruction. When the teacher reminded Justin to stay “in his square”, he responded by repositioning his body into his square. During the “morning meeting” time, he was asked to use the bathroom. When finished he returned to the carpet without prompting, sitting back down on “his square”. When the first transition began, Justin waited for his name to be called, then began to move around the room. During centers Justin used the materials appropriately. As he finished working in the art center, Justin put all the crayon cups back onto the shelf independently (not even a peer model). He was also observed returning materials to the science center when an adult prompted him that the “magnifying lenses belong in the science center, that’s where they belong.” When a center was “full” Justin would not leave and choose a different center without adult redirection. (Accepts redirection from adults; Manages classroom rules, routines, and transitions with occasional reminders, TSG objective 1b, level 5 green-blue). When the teacher indicated it was his turn, Justin moved from the carpet to the bathroom. Justin waited at the bathroom door until a peer exited. At that time, Justin entered the bathroom and shut the door. A short time later, the door opened and Justin exited. A teacher then reminded him to wash his hands and Justin then stood in line at the sink and washed his hands when it was his turn. After finishing hand washing, Justin used the water fountain at the sink to get a drink of water. Later in the morning Justin used the bathroom again. When he had finished, he opened the door and said, “Uh oh,” while pointed to the button on his jeans which was not fastened. Justin directed his comment to an adult, but did not more explicitly ask for help. (Seeks to do things for self; Demonstrates confidence in meeting own needs, TSG objective 1c, level 5 orange-yellow)The observation began several minutes after Justin’s arrival into the classroom. When the observer arrived, Justin was seated in the carpet with the large group of peers. The staff reports that he separated from his mother without incident and joined the group readily. Upon the completion of the visit, Justin checked for his personal belongings and left with his mother. (Manages separations without distress and engages with trusted adults, TSG objective 2a, level 6 yellow-green)Justin was observed waiting within his own personal space for a turn to use the bathroom, wash his hands, and get a drink of water. In the morning large group song, Justin watched the peers around him, but did not participate in the singing or motions. In the second large group song, which happened after centers, Justin was observed patting his legs with his hands (following the adult model). At the art center, Justin was observed sharing the communal crayons as well as asking a peer if they wanted a crayon of a particular color. (Takes turns; Initiates the sharing of materials in the classroom and outdoors, TSG objective 3a, level 5 blue).Motor:The following TSG objectives were used when observing Justin in his motor development:Objective 4: Demonstrates traveling skillsObjective 7: Demonstrates fine-motor strength and coordinationa. Uses fingers and handsb. Uses writing and drawing toolsIn the area of Gross Motor:Justin was observed to move around the classroom without difficulty. He was able to rise from sitting on the floor. He was able to move around obstacles within the classroom (chairs, table corners, etc.). (Moves purposefully from place to place with control, TSG objective 4, level 6 green-blue).In the area of Fine Motor: Justin was observed playing with play dough. He used his hands to break smaller pieces of dough from the larger unit. He then used his hands to roll the dough balls back and forth, creating a “worm”. He was also observed manipulating geometric shapes in the table toys center and lining the shapes up on top of the drawn outline of the matching shape. Justin was unable to snap the button on the waistband of his pants. (Uses refined wrist and finger movements, TSG objective 7a, level 6 yellow-green-blue).Justin was observed using crayons at the art table. He was observed with a primarily right-handed grasp, although he did switch hands occasionally. The crayons were held in a tripod grasp, with the contact made at the middle to the crayon and occasionally closer to the writing tip. He applied enough pressure to make marks on paper. (Holds drawing and writing tools by using a three-point finger grip but may hold the instrument too close to one end, TSG objective 7b, level 6 green-blue).LanguageThe following TSG objectives were used when observing Justin in his language development:Objective 8: Listens to and understands increasingly complex languagea. Comprehends languageb. Follows directionsObjective 9: Uses language to express thoughts and needsa. Uses and expanding expressive vocabularyb. Speaks clearlyc. Uses conventional grammarIn the Area of Receptive Language:Justin demonstrated a comprehension of language during large group reading time. When the teacher introduced the vocabulary word growl, Justin was heard saying, “Dog growl, dog growl”. He then used both hands with fingers extended and scratched to carpet (similar to a dog scratching). He responded by shaking his head to a peer’s yes/no question. (Identifies familiar people, animals, and objects when prompted; Responds appropriately to specific vocabulary and simple statements, questions, and stories, TSG objective 8a, level 5 yellow-green).Justin was observed following one step verbal directions on multiple occasions, such as returning materials to the appropriate center, sitting in a designated spot on the carpet, and writing his name on his paper. Justin was not able to complete the multiple step task of washing his hands with just a verbal direction. He was able to turn the water on, get soap, rub hands together, turn water off, get paper towel, and dry hands. He was unable to put the used paper towel into the trash. The instruction was presented verbally more than once. It was then paired with a review of the steps illustrated in pictures, paired with a verbal cue (“Dry your hands and put the towel in the ____?”). Justin was able to put his used paper towel into the trash with a direct physical prompt. (Follows simple requests not accompanied by gestures, TSG objective 8b, level 4 yellow-green).In the Area of Expressive Language:Justin was heard using expressive language most often to ask, “Where my friend?” in reference to a peer he had met that morning. He was also heard asking, “What they doin’?” (pointing to a table of peers working in a center) and “What is that?” (pointing to the foaming hand sanitizer). During his visit, Justin also said, “That’s her square.” (telling a teacher the spot on the carpet next to him belonged to a girl who had just gotten up), “I want go, too.” (said to a teacher who had just asked a peer to use the bathroom), “Hers goin’ bathroom, too.” (about same peer), and “It’s broke! It cracked!” (about a crayon that had dropped on the floor). He speech was understood by the observer with repetition and contextual cues. (Names familiar people, animals, and objects, TSG objective 9a, level 5 yellow-green) (Uses some words and word-like sounds and is understood by most familiar people; Is understood by most people; may mispronounce new, long, or unusual words, TSG objective 9b, level 5 yellow-green) (Uses three- to four-word sentences; may omit some words or use some words incorrectly, TSG objective 9c, level 4 yellow-green).Cognitive Development (including Literacy and Mathematics):The following TSG objectives were used when observing Justin in his cognitive development:Objective 11: Demonstrates positive approaches to learninga. Attends and engagesb. Persistsc. Solves Problemsd. Shows curiosity and motivationObjective 13: Uses classification skillsObjective 14: Uses symbols and images to represent something not presenta. Things symbolicallyObjective 17: Demonstrates knowledge of print and its usesa. Uses and appreciates booksObjective 18: Comprehends and responds to books and other textsa. Interacts during read-alouds and book conversationsObjective 19: Demonstrates emergent writing skillsObjective 20: Uses number concepts and operationsa. CountsObjective 22: Compares and MeasuresObjective 23: Demonstrates knowledge of patternsDuring the observation period, Justin sat with the large group for the reading of a story and the completion of Message Time. Justin was observed watching the teacher and making a comment that reflected comprehension (above mentioned vocabulary word “growl”). Justin came to the board when he was called for a turn during Message Time, although he remained silent and returned to his spot after the teacher labeled what he had pointed to (a letter). (Sustains interest in working on a task, especially when adults offer suggestions, questions, and comments, TSG objective 11a, level 4 yellow-green).While working at the play dough table Justin was asked to extend an AB pattern. Initially unable to be successful, Justin continued to practice the skill with the verbal encouragement of the observer. (Practices an activity many times until successful, TSG objective 11b, level 4 yellow-green).During center time Justin wanted to follow a peer into a center where there were no available seats for him. Justin then went to a different center, picked up an empty chair, and carried it over to the table. (Solves problems without having to try every possibility, TSG objective 11c, level 6 green-blue).Justin asked, “What is that?” while pointing to the foaming hand sanitizer. He played in several centers, using a variety of materials available in the classroom. (Explores and investigates ways to make something happen; Shows eagerness to learn about a variety of topics and ideas, TSG objective 11d, level 5 yellow-green).Justin was observed putting the crayons back into the containers of matching color. He was later observed putting the containers onto the matching circles on the art shelf. (Matches similar objects, TSG objective 13, level 2 yellow).While working at the play dough table Justin was observed rolling and labeling pieces of dough into “worms”. (Draws or constructs, and then identifies what it is, TSG objective 14a, level 4 green-blue).During Read Aloud, Justin demonstrated attending to the story with a focused eye gaze. His response to the vocabulary word “growl” also indicated attention. He was also observed looking at a book. The book was oriented correctly, and he was seen turning pages appropriately at least twice. (Orients book correctly; turns pages from the front of the book to the back; recognizes familiar books by their covers, TSG objective 17a, level 4 yellow-green). (Contributes particular language from the book at the appropriate time, TSG objective 18a, level 2 yellow-greenAfter working on a picture at the art table Justin was prompted by an adult to write his name. He used the crayon to “write” his name, and then indicate where his name was located in the page. The name was not separate from the picture, and was created with scribbles. (Scribbles or marks, TSG objective 19a, level 1 orange-yellow).When asked to count objects, Justin repeatedly counted using number words, but not in the correct order. He consistently counted, “1-2-3-9” but could count to 10 with an adult. (Verbally counts, TSG objective 20a, level 2 orange-yellow).While using play dough, Justin was presented with two “worms” that were obviously different in length. Justin correctly identified the worm that was “short” and “big” by pointing. A third worm of a different length was added and Justin was able to identify the “short”, “big”, and “in the middle” worms (note: “in the middle” is not a locational term). (Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume; knows usual sequence of daily events and a few ordinal numbers, TSG objective 22, level 4 green-blue).While using pink and green play dough, Justin was asked to extend a simple AB pattern. He was initially unable to successfully extend the pattern. The observer taught the skill for approximately five minutes, and then gave Justin another opportunity. After direct instruction, Justin was able to extend the AB pattern by a minimum of five extensions. (Extends and creates simple repeating patterns, TSB objective 23, level 6 blue).Summary of Observation:Justin enjoyed his visit to the classroom and his interactions with his peers. He became especially attached to the peer whom he sat next to during morning group. He enjoyed exploring his environment and participated in the classroom routine. With the limited observation time period, Justin presented within average (a scatter in some areas from low-mid to others well within mid) for his age group in all areas of development according to the Teaching Strategies Gold developmental continuum. Authentic Assessment: This is an assessment that is meaningful and relevant to the child.A process of systematically gathering information from multiple sources and settings, collected over numerous points in time, and reflecting a wide range of child experiences.Assess skills that are functional. Use observations (should be used to complete developmental scales)Be inclusive of family.AuthenticNaturalisticBlue Print Instructional Guidance Document – An IntroductionThe Blue Print Instructional Guidance Document was created through a peer process. Teachers and teaching assistants worked in teams to review the ten theme guides provided with Blue Print in order to create a structure that would allow our program to continue to follow the scope and sequence of the Blue Print literacy curriculum while also maintaining our practice of reading the same story for five days to develop a deep understanding of the book’s concepts in children. Teams reviewed the theme books, the applications, the suggested activities, and the broad theme objectives. They then read through the theme guides and created an order which supported the five day read aloud philosophy.The first box on the document will indicate the books to be read for that theme. Also shown is Required or Recommended. If a book is “recommended” the peer team decided that it would make the best instructional sense to read the titles in the order presented, following the scope and sequence of the theme, but an individual teacher may decide otherwise using professional judgement. If a book is “required” the peer team has indicated that the book(s) must be read in the order shown because of applications, graphic organizers, activities, etc. Each peer team also reviewed the scope and sequence of each title, and listed the page sequence to follow within the theme guide. After reviewing the primary read aloud books (anchor books), each peer group also generated a list of books that a classroom might use to support theme development. These titles are listed in the second box, as well as where those titles can be located. The information in the second box is meant to be supportive, and is in no way final. The peer teams also suggested including space on each theme form for teachers to make notations about materials, successful activities, changes they would make, etc. on the bottom of each form.Please note…first year teachers are required to follow the guidance document as it is written in order to become familiar with the Blue Print literacy curriculum, the scope and sequence of the skills, and the various aspects of supporting activities.Required or RecommendedTitlepage orderrecommendedAll By Myself20, 21, 23, 25, 25recommendedEyes, Nose, Fingers, Toes24, 26, 26, 36, 36recommendedThe Little School Bus35, 35, 29, 29, 31Theme 1: Welcome to School“Best fit” booksRequired or RecommendedTitlelocationall titles are recommendedThe Bus for UsThesaurus RexI Call My Hands Gentle (Amanda Haan)Yoko (Rosemary Wells)If You’re Happy and You Know It! (Jan Ormerod & Lindsey GardinerHow Do Dinosaurs Play with Their Friends? (Jane Yolen & Mark Teague)A Rainbow All Around Me (Sandra Pinkney)I Like Myself (Karen Beaumont)Preschool to the Rescue (Judy Sierra)Wemberly Worried (Kevin Henkes)Timothy Goes to School (Rosemary Wells)theme box50 book collection50 book collectionMATERIALS/NOTES:Required or RecommendedTitlepage orderrequiredSheila Rae’s Peppermint Stick14, 16, 24requiredOwen25, 26, 30requiredBig Wolf and Little Wolf19, 21, 22requiredHoney, I Love29, 31, 32Theme 2: Living TogetherMATERIALS/NOTES:Required or RecommendedTitlepage orderrequiredTrashy Town15, 16, 20, 21requiredDog’s Colorful Day26, 30, 31requiredJohn Willy and Freddy McGee27, 32, 29Theme 3: People, Places, and Pets“Best fit” booksRequired or RecommendedTitle & reason/suggestionlocationall titles are recommendedI Stink! – read as second read aloud with Trashy TownInside Outside Mouse – reinforces positional words, animal homes, rhymingTools - photographs of workers around the worldCity Lullaby – rhyming, places and workersMy Pet – introduction and transition to petsDot and Jabber – animal connection, seasonal discussion, tie in later to theme 9theme box50 book collectionauthor collection50 book collection50 book collection50 book collectionMATERIALS/NOTES:Required or RecommendedTitlepage orderrequiredFox 15recommendedCastles, Caves, and Honeycombs14, 17, 32recommendedWhat Makes the Seasons19, 29, 30, 22recommendedWhen it Starts to Snow24, 26, 31Theme 4: Changes Around Us“Best fit” booksRequired or RecommendedTitle & reason/suggestionlocationall titles are recommendedViolet’s MusicIn a Small, Small Pondauthor study – A. Johnson50 book collectionMATERIALS/NOTES:Required or RecommendedTitlepage orderrecommendedBunny Money16, 25, 31requiredTo Market, To Market14, 17, 26requiredSuper Market (links to previous books and fills in gaps in TSG)15, 24, 30, 32recommendedLunch19, 22, 27Theme 5: Markets and Foods“Best fit” booksRequired or RecommendedTitle & reason/suggestionlocationall titles are recommendedBee-Bim-Bop - links previous books and transitions to next themeMarket Day - transition to theme 6Feast for 10 – transition to theme 6, countingMama Panya’s Pancakes – transition to theme 650 book collectionMATERIALS/NOTES:Required or RecommendedTitlepage orderrecommendedHow Much?14, 16, 17recommendedMy Granny Went to Market25, 15, 29recommendedThis is the Way We Go To School26, 22, 27Theme 6: Daily Life in Many Lands“Best fit” booksRequired or RecommendedTitle & reason/suggestionlocationall titles are recommendedLet’s Go To SchoolMe on the MapKnuffle Bunnytheme boxtheme boxauthor study – M. WillemsMATERIALS/NOTES:Required or RecommendedTitlepage orderrecommendedManana Iguana20, 15, 25, 26 ,27recommendedThis Little Chick19, 21, 22recommendedThe Three Little Pigs14, 15, 15, 31Theme 7: Folk Stories on the Farm“Best fit” booksRequired or RecommendedTitle & reason/suggestionlocationall titles are recommendedThe Little Red Hen and the Ear of Wheat – links with Manana IguanaThe Three Little Pigs (Galdone) - links to Three Little Pigstheme boxMATERIALS/NOTES:Required or RecommendedTitlepage orderrecommendedTools14, 16 (required)recommendedDig!32, 25, 27requiredMeasuring Penny17, 19, 20, 22recommendedHow Big Is a Pig21, 23Theme 8: Measure Up!*Tools is required to read before Measuring Penny. Measuring Penny is required before How Big is a Pig.“Best fit” booksRequired or RecommendedTitlelocationall titles are recommended as additional Read Aloud titlesAlphabet Under Construction – pair with Tools because Mouse uses different tools to make the letters.I’m Dirty! – pair with Dig! as both are backhoe booksRoad Builders – pair with Dig! to introduce to other types of road buildersTools (by Ann Morris) – pair with Tools talks about tools from around the worldauthor studyMATERIALS/NOTES:Required or RecommendedTitlepage orderrecommendedWhat’s This?14, 17, 20, 25recommendedFlower Garden21, 26, 29recommendedThis is the Sunflower22, 27 ,30Theme 9: Seeds, Plants, and GardensAuthor study: Lois Ehlert “Best fit” booksRequired or RecommendedTitlelocationall titles are recommended Jack’s Garden- provided opportunities to develop TSG social studies and art objectivesOur Community Garden- provided opportunities to develop TSG social emotional, social studies, and art objectivesSlugs in Love – provided opportunities to develop TSG art objectivesTo Be Like the Suntheme box – 15, 16, 24, 3150 book collection50 book collection50 book collectionMATERIALS/NOTES:Required or RecommendedTitlepage orderrequiredCome Along, Daisy!14, 30, 29, 21requiredOne Duck Stuck16, 19, 22, 32requiredTurtle Splash15, 17, 20recommendedHop Jump27, 31Theme 10: Exploring Pond LifeAuthor study: Lois Ehlert “Best fit” booksRequired or RecommendedTitlelocationall titles are strongly recommended as additional read aloudsStarting Life: Frog- pair with Hop Jump, use to fill the gap in TSG science objectives. Compare fiction and nonfictionThe Neighborhood Mother Goose - pair with One Duck Stuck, read “One, Two, Three, Four, Five” as it gives opportunity for math, fine motor, and gross motor gaps to be addressedtheme box 50 book collectionIpod TrainingCameraTaking a pictureLook at pictures takenTurn on flashOptionsToggle camerasSwitch to videoDownloading photosScreen printsSafariAccessing WifiNavigating internetBookmarksSending informationNotesCreating a new noteVoice recognitionSettingsFinding Wifi signalExploring settingsCustomizing your ipodMoving App iconsCreating foldersThe App StoreSearching for TSGTap Camera IconSnap PictureLook at pictures on camera rollTurn flash on/off/autoToggle Camera front/backGrid/high def/ panoramaCamera to VideoGo to safari App COMMUNITY CHILDREN – NOT IN THE PRESCHOOL CLASSROOMThe Preschool Screening ProcessParent calls to indicate that they have a concern about their child’s development.Ask them if they would like to have a developmental plete a demographic/results of screening sheet and send it to Pupil Services. ?Results of the screening indicate the following:ResultsPreschool Teacher To DoActionPass on all sections of the screening instrument and no teacher concern for developmentSpeech Therapist and teacher discuss and share information with parent and document information in RTImDirectNo further action is necessaryPass on all sections of the screening instrument and the teacher/SLP has concerns about developmentSpeech therapist and teacher discuss and share information with parent and document information in RTImDirect; Discuss screening information at GLMFollow up with GLM recommendations and document in RTIM DirectFail on screening instrument but teacher does not suspect a disability; results due to lack of experienceSpeech therapist and teacher discuss share information with parent and document screening results in RTImDirect; Discuss screening information at GLMFollow up with GLM recommendation and document in RTIM DirectFails screening, teacher needs more information Share information with parent an document screening results in RTImDirect; Arrange visits to preschool class or visit child at community preschool; Collect data, discuss at GLM; Share info. with parent ?Fails screening, instructional or speech support is neededChild may receive short term instructional or speech remediation/interventionDevelop goal and record in RTIM Direct; ?Discuss at GLM; Report on goal progress at each data day (Speech goals developed, entered, monitored by SLP)Fails screening and teacher suspects a disability Share information with parent and document screening results in RTImDirect; request a problem solving meeting from Intervention SpecialistProblem Solving meeting must occur within 10 business days* of the referral*“Business Days” means the days that the school board office is open for MUNITY CHILDREN – NOT IN THE PRESCHOOL CLASSROOMThe Preschool Screening ProcessAdditional ScenariosParent indicates they do not want a screening, they want an IEP.Explain that the first step in the process is to complete a developmental screeningSchedule a screening if the parent agreesParent brings a prescription from a physician for an IEPExplain that the first step in the process is to complete a developmental screeningSchedule a screening if the parent agreesParent/Professional presents written developmental or medical information (if referenced in a phone conversation, request a written copy)Request a problem solving meeting from the Intervention SpecialistA problem-solving meeting must occur within 10 business days* of the referral; There is no need to do a developmental screening if developmental information is availableParent says he/she suspect that their child has a disabilityClarify are you concerned about the child’s development or you feel they are disabledA problem-solving (TAT) must occur within 10 business days. At that meeting the team needs to decide if they have enough information to refer or need to collect more information to make the best decision. (screening, etc.medical*“Business Days” means Monday-Friday, 12 months out of the year, except state and federal holidays.CHILDREN IN THE PRESCHOOL CLASSROOMSteps To Take When Concerns ExistStepsInitiated ByConsider how you are differentiatingPreschool TeacherDiscuss child at GLM to gain support and ideasPreschool TeacherRequest help from the Lead TeacherPreschool TeacherRequest an Instructional Support Team Meeting (explanation in Preschool Handbook)Preschool TeacherPrincipalFSWLead TeacherIf goal is written, put information in RTImDirect and begin progress monitoringPreschool TeacherSpeech TherapistReview goal progress at each Data DayPreschool TeacherIntervention SpecialistSpeech TherapistPRESCHOOL DATA DAYA Review of Data – Classroom and Community Preschool ChildrenPrior to Data Day, the preschool teacher … Prior to Data Day, the SLP…enters data pertaining to the instructional goal in RTImDirectdevelops the Data Day agenda to include any child (classroom or community) with an instructional or speech goal shares the agenda with anyone providing support to a child (classroom or community), including children receiving speech support? Enters data pertaining to the speech goal in RTImDirectDuring Data DayThe preschool teacher … The SLP…The FSW…reviews recent Universal Screening and TSG datareviews speech and language goals that have been writtenprovides attendance recordreviews student instructional goals that have been writtenreviews progress monitoring data in RTImDirectshares pertinent family informationreviews progress monitoring data in RTImDirectreviews the status of all children who have come for a developmental screening, including community childrenreviews progress of children for which we have had Instructional Support Team meetingsreviews progress of children who have IEP goalsRecommendations for Making a Schedule/Writing Lesson PlansConsult the Creative Curriculum – 4th EditionSchedule more challenging activities in the morning when children are freshestMaintain ratio guidelines per your division policy. Augusta is 9:1.Post a picture schedule for children on the wall at their eye levelWhen children first arrive at school or have been playing outside, they wash their hands before eatingA theme is incorporated into the daily plans. Theme boxes are available for the teacher to check out.Breakfast - Daily (15 – 20 minutes)Nutritional objective or activity (weekly) (cooking)Opening Time / Circle Time – DailyMorning Meeting – to greet, sing morning songs, introduce concepts of day (5-10 minutes)Read A Louds (2-3 small groups) – Small group time in which same theme based book is read for five days. Extensions are provided during small group and center time.Message Time Plus – a modeled writing and reading instructional program intended to connect with the Read A Loud story and center activities.Center Time – At least one hour block of child choice activities. Teacher directed activities are held with individuals or small groups at this time. (This does not include clean up.) This is the core instruction time of the preschool day.Small Groups – Small groups are used to meet different children’s needs. These groups could include activities for social, cognitive, motor, or language.Story – Daily – read 2 stories in addition to the read aloud bookRead Aloud and Literacy extensions beyond reading a story (flannel board activity, making books, interactive books, etc.)Songs and Fingerplays – DailyPhonological Awareness Activity – (Lots of rhyming, sound play, and sound awareness activity) This can be done in small group, whole group, and during transition times.Second center time – A period of time, usually 20-30 minutes, of child choice activities. Not all centers are required to be open during second center time. Small groups of identified children may receive Power Up instruction during second center time. Second center time should occur during the school day prior to rest time, but there is flexibility in scheduling to reflect specials, lunch times, etc. Power Up-short times frames 10-15 minutes that identified children receive targeted skill based instruction. Power Up should happen during second center times. Additional times for targeted instruction could occur during morning arrival, prior to rest time, during afternoon departure, and other parts of the school day that are separate from first center time (core).Handwriting Without Tears-Supports the motor skills needed for pre-writng skills with hands on materials.Specials with school (music, library, P.E., etc.)Computer – Daily (This will include teaching time such as interactive books on computer and child choice time.)Lunch – Approximately 30 minutes in length. Time between meal/snack about two hours. Should be as close to 12:00 as possible to allow for a long instructional morning.Snack – Daily – Snack can be served in the morning or afternoon depending on schedule. Snack can be served as a “self-serve snack bar” or as a group at the tables. Please see Creative Curriculum – 4th Edition for more informationToothbrushing – One time per day. Should be in conjunction with meals. Staff members need to wear latex gloves.Outside / Large Motor – The intent is the children should have 60 minutes of outside time. This should not be one hour straight.Examples: 15 minutes, 15 minutes, 30 minutes 30 minutes, 30 minutes. One motor time needs to have objectives developed and one should be free play.Outside time should be at the end of the morning and again in the afternoon. Early morning time should be reserved for instruction and child choice learning.Rest – one hour. You may have individual children who need to rest longer, but the whole class should not be scheduled more than one hour.Health and Safety should be incorporated into the curriculum all day, every day.When writing lesson plans, large and small groups need to reflect what the teacher wants the children to learn. Lesson plans include measurable objectives that address the children’s needs based on prior observations or work samples. Once skills have been identified, activities are developed. Measurable objectives need to be included for read aloud times, teacher directed activities, whole groups, small groups, and one gross motor time. For example:The child will recognize his name. Could be written TCW recognize name.Sing song Miss Mary Mack – Could be written TCW finish one line of the song.Lesson Plan FormatsLesson plans must be posted in room.Those classrooms doing I Am Moving and I Am Learning need to note the movement times in lesson plans.Records ChecklistClassroom RecordASQASQ-SEASQ-ASQ-SE Summary SheetResults of screening letterPreK Pals summaries-online (put in folder if child withdraws)PreK Numeracy Fall____Winter____ Spring____TSG Progress Reports-online (put in folder if child withdraws)Parent Signature Page Conference_____HV_______HV_______ConferenceChange of Information and transportation (shred at end of year)Notes from Parents-(Shred at end of year)Bus Violations Forms –(shred at end of year)Volunteers Standards and Confidentiality-(Shred at end of year)If applicableWithdrawal sheetCopy of IEP-(Shred at end of year)Service Provider Sheets-Shred at end of yearThis folder complete with contents goes to the FSW when the child withdraws or the year ends.You are expect to keep this record up to date.RTI Problem Solving Vs TATOLDNEWStudent Assistance Team: Met before a referral to TAT, discussed student’s progress and developed strategiesTeam members varied by schoolGrade Level MeetingDocumentation done on RTImDirectTAT: Team included Psychologist, Parent, Administrator, and other school staff as appropriateDecision was to continue to monitorProblem Solving Meeting:Document on RTImDirectMeeting within 10 days of requestInvite ParentsTeam includes grade level or Team in MS, Parents, Psychologist, Social Worker, Administrator, and other staff as appropriateUse the Problem Solving ModelPreviously called TATContinue to MonitorTAT:Refer for evaluationProblem Solving Level IIThe Problem Solving meeting determined there was a suspected disability and sufficient data for a referral for an evaluationIt is a continuation of Problem Solving and we enter it on IEP OnlinePreschool Data, Differentiation and Power UpCORE InstructionRead A LoudMessage Time Center TimeDevelopmental AreasDifferentiationAll students, all day long.Power Up in PreschoolWhat? Skill basedWho? Identified childrenHow long? 10-15 minutesHow often? DailyWhen? Second center time, before breakfast, before rest, See sample scheduleWhere? In classTeacher developed activitiesPrek Pals sightCathy Richardson Math BookData DayYou will need to discuss:At this time we do not have benchmarks for PreK.Universal Screenings-PreK Pals-PreK Numeracy.TSGAttendanceRate of progressInterventionWrite specific goalKeep DataMonitor ProgressResponse to Intervention (RtI) Preschool GuideResponse to Intervention (RtI) is a tiered approach to supporting students and their learning needs. Using RtI as a guideline, the majority of students are able to learn and make progress by participating in “core instruction” (center time)referred to as Tier One, while there will be a small group of students who do not make adequate growth globally or in particular areas and who need additional, individualized instruction (“Power Up”) from Tier Two. A very small percentage of students will continue to struggle, even with the additional support provided in Tier Two. Those students may eventually need to be moved up to Tier Three, where they may qualify for special education services.Teachers have a professional responsibility to use ongoing, authentic assessment and data in determining whether or not a child is making adequate progress through core instruction. The Augusta County Preschool Program has several tools to gather data, primarily the Teaching Strategies Gold Developmental Continuum. Additionally, teachers may use data gathered from our screenings (PreK PALS, PreK Numeracy) to determine if a child is making adequate gains. While gathering data at the start of the school year, it is important for teachers to be mindful that the majority of children are in their first high-quality preschool environment of their lives. Deciding that a young child is not making adequate gains early in the year would rarely be supported by data. The exception is for children who were enrolled in the program the previous school year.After the child has an appropriate time to be exposed to learning activities and data supports that a child is not making appropriate gains a specific goal needs to be written that addresses the specific skill the teacher will be instructing the child on.RTI Reminders and ResponsibilitiesBeginning with February 2013 Data Day MeetingGrade Level LeadersPrior to Data Day : Identify at risk students during grade level meetingsDiscuss how instruction is being differentiated in core for students of concernDecide which students need to be discussed at Data Day and entered into RTIM DirectMake sure that Intervention Specialist has data for RTIM direct prior to data day meeting so that it can be accessed during meetingsInvite specialists to Data Day, specifically if they are working with students who will be discussedCreate grade level agenda for Data Day- list student names (some schools even add student photo)On Data Day:Distribute grade level agendas at Data Day meetingBegin with Celebrations- Encourage all teachers to participateAll Universal Screening Data, Benchmark Data and Formative Assessment Data should be accessible during Data Day meeting If a student works with a specialist, they should be prepared to discuss student data All data should be presented by Grade Level Leader, Teacher or Specialists Bring Cumulative Records and attendance records of students being discussed at Data DayAssign a timekeeper to keep discussions succinctGuide discussions to focus on topics within our controlClassroom TeachersBe prepared to discuss Universal Screening Data, Benchmark Data, Pre and Post Test Results, and Formative Assessment DataDescribe differentiation for all students, especially those at risk who are being discussed at Data DayFocus on topics within our controlIntervention SpecialistCreate a calendar/date when grade level data should be submitted to Intervention Specialist for RTIM directGrade level data entered into RTIM direct prior to Data DayComputer set up with RTIM Direct access during meetingGrade level data entered into RTIM direct prior to Data DayRecord relevant information into RTIM DirectRecord meeting minutes or notesEnsures that students referred for Testing/Eligibility meetings have been in specific, intensive interventions and have been progress monitored with baseline data and at least 3 data points prior to meetingsAdheres to RTI Process Guide and communicates the process with staffAdministratorParticipates in Data Day Participates in grade level meetings as time permitsSets expectations for RTI processProvides support to teachers in following up with parents, pupil services, central office, etc.Ensures that students referred for Testing/Eligibility meetings have been in specific, intensive interventions and have been progress monitored with baseline data and at least 3 data points prior to meetingsEnsures that RTI Process Guide is being followedSpecialistsAttend Data Day Meetings-especially if working with students who are being discussedProvide assessment, IEP, and formative dataAssist with goal writingDifferentiate instruction-especially core –for students with IEPsReport Speech, SPED, Title I expectations to teamLRE FLOW CHARTSample Schedule8:00 – 8:30Children unload from buses - Children wash hands and choose a table activity such as books, legos, puzzles, etc. This time can also be used to support instruction. Consider using upper grade students (for example) to help with letter recognition, numeracy skills, etc.8:30 – 8:40Clean up song: Transition song to get ready to go to cafeteria for breakfast.8:40 – 9:10Breakfast: Children are given a squirt of antibacterial lotion, go through breakfast line, and eat breakfast. The first eight children will go back to room with one adult and start brushing teeth.9:10 – 9:20Second group transition back to room 9:20 – 9:30Morning Meeting - This should include songs to greet children, see who is at school today, and introduce concepts of day.9:30 – 9:45Read Aloud – Small group time in which the same theme based book is read for a week. Extensions are provided during small group and center time.Message Time Plus is a modeled writing and shared reading instructional program. It is the Augusta County Preschool Program expectation that this 10 minute instructional activity follow Read Aloud and be used to support the connections between Read Aloud books and center activities.9:55 – 10:55Center Time – One hour block of child choice activities. Teacher directed activities are held with individuals or small groups at this time.10:55 – 11:05Clean Up from Center Time – (It is best practice to have a consistent song or signal for clean up).11:05 – 11:15Whole Group or Small Groups – This time could be used for Handwriting Without Tears or one of the two additional book reading times.11:15 – 11:45Outside Play Time - This can be a teacher directed game or free play on playground. One adult will return to the room at end of this time to set up for lunch. She will bring 8 children who are helpers with her. The children who are not the lunch helpers of the day, may look at books, etc. They will then wash hands and sit at the table once lunch has been put out. This time may also be used as one of the additional book reading times.11:45 – 12:15Lunch – (Family Style Dining) The second group of children will come into the classroom and wash hands. They will then sit at the tables for lunch. When the children are finished they may look at books, legos, table toys on rug, or any other teacher assigned activity. Bathroom may be used at this time.12:15 – 12:20Children will finish cleaning up from lunch. One adult will go to the rug. The other adult will assist the rest of the children and help them to the rug. This time may also be used as one of the additional book reading times.12:20 – 12:50Second center time - During this time teachers, instructional assistants, and available supporting staff can work on providing interventions following the RtI model.12:50 – 1:20Outside Time - This can be free play or a teacher directed game.1:20 – 1:30Story or quiet activity preparing children for rest. During this time children will go to the bathroom, get a drink of water, and wash hands.1:30 – 2:30 Nap Time - For children who do not require a lot of rest, this time can also be used to support instruction for children. Children will be provided alternative activities if they do not fall asleep in a certain amount of time.2:20 – 2:30 Start waking children up. Children can use bathroom, read books, etc. while waiting on others.2:30 – 2:45 Close – This is a time to read stories, review day, add symbols to calendars, etc. This time may also be used as one of the additional book reading times. 2:30 – 2:45 Snack - This is a time for the children to sit at tables or visit a snack bar to enjoy a healthy snack. 2:45 – 3:00 Pack up and walk up to the school buses. For children who depart later, this time can also be used to support instruction. Consider using upper grade students (for example) to help with letter recognition, numeracy skills, reading etc.Travel Re-imbursement SampleSchool Entry ChecklistSet up transition visitPrepare room for new studentLet cafeteria manager knowDiscuss student needs with FSACreate classroom fileCopy emergency care cardMake bus tag stickersTransportation Form needs to go to bus driverSchedule ASQ parent conferenceContact enrollment office on child’s first dayEnter ASQ info into ChildplusVerify child is on TSG,etcIf child has IEP make sure information is in ChildplusChange in screening process:Pass on the screening is the end. Nothing else needs to happen, a pass is a pass. This does NOT mean that we do nothing if there are some concerns….teachers can observe child to help generate strategies for families to use at home. Documentation is always essential.Fail on screening but not suspecting a disability because of lack of experiences, do not need to go at that time to problem solving. It is a time to gather more data. There are then three options:Need to collect more data (observe in center based program, etc.), have classroom visit for observation, refer for Problem Solving (formerly TAT). Documentation is essential.We are not automatically going to Problem Solving UNLESS there is a SUSPECTED DISABILITY, the other fails will be discussed at the GLM. Anyone can make a referral for a suspected disability but the determination needs to be made if there is enough information/data/experiences to support that suspicion. If there is a suspected disability, the specific information needs to be included in the paperwork sent to Problem Solving (for instance, “A disability is suspected due to the fact that no tasks of the screening were able to be completed/there was no functional communication observed/etc.)Ask if parent would like a developmental screening?Difference between a parent calling and a person calling with testing information or reports to be considered. IE, if a parent or agency calls who already has information, that child should move directly to TAT. If they already have developmental information, they do NOT need to do a screening.If a child is waiting for an appointment with a clinic, we schedule that child for a screening – we are NOT waiting to screen.BIG THING: IF YOU SUSPECT A DISABILITY, YOU NEED TO IMMEDIATELY GO TO PROBLEM SOLVING. PROBLEM SOLVING MUST BE HELD WITHIN 10 DAYS. (no longer need to automatically request a TAT meeting)Steps for phonological awareness developmentListening Notices and recognizes sounds in the environment Discriminates sounds that are the same and different Remembers heard sounds Discriminates one sound out of manRhyming Joins in and repeats rhyming songs, finger plays, and poems Fills in missing rhyming words of a song, finger play, or storyAlliteration Participates in songs, stories, and rhymes with alliterative text (e.g., Silly Sally) Recognizes that a group of words all begin with the same sound(s) Identifies many beginning sounds of familiar wordsSentences and Words Claps separate words in a sentence Listens for a particular word or phraseSyllables Claps syllables of own name Claps syllables of familiar wordsOnset and Rime Recites rhymes, songs, or finger plays that focus on onset and rime (e.g., rub- a-dub) Begins to separate initial sounds from rest of word (e.g., writes the letter m when adding milk to a shopping list) Phonemes Plays with the sounds of wordsTransportation Communication Process Application is reviewed by FSW.Application data is put into ChildPlusAddress is verified by Head Start.Children are accepted.Process for April 15-August 19Transportation Request Forms are completed at registration and checked by FSW.The forms are then given to Teresa and she creates a Google document for each class.Google Document is shared July 1 with: Head Start (Dwight and Susan),FSW, Principal, Transportation(Mr.Schindler/Bob Glenn)The FSW will give the teacher transportation forms. The teacher will put them in the bright colored folder and give to the bus driver.Process August 19-June 5Transportation Request Forms are completed at registration and checked by FSW. The FSW will give the form to the teacher. The teacher gives the paper to the bus rmation on form is entered into Google Doc by teacher. If the teacher receives a change form she is responsible for entering into Google Doc and giving it to the bus driver.Teachers are responsible for checking the information once a month when completing monthly paperwork (By 5th of the month.)They should strike through children who have withdrawn.They will highlight new children or children who have changes.Highlighting will be removed by HS office.43434001428751743075-149860Teaching Strategies GOLD Alignment to Battelle Developmental Inventory, Second Edition (BDI-2)Self-Care TSG objective #1Age Birth to 1:Sucks with smooth, coordinated movements.Places both hands on a bottle or breast during feeding.Mouths soft food using up-and-down jaw movements and pushing the food against the top of the mouth with his or her tongue.Takes strained food from a spoon and swallows it.Eats semisolid food when it is placed in his or her mouth.Holds or supports a bottle to feed himself or herself.Uses his or her lips to remove food from an eating utensil held by an adult.Age 1 to 2:Feeds himself or herself bite sized pieces of food.Drinks from a cup with assistance.Chews food using a rotary (side-to-side) jaw movement.Age 2 to 3:Helps dress himself or herself by holding out his or her arms or legs.Asks for food or liquid with words or gestures.Uses a spoon or other utensil to feed himself or herself.Removes his or her shoes without assistance.Drinks from a cup without assistance and with little spilling.Feeds himself or herself with a spoon or fork without assistance.Age 3 to 4:Distinguishes between food substances and non-food substances.Removes clothing unassisted.Accurately responds yes or no when asked if he or she has to use the toilet.Controls bowel movements regularly.Age 4 to 5:Asks for food at the table.Blows his or her nose with assistance.Washes and dries his or her hands without assistance.Obtains a drink from a tap or other source without assistance.Chooses the appropriate utensil for the food he or she is eating.Sleeps through the night without wetting the bed.Kindergarten:Dresses and undresses without supervision.Takes care of his or her own toileting needs.Puts on clothing right side out and front side forward and puts shoes on correct feet.Prepares a tooth brush and brushes his or her teeth.Cuts soft foods with the side of a fork.Chooses clothing that is appropriate for the weather.Chooses clothing that is appropriate for the occasion.Takes a bath or shower without assistance.Personal Responsibility TSG objective #1, 2, 3, 11, 12, 29Age 2 to 3 years:Moves independently around the house requiring only occasional supervision.Understands that hot is dangerous.Puts away toys when asked.Age 3 to 4:Shows care when handling an infant or small animal.Indicates or describes an illness or ailment to an adult.Demonstrates caution and avoids dangers.Responds to instructions given in a small group and initiates an appropriate task without being reminded.Age 4 to 5:Uses appropriate behavior and voice in public settings.Continues to work on a learning task with minimal guidance.Initiates and organizes his or her own activities.Kindergarten:Answers “what-to-do-if” questions involving personal responsibility.Follows rules when playing simple games.Asks permission to use other’s possessions.Regularly performs 2 or more household chores.Crosses the street safely.Knows his or her own phone number.Goes to bed without assistance.Uses the telephone to place a call.Uses emergency phone numbers.Knows his or her address.Makes a purchase in a store by himself or herself.Handles small sums of money with responsibility.Builds or repairs with appropriate tools or implements.Handles his or her money.Adult Interaction TSG objective #1, 2, 3, 8, 10Age Birth to 1:Looks at an adults face.Responds physically when held.Shows awareness of other people.Shows a desire to be picked up or held by familiar people.Age 1 to 2:Explores adult facial features.Shows a desire for social attention.Expresses displeasure for or dislike of certain activities or situations.Expresses enjoyment of or preference for certain activities or situations.Plays peekaboo.Discriminates between familiar and unfamiliar people.Shows appropriate signs of separation anxiety when removed from his or her parents or caregiver.Continues to vocalize when imitated.Ages 2 to 3:Shows appropriate affection toward people, pets, or possessions.Responds positively to adult praise, rewards, or promise of rewards.Ages 3 to 4:Greets familiar adults spontaneously.Enjoys having someone read simple stories to him or her.Helps with simple household tasks.Responds positively when familiar adults or adults in authority initiates social contact.Allows others to participate in his or her activities.Ages 4 to 5:Initiates social contact or interactions with familiar adults.Separates easily from the parent.Uses adults other than his or her parents as resources.Kindergarten:Asks for adult help when needed.Follows adult directions with little or no resistance.Follows the rules given by an adult or playing simple childhood games with peers.Follows classroom rules and regulations.Attempts to be humorous.Recognizes an adult’s feelings.Trusts familiar adults and accepts explanations from them.Waits his or her turn for a teacher or adult’s attention.Peer Interaction TSG objective # 2, 3, 14Ages 2 to 3:Shows awareness of the presence of other children.Enjoys playing with other children.Plays independently in the company of peers.Initiates social contact with peers in play.Imitates the play activities of other children.Ages 3 to 4:Responds differently to familiar and unfamiliar children.Plays with a peer using the same materials without disturbing the other child’s play.Ages 4 to 5:Expresses affection or liking for a peer.Shows sympathy or concern for others.Interacts appropriately with peers in non-play group activities.Shares property with others.Plays cooperatively with peers.Kindergarten:Initiates social contacts and interactions with peers.Has special friends.Willingly takes turns and shares.Cooperates in group activities.Willingly participates in new or unexpected activities or tasks.Uses peers as a resource.Exchanges ideas with other children and goes along with other children’s ideas.Participates in competitive play activities.Resolves a conflict without using aggression or violence.Assumes a leadership role in peer relationships.Initiates pro-social interactions.Recognizes the basic similarities of all children.Recognizes and accepts diversity among other children.Self-Concept and Social Role TSG objective #1, 2, 3, 8, 11, 14, 29, 30Age Birth to 1:Smiles or vocalizes in response to adult attention.Enjoys frolic play.Ages 1 to 2:Expresses emotions.Shows awareness of his or her hands.Ages 2 to 3:Is aware of his or her feet.Responds to his or her name.Displays independent behavior.Identifies himself or herself in a mirror.Expresses ownership or possession.Follows directions related to his or her daily routine.Appropriately communicates a range of positive emotions.Imitates others and changes his or her behavior based on what others are doing.Shows pride in accomplishments.Expressed enthusiasm for work or play.Appropriately communicates a range of negative emotions.Ages 3 to 4:States his or her first name.Uses objects in make believe play.Uses words for social contact.Uses a personal pronoun or his or her name to refer to himself or herself.States his or her age.Engages in adult role playing and imitation.Ages 4 to 5:States whether he or she is a male or female.States his or her first and last names.Speaks positively about himself or herself.Recognizes the facial expressions of primary emotions.Kindergarten:Is aware of differences between males and females.Recovers from distress in a reasonable amount of time when comforted.Asserts himself or herself in socially acceptable ways.Recognizes another’s need for help and offers assistance.Shows a positive attitude toward school.Receptive CommunicationTSG objective #8, 18, 37Age Birth to 1: Responds to a non-speech sound outside of his or her field of vision.Responds to a voice outside of his or her field of vision.Is soothed by a familiar adult’s voice.Turns his or her head to the source of sound outside of his or her field of vision.Ages 1 to 2:Attends to someone speaking to him or her for at least 10 seconds.Responds with awareness, acceptance, and socially appropriate ways when a familiar person approaches, touches or talks to him or her.Responds to different tones of a person’s voice.Attends to other people’s conversation for 30 seconds.Associates spoken words with familiar objects or actions.Ages 2 to 3:Identifies family members or pets when named.Responds to simultaneous verbal and gestural commands.Looks at or points to an object across the room when it is named.Ages 3 to 4:Follows 3 or more familiar verbal commands.Responds to the prepositions out and on.Understands the simple possessive forms your and my.Responds to who and what questions.Understands the simple possessive form of ‘s.Ages 4 to 5:Follows 2 step verbal commands.Responds to prepositions toward and behind.Responds to adverbs softly and loudly.Understands regular plural forms.Understands the superlatives biggest and longest.Responds to where and when questions.Kindergarten:Understands simple negations.Associates spoken words with pictures.Recalls events from a story presented orally.Expressive CommunicationTSG objective #9, 10, 14, 18Age Birth to 1:Produces differentiated cries.Produces 1 or more vowel sounds.Babbles.Vocalizes to express his or her feelings.Ages 1 to 2:Produces 1 or more single-syllable consonant-vowel sounds.Repeats 1 or more single-syllable consonant-vowel sounds in close succession.Waves bye-bye.Imitates speech sounds.Uses gestures to indicate his or her wants or needs.Ages 2 to 3:Uses variation in his or her voice.Spontaneously initiates sounds, words, or gestures that are associated with objects in the immediate environment.Uses 10 or more municates in a back-and-forth, turn-taking style using sounds, gestures, or other non-verbal methods.Uses 2 word utterances to express meaningful relationships.Ages 3 to 4:Uses words to express what he or she sees and does and to express experiences that immediately affect him or her.Uses words to get his or her needs met.Uses 3 word phrases meaningfully.Engages in extended and meaningful non-verbal exchanges with others.Uses the pronouns I, you, and me.Uses words to relate information about other people, their actions, or their experiences.Responds yes or no appropriately.Ages 4 to 5:Ask questions that begin with who and where.Names his or her creation and labels its elements.Asks questions that begin with why and how.Uses the articles the and a.Uses 5 or 6 word sentences.Kindergarten:Uses plural forms ending with /s/ or /z/ municates his or her experiences clearly enough for others to understand.Repeats familiar words with clear articulation.Gross MotorTSG objective #4, 5, 6, 35Age Birth to 1:Maintains an upright posture at adult’s shoulder without assistance for at least 2 minutes.Holds his or her head erect for 1 minute when held.Lifts his or her head and holds it up for 5 seconds while lying in a prone position.Lifts and turns her head from side to side while lying in a prone position.Brings his or her hands together at midline.Turns his or her head freely from side to side while supported in a sitting position.Holds his or her head parallel to the body when pulled from supine to seated position.Moves his or her arms when a toy is in sight.Puts objects into his or her mouth.Moves an object from hand to mouth.Turns from a prone to a supine position unassisted.Intentionally secures a nearby object while in a prone position.Sits without assistance for at least 5 seconds.Makes stepping movements when held in an upright position.Ages 1 to 2:Moves 3 or more feet by crawling.Pulls himself or herself to a standing position while holding onto a solid object without adult assistance.Moves from a standing position to a sitting position while holding onto a solid object.Walks 3 or more steps with assistance. Stands in an upright position without support for 30 or more seconds.Creeps or crawls up to 4 steps without assistance.Walks without support for 10 feet without falling.Moves from a sitting position to a standing position without support.Moves from a supine to a standing position using smooth coordinated movements without support or assistance.Ages 2 to 3:Maintains or corrects his or her balance when moving from a standing position to other non-vertical positions.Walks up 4 stairs with support.Walks down 4 stairs with support.Ages 3 to 4:Runs 10 feet without falling.Kicks a ball forward without falling.Walks up and down stairs without assistance.Walks backward 5 feet.Throws a ball 5 feet forward with direction.Jump forward with both feet together.Ages 4 to 5:Walks forward 2 or more steps on a line on the floor alternating feet.Walks downstairs without assistance with alternating feet.Imitates the bilateral movements of an adult.Kindergarten:Bends over and touches the floor with both hands.Catches an 8 inch ball from 5 feet away using both hands.Walks in a straight line heel to toe for 4 or more steps.Hops forward on one foot without support.Stands on each foot alternately with eyes closed.Walks a 6-foot line from heel to toe with eyes open.Skips on alternate feet for 20 feet.Throws a ball and hits a target with the dominant hand.Jumps rope without assistance.Throws a ball and hits a target with the non-dominant hand.Fine MotorTSG objective #6, 7Age Birth to 1:Holds hands in an open loose-fisted position when not grasping and object.Holds his or her hands together at the midline.Holds an object with his or her fingers against the heel of the palm (ulnar-palmar prehension).Holds an object for one minuteHolds hands in an open position when not grasping an object.Ages 1 to 2:Retrieves a small object by raking it with his or her fingers and pulling it into the palm of the hand.Transfers an object from one hand to the other.Picks up a raisin with several fingers opposed to the thumb (partial-finger prehension).Drops and object intentionally with demonstration.Picks up a raisin with the end of the thumb and index finger in an overhand approach (neat pincer grasp).Age 2 to 3:Extends a toy to a person and releases it from his or her grasp.Intentionally propels or throws an object.Age 3 to 4:Removes forms from a form board.Extends or points with his or her index finger independent of the thumb and other fingers.Scribbles linear and or circular patterns spontaneously.Uses pads of finger tips to grasp a pencil.Ages 4 to 5:Strings 4 large beads.Holds paper with one hand while drawing or writing with the other hand.Fastens clothing without assistance.Wiggles his or her thumb in bending circular and back-and-forth movements.Traces designs with curved edges.Kindergarten:Traces designs with corners.Folds a sheet of paper.Folds a piece of paper twice- once horizontally and once vertically at right angles. Opens a small padlock with a key.Cuts with scissors following a line.Crumples pieces of paper into balls with each hand.Touches the fingertips of each hand successively with the thumb of the same hand.Ties a single overhand knot around a crayon with sting.Catches a tennis ball tossed from 6 feet away with one hand.Perceptual MotorTSG objective #7, 11Ages 2 to 3:Reaches for and touches an object placed in front of him or her.Reaches for an object with one hand.Intentionally drops a cube into a cup with demonstration.Places a raisin in a bottle.Ages 3 to 4:Dumps a raisin from a bottle.Places 4 rings on a post in any order.Ages 4 to 5:Stacks 2 cubes.Imitates circular markings.Stacks 8 cubes vertically.Kindergarten:Imitates vertical and horizontal markings.Copies a circle.Attention and MemoryTSG objective #11, 10, 12Age Birth to 1:Visually attends to a light source moving in a 180-degree arc.Turns his or her eyes toward a light source.Visually attends to a light source moving in a vertical direction.Shows anticipatory excitement.Visually attends to an object for 5 or more seconds.Follows an auditory stimulus.Ages 1 to 2:Follows a visual stimulus.Attends to an ongoing sound or activity for 15 or more seconds.Occupies himself or herself for 5 minutes.Attends to a game of peekaboo for 1 minute.Uncovers a hidden toy.Occupies himself or herself for 10 or more minutes without demanding attention.Ages 2 to 3:Searches for a removed object.Looks at, points to, or touches pictures in a book.Ages 3 to 4:Attends to one activity for 3 or more minutes.Finds an object hidden under one of two cups.Ages 4 to 5:Selects the hand hiding a toy.Attends to a learning task or story in a small group for 5 minutes.Recites memorized lines from books, poems, television shows, or songs.Locates hidden items in a picture scene.Kindergarten:Focuses his or her attention on one task while being aware of but not distracted by surrounding activities.Recalls familiar objects.Repeats 3-digit sequences.Locates hidden items in the picture scene.Does the alphabet by rote.Repeats 4-digit sequences.Recalls facts from an oral story.Repeats sequences of 4 and 5 objects from memory.Repeats sequences of 6 and 7 objects from memory.Repeats 6-digit sequences.Reasoning and Academic SkillsTSG objective #3, 8, 13, 17Ages 2 to 3:Recognizes himself or herself as the cause of events or happenings.Experiments with variations of causal behavior.Reaches around a barrier to obtain a toy.Ages 3 to 4:Shows interest and enjoyment in age appropriate books or printed materials.Pulls a cloth to obtain an object.Nests objects inside of one another.Matches colors.Ages 4 to 5:Responds to one and one more.Names the colors red, green, and blue.Identifies sources of common actions.Kindergarten:Gives 3 objects on request.Finds comical, unexpected, or unusual events humorous.Identifies the larger of two pletes learning tasks having 2 or more steps without assistance.Answers simple, logical questions.Recognizes picture plete opposite analogies.Identifies missing parts of an object.Perception and ConceptsTSG objective #11, 12, 13, 21, 22Ages Birth to 1:Responds positively to physical contact and tactile stimulation.Visually explores the environment.Ages 1 to 2:Shows awareness of new situations.Feels and explores objects.Ages 2 to 3:Physically explores or investigates his or her surroundings.Imitates simple facial gestures.Ages 3 to 4:Places a circle and a square in a form board.Matches a circle, square and triangle.Identifies familiar objects by their use.Sorts by color with demonstration.Ages 4 to 5:Identifies big and little shapes.Sorts by size with demonstration.Sorts forms by shape.Identifies the longer of 2 plastic strips.Identifies colors of familiar objects not in view.Recognizes visual differences among similar shapes.Identifies simple objects by touch.Recognizes visual differences among similar numerals and letters.Kindergarten:Identifies soft, rough, and smooth pares the sizes of familiar objects not in view.Assembles a 6 piece puzzle of a person.Identifies the picture that is different.Understands relative time.Identifies past and present activities.Example of Transition planChildren who are found eligible with a disability and turn three after September 30 are considered two for school purposes. Those children will begin school on a part time basis similar to their same age peers in the community. A transition plan should be developed that addresses the developmental needs of the child as well as gradually increasing the time they will be in school.Child 1Transition visit in classroom: Friday, Dec. 2ndStart date: Dec. 6th December/January:Tuesday/ Thursday 8:45am-11:30 amFebruary:Tuesday/Wednesday/Thursday 8:45am-11:45amMarch:Monday/Tuesday/Wednesday/Thursday 8:45am-11:45amApril:Monday/Tuesday/Wednesday/Thursday/Friday 8:45am-11:45amMay:M-F increase length of dayBy the end of May she/he will be here 5 full daysChild 2Start date: January 17-February 17, 2013 Tuesday/ Thursday 10:00am-12:00pmFebruary 18-March 5, 2013 Tuesday /Thursday 10:00-1:15Starting March 6, 2013Start 3 days a week: Tuesday, Wednesday, Thursday 10:00-1:15Starting April 8th:Monday/Tuesday/Wednesday/Thursday 10:00-1:15May:Monday/Tuesday/Wednesday/Thursday/Friday 10:00-1:151st week (Jan 17, Jan 22, 24): Mr. Brown (Jim’s dad) will bring him to school2nd week(Jan 29, Jan 31) : Mr. Brown will bring him and the school will provide transportation home3rd week (Feb 5th-remaining school year): School will provide transportation both to and from schoolUniversal Numeracy AssessmentGoal-WritingA written goal: describes what a student can reasonably accomplish in a given time-frame is measurable, observable, and objective (“MOO”)is clearly stated, easily understood, and short-term (generally 6-8 weeks)is determined using baseline datais written by a teamExample: When 26 lowercase letters are presented in random order, Andrea will increase the amount named from 12 to 24. This will be monitored by Mrs. Smith once a week for six-weeks using the “Lowercase Letter Naming Probe”. Goals should be: individualized to a studentskill-specific based on the student’s deficit/ weakness (determined by review of existing data/baseline performance) prioritized by the skill that is impeding progress to the greatest extent (the barrier)When writing a goal, include: the student’s name and skill or behavior to be changed(What is the skill/behavior? Is it to be increased or decreased?)under what conditions the skill/behavior will be achieved (Where, when, and under what circumstances will the student’s target skill/behavior be monitored?) Condition statement examples include: When given a passage on the 3rd grade level . . . When moving through the hallway . . . the criteria the student needs to achieve (What is the goal/level of proficiency that the student is expected to achieve? Seek guidance from normed data, if applicable)the time-frame for achievement (What is the target date to achieve the goal?)the tool used to progress monitor (What measure will be used to monitor progress?)the frequency of monitoring(How often will the goal be monitored?)the person responsible for monitoring (This should be known but may not necessarily be mentioned in the written goal)To Calculate Expected Growth (While not applicable to all goals, this process may be useful when calculating certain goals (i.e. related to fluency):Determine a reasonable amount of growth desired (set ambitious but realistic goals for improvement)Find the difference between the baseline and the goalDetermine the number of weeks the intervention will be deliveredDivide B by C to determine the expected amount of growth per week ................
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