Contents
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
Attendance Comparison
Authentic Assessment and Sample Report
Blueprint Instructional Guidance Document
BP Upgrade Instructional Guide
IPOD Camera Diagram
Preschool Screening Process – Revised 8/12
Recommendations for Making a Schedule
Records Checklist
RTI Problem Solving Vs TAT
RTI at a Glance
RTI in Preschool
RTI Reminders and Responsibilities
LRE Flow Chart
Sample Schedule and Explanations
Sample Travel Reimbursement Form
School Entry Checklist
Screening Process 2012
Steps of Phonological Awareness Development
Transportation Communication Process
TSG and Battelle Alignment
Two year Old Transition and Example
Universal Numeracy Screening
Writing a Goal
Attendance Comparison
Augusta County K-12
Augusta County Preschool
Daily Absences
Parents 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
Absences
Elementary school makes phone call to home.
Five Unexcused Absences
School sends letter to family including date and
time for attendance meeting.
Teaching assistant will inform FSW via e-mail. FSW
will communicate with school to determine if family
contact was made and follow up accordingly.
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.
FSW sends letter to family explaining the course of
action that will be pursued if additional absences are
accumulated.
School sends letter to family at principal’s discretion
including date and time for attendance meeting. FSW
attends meeting with family.
FSW will review attendance record and determine if
additional actions need to be taken.
Eight Unexcused Absences
Ten Cumulative Absences
Fifteen Cumulative Absences
School sends letter to family at principal’s
discretion including date and time for
attendance meeting.
Excused Absences: Personal illness,
Must present a signed note within three days of
Must present a signed note within three days of
court date, prearranged absence,
return to school explaining reason for absence.
return to school explaining reason for absence.
death/serious illness in family, family
emergency.
*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 Assessment
To 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:
1) Conduct authentic assessment during children’s natural routines and play activities so their true abilities can be
accurately measured.
2) Use assessment to inform effective program planning, both for individual children and groups.
3) Ensure that their practices are developmentally approved and aligned with NAEYC recommendations.
4) Involve families as collaborative partners in the whole assessment process, from planning the assessment to
determining if the results represent the child’s abilities.
5) Select our testing instruments that have documented evidence of adequacy.
6) Conduct eligibility assessments and identify children for special services.
7) Assess children with diverse abilities (multiple disabilities, dual or multi-language learners, etc.).
8) Engage in assessment to plan and revise quality instruction.
9) Collect reliable program evaluation data for your classroom.
Ways to collect information and assessment data that is authentic and relevant to the child:
1) 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.
2) 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.
3) The FSW should also come in at these times to talk with the family and gather part of their observation as well.
4) 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.
5) During the classroom visits, the teachers take observations so that they can use that information in their reports as well.
Framework for Authentic Assessment:
1) 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.
2) 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 Beck
Date Observed: Thursday, September 20, 2012
Time Observed: 9:30 a.m. – 11:00 a.m.
Routines Observed: large group, instructional group, transition, centers, transition, large group
The 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 year
Orange 1 to 2 years
Yellow 2 to 3 years
Green 3 to 4 years
Blue 4 to 5 years
Purple 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 expectations
c. Takes care of own needs appropriately
Objective 2: Establishes and sustains positive relationships
a. Forms relationships with adults
Objective 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 skills
Objective 7: Demonstrates fine-motor strength and coordination
a. Uses fingers and hands
b. Uses writing and drawing tools
In 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).
Language
The following TSG objectives were used when observing Justin in his language development:
Objective 8: Listens to and understands increasingly complex language
a. Comprehends language
b. Follows directions
Objective 9: Uses language to express thoughts and needs
a. Uses and expanding expressive vocabulary
b. Speaks clearly
c. Uses conventional grammar
In 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 learning
a. Attends and engages
b. Persists
c. Solves Problems
d. Shows curiosity and motivation
Objective 13: Uses classification skills
Objective 14: Uses symbols and images to represent something not present
a. Things symbolically
Objective 17: Demonstrates knowledge of print and its uses
a. Uses and appreciates books
Objective 18: Comprehends and responds to books and other texts
a. Interacts during read-alouds and book conversations
Objective 19: Demonstrates emergent writing skills
Objective 20: Uses number concepts and operations
a. Counts
Objective 22: Compares and Measures
Objective 23: Demonstrates knowledge of patterns
During 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 yellowgreen).
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-green
After 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.
Authentic
Naturalistic
Blue Print Instructional Guidance Document – An Introduction
The 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.
Theme 1: Welcome to School
Required or Recommended
Title
page order
“Best fit” books
recommended
recommended
recommended
All By Myself
Eyes, Nose, Fingers, Toes
The Little School Bus
20, 21, 23, 25, 25
24, 26, 26, 36, 36
35, 35, 29, 29, 31
Required or
Recommende
d
all titles are
recommende
d
Title
location
The Bus
for Us
Thesaurus
Rex
I Call My
Hands
Gentle
(Amanda
Haan)
Yoko
(Rosemar
y Wells)
If You’re
Happy
and You
Know It!
(Jan
Ormerod
& Lindsey
Gardiner
How Do
Dinosaurs
Play with
Their
Friends?
(Jane
Yolen &
Mark
Teague)
A
theme
box
50 book
collectio
n
50 book
collectio
n
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
(Rosemar
y Wells)
MATERIALS/NOTES:
Theme 2: Living Together
Required or Recommended
required
required
required
required
Title
Sheila Rae’s Peppermint Stick
Owen
Big Wolf and Little Wolf
Honey, I Love
page order
14, 16, 24
25, 26, 30
19, 21, 22
29, 31, 32
MATERIALS/NOTES:
Theme 3: People, Places, and Pets
Required or Recommended
Title
page order
“Best fit” books
required
required
required
Trashy Town
Dog’s Colorful Day
John Willy and Freddy McGee
15, 16, 20, 21
26, 30, 31
27, 32, 29
Required
or
Recommen
ded
all titles are
recommen
ded
Title &
reason/sugge
stion
locatio
n
I Stink! – read
as second
read aloud
with Trashy
Town
Inside Outside
Mouse –
reinforces
positional
words, animal
homes,
rhyming
Tools photographs
of workers
around the
world
City Lullaby –
rhyming,
places and
workers
My Pet –
introduction
and transition
to pets
Dot and
Jabber –
animal
connection,
theme
box
50
book
collecti
on
author
collecti
on
50
book
collecti
on
50
book
collecti
on
50
book
collecti
on
seasonal
discussion, tie
in later to
theme 9
MATERIALS/NOTES:
Theme 4: Changes Around Us
Required or Recommended
Title
page order
“Best fit” books
required
recommended
recommended
recommended
MATERIALS/NOTES:
Fox
Castles, Caves, and Honeycombs
What Makes the Seasons
When it Starts to Snow
15
14, 17, 32
19, 29, 30, 22
24, 26, 31
Required
or
Recommen
ded
all titles are
recommen
ded
Title &
reason/sugge
stion
locatio
n
Violet’s Music
In a Small,
Small Pond
author
study –
A.
Johnso
n
50
book
collecti
on
Theme 5: Markets and Foods
Required or Recommended
Title
page order
“Best fit” books
recommended
required
required
recommended
MATERIALS/NOTES:
Bunny Money
To Market, To Market
Super Market (links to previous books and fills in
gaps in TSG)
Lunch
16, 25, 31
14, 17, 26
15, 24, 30, 32
19, 22, 27
Required
or
Recommen
ded
all titles are
recommen
ded
Title &
reason/sugge
stion
locatio
n
Bee-Bim-Bop links previous
books and
transitions to
next theme
Market Day transition to
theme 6
Feast for 10 –
transition to
theme 6,
counting
Mama
Panya’s
Pancakes –
transition to
theme 6
50
book
collecti
on
Theme 6: Daily Life in Many Lands
Required or Recommended
Title
page order
“Best fit” books
recommended
recommended
recommended
MATERIALS/NOTES:
How Much?
My Granny Went to Market
This is the Way We Go To School
14, 16, 17
25, 15, 29
26, 22, 27
Required or
Recommen
ded
all titles are
recommend
ed
Title &
reason/sugges
tion
Let’s Go To
School
Me on the
Map
Knuffle Bunny
locati
on
theme
box
theme
box
autho
r
study
– M.
Wille
ms
Theme 7: Folk Stories on the Farm
Required or Recommended
Title
page order
“Best fit” books
recommended
recommended
recommended
MATERIALS/NOTES:
Manana Iguana
This Little Chick
The Three Little Pigs
20, 15, 25, 26 ,27
19, 21, 22
14, 15, 15, 31
Required or
Recommen
ded
all titles are
recommend
ed
Title &
reason/sugges
tion
The Little Red
Hen and the
Ear of Wheat –
links with
Manana
Iguana
The Three
Little Pigs
(Galdone) links to Three
Little Pigs
locati
on
theme
box
Theme 8: Measure Up!
Required or Recommended
recommended
recommended
required
recommended
Required or Recommended
all titles are recommended as
additional Read Aloud titles
MATERIALS/NOTES:
Title
Tools
Dig!
Measuring Penny
How Big Is a Pig
Title
Alphabet Under Construction – pair with Tools
because Mouse uses different tools to make the
letters.
I’m Dirty! – pair with Dig! as both are backhoe
books
Road Builders – pair with Dig! to introduce to
other types of road builders
Tools (by Ann Morris) – pair with Tools talks
about tools from around the world
page order
14, 16 (required)
32, 25, 27
17, 19, 20, 22
21, 23
location
author study
*Tools is required to read before
Measuring Penny. Measuring
Penny is required before How Big is
a Pig.
“Best fit” books
Theme 9: Seeds, Plants, and Gardens
Author study: Lois Ehlert
Required or Recommended
recommended
recommended
recommended
Title
What’s This?
Flower Garden
This is the Sunflower
page order
14, 17, 20, 25
21, 26, 29
22, 27 ,30
“Best fit” books
Required or
Recommend
ed
all titles are
recommende
d
Title
Jack’s
Gardenprovided
opportuniti
es to
develop
TSG social
studies and
art
objectives
Our
Community
Gardenprovided
opportuniti
es to
develop
TSG social
emotional,
social
studies,
and art
objectives
Slugs in
Love –
provided
opportuniti
es to
develop
TSG art
location
theme
box –
15, 16,
24, 31
50 book
collectio
n
50 book
collectio
n
50 book
collectio
n
objectives
To Be Like
the Sun
MATERIALS/NOTES:
Theme 10: Exploring Pond Life
Author study: Lois Ehlert
Required or Recommended
required
required
required
recommended
Title
Come Along, Daisy!
One Duck Stuck
Turtle Splash
Hop Jump
page order
14, 30, 29, 21
16, 19, 22, 32
15, 17, 20
27, 31
“Best fit” books
Required or
Recommend
ed
all titles are
strongly
recommende
d as
additional
read alouds
Title
Starting
Life: Frogpair with
Hop Jump,
use to fill
the gap in
TSG science
objectives.
Compare
fiction and
nonfiction
The
Neighborho
od 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
addressed
location
theme
box
50 book
collectio
n
Ipod Training
Camera
Taking a picture
Look at pictures taken
Turn on flash
Options
Toggle cameras
Switch to video
Downloading photos
Screen prints
Safari
Accessing Wifi
Navigating internet
Bookmarks
Sending information
Notes
Creating a new note
Voice recognition
Settings
Finding Wifi signal
Exploring settings
Customizing your ipod
Moving App icons
Creating folders
The App Store
Searching for TSG
Tap Camera Icon
SNAP PICTURE
LOOK AT PICTURES
ON CAMERA ROLL
TURN FLASH
ON/OFF/AUTO
GRID/HIGH DEF/
PANORAMA
TOGGLE CAMERA
FRONT/BACK
CAMERA TO VIDEO
Go to safari App
COMMUNITY CHILDREN – NOT IN THE PRESCHOOL CLASSROOM
The Preschool Screening Process
1.
2.
3.
4.
Parent calls to indicate that they have a concern about their child’s development.
Ask them if they would like to have a developmental screening.
Complete a demographic/results of screening sheet and send it to Pupil Services.
Results of the screening indicate the following:
Results
Preschool Teacher To Do
Action
Pass on all sections of the screening
instrument and no teacher concern
for development
Speech Therapist and teacher discuss and share
information with parent and document information in
RTImDirect
No further action is necessary
Pass on all sections of the screening
instrument and the teacher/SLP has
concerns about development
Speech therapist and teacher discuss and share
information with parent and document information in
RTImDirect; Discuss screening information at GLM
Follow up with GLM recommendations and document
in RTIM Direct
Fail on screening instrument but
teacher does not suspect a
disability; results due to lack of
experience
Speech therapist and teacher discuss share information
with parent and document screening results in RTImDirect;
Discuss screening information at GLM
Follow up with GLM recommendation and document in
RTIM Direct
Fails 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 needed
Child may receive short term instructional or speech
remediation/intervention
Develop 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 Specialist
Problem Solving meeting must occur within 10
business days* of the referral
*“Business Days” means the days that the school board office is open for business.
COMMUNITY CHILDREN – NOT IN THE PRESCHOOL CLASSROOM
The Preschool Screening Process
Additional Scenarios
Parent indicates they do not want a screening,
they want an IEP.
Explain that the first step in
the process is to complete a
developmental screening
Schedule a screening if the parent agrees
Parent brings a prescription from a physician for
an IEP
Explain that the first step in
the process is to complete a
developmental screening
Schedule a screening if the parent agrees
Parent/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
Specialist
A 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 available
Parent says he/she suspect that their child has a
disability
Clarify are you concerned about
the child’s development or you
feel they are disabled
A 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 CLASSROOM
Steps To Take When Concerns Exist
Steps
Initiated By
Consider how you are differentiating
Preschool Teacher
Discuss child at GLM to gain support and ideas
Preschool Teacher
Request help from the Lead Teacher
Preschool Teacher
Request an Instructional Support Team Meeting (explanation in Preschool Handbook)
Preschool Teacher
Principal
FSW
Lead Teacher
If goal is written, put information in RTImDirect and begin progress monitoring
Preschool Teacher
Speech Therapist
Review goal progress at each Data Day
Preschool Teacher
Intervention Specialist
Speech Therapist
PRESCHOOL DATA DAY
A Review of Data – Classroom and Community Preschool Children
Prior to Data Day, the preschool teacher …



Prior to Data Day, the SLP…
enters data pertaining to the instructional goal in RTImDirect
develops 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 RTImDirect
During Data Day
The preschool teacher …
The SLP…
reviews recent Universal Screening and TSG data
reviews speech and language goals that
have been written
reviews student instructional goals that have been written
reviews progress monitoring data in
RTImDirect
reviews progress monitoring data in RTImDirect
reviews the status of all children who have come for a developmental
screening, including community children
reviews progress of children for which we have had Instructional Support
Team meetings
reviews progress of children who have IEP goals
The FSW…
provides attendance record
shares pertinent family
information
Recommendations for Making a
Schedule/Writing Lesson Plans























Consult the Creative Curriculum – 4th Edition
Schedule more challenging activities in the morning when children are freshest
Maintain ratio guidelines per your division policy. Augusta is 9:1.
Post a picture schedule for children on the wall at their eye level
When children first arrive at school or have been playing outside, they wash their hands before eating
A 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 – Daily
Morning 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 book
Read Aloud and Literacy extensions beyond reading a story (flannel board activity, making books, interactive books, etc.)
Songs and Fingerplays – Daily
Phonological 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 information
Toothbrushing – 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 Formats


Lesson 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 Checklist
Classroom Record
ASQ
ASQ-SE
ASQ-ASQ-SE Summary Sheet
Results of screening letter
PreK 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_______Conference
Change 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 applicable
Withdrawal sheet
Copy of IEP-(Shred at end of year)
Service Provider Sheets-Shred at end of year
This 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 TAT
OLD
Student Assistance Team: Met before a referral to
TAT, discussed student’s progress and developed
strategies
 Team members varied by school
TAT: Team included Psychologist, Parent,
Administrator, and other school staff as
appropriate
 Decision was to continue to monitor



TAT:
Refer for evaluation


NEW
Grade Level Meeting
Documentation done on RTImDirect
Problem Solving Meeting:
 Document on RTImDirect
 Meeting within 10 days of request
 Invite Parents
Team includes grade level or Team in MS,
Parents, Psychologist, Social Worker,
Administrator, and other staff as
appropriate
 Use the Problem Solving Model
 Previously called TAT
 Continue to Monitor
Problem Solving Level II
The Problem Solving meeting determined
there was a suspected disability and
sufficient data for a referral for an
evaluation
It is a continuation of Problem Solving and
we enter it on IEP Online
Preschool Data, Differentiation and Power Up
CORE Instruction
Read A Loud
Teacher developed activities


Prek Pals sight
Cathy Richardson Math Book
Message Time
Center Time
Developmental Areas
Differentiation
Data Day
You will need to discuss:
At this time we do not have benchmarks for PreK.
Universal Screenings-PreK Pals-PreK Numeracy.
All students, all day long.
TSG
Power Up in Preschool
What? Skill based
Who? Identified children
Attendance
Rate of progress
Intervention
How long? 10-15 minutes
How often? Daily
When? Second center time, before breakfast, before rest, See sample
schedule
Where? In class
Write specific goal
Keep Data
Monitor Progress
Response to Intervention (RtI) Preschool Guide
Response 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 Responsibilities
Beginning with February 2013 Data Day Meeting
Grade Level Leaders
Prior to Data Day :
Identify at risk students during grade level meetings
Discuss how instruction is being differentiated in core for students of concern
Decide which students need to be discussed at Data Day and entered into RTIM Direct
Make sure that Intervention Specialist has data for RTIM direct prior to data day meeting so that it can be accessed during meetings
Invite specialists to Data Day, specifically if they are working with students who will be discussed
Create 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 meeting
Begin with Celebrations- Encourage all teachers to participate
All 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 Day
Assign a timekeeper to keep discussions succinct
Guide discussions to focus on topics within our control
Classroom Teachers
Be prepared to discuss Universal Screening Data, Benchmark Data, Pre and Post Test Results, and Formative Assessment Data
Describe differentiation for all students, especially those at risk who are being discussed at Data Day
Focus on topics within our control
Intervention Specialist
Create a calendar/date when grade level data should be submitted to Intervention Specialist for RTIM direct
Grade level data entered into RTIM direct prior to Data Day
Computer set up with RTIM Direct access during meeting
Grade level data entered into RTIM direct prior to Data Day
Record relevant information into RTIM Direct
Record meeting minutes or notes
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 meetings
Adheres to RTI Process Guide and communicates the process with staff
Administrator
Participates in Data Day
Participates in grade level meetings as time permits
Sets expectations for RTI process
Provides 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 meetings
Ensures that RTI Process Guide is being followed
Specialists
Attend Data Day Meetings-especially if working with students who are being discussed
Provide assessment, IEP, and formative data
Assist with goal writing
Differentiate instruction-especially core –for students with IEPs
Report Speech, SPED, Title I expectations to team
LRE FLOW CHART
Sample Schedule
8:00 – 8:30
Children 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 – 8:40
Clean up song: Transition song to get ready to go to cafeteria for breakfast.
8:40 – 9:10
Breakfast: 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 – 9:20
Second group transition back to room
9:20 – 9:30
Morning Meeting - This should include songs to greet children, see who is at school today, and introduce concepts of day.
9:30 – 9:45
Read 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 – 10:55 Center Time – One hour block of child choice activities. Teacher directed activities are held with individuals or small groups at
this time.
10:55 – 11:05 Clean Up from Center Time – (It is best practice to have a consistent song or signal for clean up).
11:05 – 11:15 Whole Group or Small Groups – This time could be used for Handwriting Without Tears or one of the two additional book
reading times.
11:15 – 11:45 Outside 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 – 12:15 Lunch – (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 – 12:20 Children 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 – 12:50 Second center time - During this time teachers, instructional assistants, and available supporting staff can work on providing
interventions following the RtI model.
12:50 – 1:20 Outside Time - This can be free play or a teacher directed game.
1:20 – 1:30
Story 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
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.
enjoy a healthy snack.
Travel Re-imbursement Sample
School Entry Checklist
Set up transition visit
Prepare room for new student
Let cafeteria manager know
Discuss student needs with FSA
Create classroom file
Copy emergency care card
Make bus tag stickers
Transportation Form needs to go to bus driver
Schedule ASQ parent conference
Contact enrollment office on child’s first day
Enter ASQ info into Childplus
Verify child is on TSG,etc
If child has IEP make sure information is in Childplus
Change 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 development
Listening
Notices and recognizes sounds in the environment
Discriminates sounds that are the same and different
Remembers heard sounds
Discriminates one sound out of man
Rhyming
Joins in and repeats rhyming songs, finger plays, and poems
Fills in missing rhyming words of a song, finger play, or story
Alliteration
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 words
Sentences and Words
Claps separate words in a sentence
Listens for a particular word or phrase
Syllables
Claps syllables of own name
Claps syllables of familiar words
Onset and Rime
Recites rhymes, songs, or finger plays that focus on onset and rime (e.g., ruba-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 words
Transportation Communication Process
Application is reviewed by FSW.
Application data is put into ChildPlus
Address is verified by Head Start.
Children are accepted.
Process for April 15-August 19
Transportation 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 5
Transportation 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 driver.
Information 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.
Teaching Strategies GOLD Alignment
to
Battelle Developmental Inventory, Second Edition (BDI-2)
Self-Care
TSG objective #1
Age 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, 29
Age 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, 10
Age 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:








Ages
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.
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, 14
Ages 2 to 3:





Ages
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.
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, 30
Age 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.








Ages
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.
3 to 4:






Ages
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.
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 Communication
TSG objective #8, 18, 37
Age Birth to 1:




Ages
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.
1 to 2:



Ages
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.
2 to 3:



Ages
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.
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 Communication
TSG objective #9, 10, 14, 18
Age Birth to 1:




Ages


Produces differentiated cries.
Produces 1 or more vowel sounds.
Babbles.
Vocalizes to express his or her feelings.
1 to 2:
Produces 1 or more single-syllable consonant-vowel sounds.
Repeats 1 or more single-syllable consonant-vowel sounds in close succession.



Ages
Waves bye-bye.
Imitates speech sounds.
Uses gestures to indicate his or her wants or needs.
2 to 3:





Ages
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 words.
Communicates in a back-and-forth, turn-taking style using sounds, gestures, or other non-verbal methods.
Uses 2 word utterances to express meaningful relationships.
3 to 4:







Ages
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.
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/ sound.
Communicates his or her experiences clearly enough for others to understand.
Repeats familiar words with clear articulation.
Gross Motor
TSG objective #4, 5, 6, 35
Age 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:



Ages
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.
3 to 4:






Ages
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.
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 Motor
TSG objective #6, 7
Age Birth to 1:





Ages
Holds
Holds
Holds
Holds
Holds
1 to 2:
hands in an open loose-fisted position when not grasping and object.
his or her hands together at the midline.
an object with his or her fingers against the heel of the palm (ulnar-palmar prehension).
an object for one minute
hands in an open position when not grasping an object.
 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:




Ages
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.
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 Motor
TSG objective #7, 11
Ages 2 to 3:




Ages
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.
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 Memory
TSG objective #11, 10, 12
Age Birth to 1:






Ages
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.
1 to 2:






Ages
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.
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 Skills
TSG objective #3, 8, 13, 17
Ages 2 to 3:



Ages
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.
3 to 4:




Ages
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.
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 numbers.
Completes learning tasks having 2 or more steps without assistance.
Answers simple, logical questions.
Recognizes picture absurdities.
Complete opposite analogies.
Identifies missing parts of an object.
Perception and Concepts
TSG objective #11, 12, 13, 21, 22
Ages 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.



Ages
Matches a circle, square and triangle.
Identifies familiar objects by their use.
Sorts by color with demonstration.
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 textures.
Compares 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 plan
Children 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 1
Transition visit in classroom: Friday, Dec. 2nd
Start date: Dec. 6th
December/January:
Tuesday/ Thursday 8:45am-11:30 am
February:
Tuesday/Wednesday/Thursday 8:45am-11:45am
March:
Monday/Tuesday/Wednesday/Thursday 8:45am-11:45am
April:
Monday/Tuesday/Wednesday/Thursday/Friday 8:45am-11:45am
May:
M-F increase length of day
By the end of May she/he will be here 5 full days
Child 2
Start date: January 17-February 17, 2013
Tuesday/ Thursday 10:00am-12:00pm
February 18-March 5, 2013
Tuesday /Thursday 10:00-1:15
Starting March 6, 2013
Start 3 days a week: Tuesday, Wednesday, Thursday 10:00-1:15
Starting April 8th:
Monday/Tuesday/Wednesday/Thursday 10:00-1:15
May:
Monday/Tuesday/Wednesday/Thursday/Friday 10:00-1:15
1st week (Jan 17, Jan 22, 24): Mr. Brown (Jim’s dad) will bring him to school
2nd week(Jan 29, Jan 31) : Mr. Brown will bring him and the school will provide transportation home
3rd week (Feb 5th-remaining school year): School will provide transportation both to and from school
Universal Numeracy Assessment
Goal-Writing
A 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 data
 is written by a team
Example: 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 student
 skill-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):
A.
B.
C.
D.
Determine a reasonable amount of growth desired (set ambitious but realistic goals for improvement)
Find the difference between the baseline and the goal
Determine the number of weeks the intervention will be delivered
Divide B by C to determine the expected amount of growth per week