CHILD OUTCOMES SUMMARY FORM
Date of Summary Rating:
Child Name:
Entry
6-month Review
Annual Evaluation
Annual Evaluation 2
Exit
Enrolled less than 6 mo. No time 2 rating
______ / _____ / _______
Month Day Year
________Carley_________________
TKIDS Case ID:
______________________
Date of Birth: _____ / _____ / _____
Month
Eligibility Type:
Day
MD
DD
____28 M___
Age in Months
Year
AT
(circle one)
Persons involved in deciding the summary ratings:
Name
Role
Family Information on child functioning (check all that apply):
__X__ Received in team meeting
__X__ Incorporated into assessment(s)
__X__ Collected separately
____ Not included
Source(s) of Supporting Information
Date
Evaluation
_____________________
RBI
_____________________
Observation
_____________________
Notes
_____________________
Other: Parent & Teacher Report_____________________
© 2005 SRI International. Version: 04-20-06. Permission is granted to reproduce this form for state and local
program use. Identify as “Developed by the Early Childhood Outcomes Center with support from the Office
of Special Education Programs, U.S. Department of Education.” Please contact staff@the-ECO-center.org if
you wish to use or adapt the form.
TX version 06/03/09
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1. POSITIVE SOCIAL-EMOTIONAL SKILLS (INCLUDING SOCIAL
RELATIONSHIPS)
To answer the questions below, think about the child’s functioning in these and closely
related areas (as indicated by assessments and based on observations from individuals
in close contact with the child).



Relating with adults
Relating with other children
Following rules related to groups or interacting with others (if older than 18 months)
1a. To what extent does this child show age-appropriate behaviors and skills,
across a variety of settings and situations, on this outcome? (Circle one number)
Not Yet
1
Emerging
2
3
Somewhat
4
5
Completely
6
7
Supporting Evidence for Question 1a.
Age-appropriate functioning
period of time with mom, sharing well. (fam)
(notices and labels prominent feelings of others);
notices and responds to feelings of other children in classroom. (fam & provider)
construct dollhouse, sharing toys and working
toward common goal for an extended time. (fam)
mom and said goodbye, but didn‘t get upset
when mother left. (obs)
him and picked up another one. (obs)
teacher left room, looked for her, was pleased
when she returned. (obs) Initiated activity with teacher by bringing book to her to read. Engaged
with teacher as she read by pointing to objects spontaneously and on request, sometimes labeling
them if she knew the word. (obs)
. Uses eye contact well with teachers. (provider)
Concerns? No Yes___Not yet able to self-regulate tantrums or use a sign/symbol system to
communicate with others in ways other than tantrums. (fam, provider)_(describe)
Immediate foundational skills/ Functioning that is not age-appropriate
door with hug. (fam)
her. Tries to keep it up but doesn‘t last long.
(fam)
like something. (fam)
brought her pretend food, she smiled and said ”yum” and pretended to eat it.
Didn’t ask for more from child or join child in kitchen area to extend play. (obs)
other children putting away toys. Lined up
after teacher came and individually prompted her again. (less responsive to verbal than nonverbal
prompts to participate in classroom routine) (obs)
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teachers. (provider)
ptive and expressive lang below average (expressive 20 months; receptive 20 months)
Functioning that is not yet age appropriate or immediate foundational
Doesn‘t try to play with other children, doesn‘t talk much which makes it hard. (fam)
yed alone. Chose to sit near others, but did not invite them to play (mostly parallel
play). (obs)
Example of peer request to buy ice cream. Carley
followed child, said ―”ice cream”, but didn‘t answer which kind or pretend to get money out.
(provider)
1b. (If Question 1a has been answered previously): Has the child shown any new
skills or behaviors related to positive social-emotional skills (including positive
social relationships) since the last outcomes summary? (Circle one number)
Yes
No
1
2
Describe: (Child previously scored a 4) For this exercise,
trainee will not be able to specifically document which skills are
new. However, because Carley scored a 4 last year, and is still
scoring a 4, she must have gained new skills.
2. ACQUIRING AND USING KNOWLEDGE AND SKILLS
To answer the questions below, think about the child’s functioning in these and closely
related areas (as indicated by assessments and based on observations from individuals
in close contact with the child).



Thinking, reasoning, remembering and problem-solving
Understanding symbols
Understanding the physical and social worlds
2a. To what extent does this child show age-appropriate behaviors and skills,
across a variety of settings and situations, on this outcome? (Circle one number)
Not Yet
1
Emerging
2
3
Somewhat
4
5
Completely
6
7
Supporting Evidence for Question 1a.
Age-appropriate functioning
appropriate rooms and uses blocks to add on space/other
rooms with additional functions (garage) (fam)
figuring things out—new toys and games. Can do interlocking puzzles, likes to look at
books (fam)
toys and games, including easily manipulating
smaller toys. (Problem solving different toys and games) (obs)
and could then repeat it. (Problem solving
different toys and games) (obs)
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beads first followed by yellow ones (obs)
-piece puzzle by herself (obs)
them to figure out how to use some of the toys
to solve a problem she was having (obs)
Concerns? No Yes_____________________________________________________(describe)
Immediate foundational skills/ Functioning that is not age-appropriate
her ear, nodding, and saying hello but did not
carry on a pretend conversation or try to engage another child in a play conversation using the
phones (limited symbolic play with realistic toys by herself)
and then line up,” she imitated other
children putting away toys, but she did not line up until a teacher came over and prompted her
again. (Understands and follows one step verbal directions, but not two step reminders of
rules/directions) (obs)
tell her how to do something, but she just
doesn‘t seem to understand. It‘s easier when all the children are doing something because then
she‘ll just watch them and try to follow along. But sometimes she gets real frustrated and throws a
tantrum.” (provider)
convey meaning (fam, obs)
slowly with interest, but not yet pretending to read or telling the
story from pictures
Functioning that is not yet age appropriate or immediate foundational
mom asks her to do something; won‘t follow directions; throws tantrum
if mom keeps at her to do something (fam)
—e.g. when mother says it‘s time for bed she knows it‘s time
to put her pajamas on (fam)
-word
sentences, often in repetition of what she was just asked or what was said to her.
2b. (If Question 2a has been answered previously): Has the child shown any new
skills or behaviors related to acquiring and using knowledge and skills since the
last outcomes summary? (Circle one number)
Yes
No
1
2
Describe: (previously scored a 3) Trainee will not be able to
identify which skills are new. However, because Carley
previously scored a 3 and is now scoring 4, she must have
gained new skills.
3. TAKING APPROPRIATE ACTION TO MEET NEEDS
To answer the questions below, think about the child’s functioning in these and closely
related areas (as indicated by assessments and based on observations from individuals
in close contact with the child).



Taking care of basic needs (e.g., showing hunger, dressing, feeding, toileting, etc.)
Contributing to own health and safety (e.g., follow rules, assists with hand washing,
avoids inedible objects (if older than 24 months)
Getting from place to place (mobility) and using tools (e.g., forks, pencils, strings
attached to objects)
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3a. To what extent does this child show age-appropriate behaviors and skills,
across a variety of settings and situations, on this outcome? (Circle one number)
Not Yet
Emerging
1
2
3
Somewhat
4
5
Completely
6
7
Supporting Evidence for Question 1a.
Age-appropriate functioning
drinks out of a cup with little spilling or mess (fam,
provider)
months (formal assessment)
toys (obs)
and avoids running into others (assessment)
Can throw and catch a ball.
Can ride a trike
Can build with blocks and work puzzles
Concerns? No Yes________Limited awareness of danger_____________(describe)
Immediate foundational skills/ Functioning that is not age-appropriate
dressed and help to put on coat (fam)
about when she is about to go and goes
to another area of the classroom by herself to do this.” (fam & provider)
r help when wants or needs something
(like when she‘s hungry), but seems like she should be doing more on her own (fam)
communicate her need or she took a teacher
by the hand to show her what she wanted. (fam, obs, & provider)
(pushing the soap dispenser, doing handover-hand to get all the soap off, and helping with drying because she wouldn‘t completely dry her
hands all the way by herself, etc.) (provider)
-being. Allows adult to attend to personal needs and uses self
help skills to meet needs with help from adults
Functioning that is not yet age appropriate or immediate foundational
ger when crossing the street (fam)
Carley‘s limited awareness of danger. For example, in the
gym or on the playground she might climb too high or otherwise not be safe on the equipment.
“She doesn‘t understand that she could fall and get hurt.” (provider)
3b. (If Question 3a has been answered previously): Has the child shown any new
skills or behaviors related to taking appropriate action to meet needs since the
last outcomes summary? (Circle one number)
Yes
No
1
2
TX version 06/03/09
Describe: (previously scored 3)
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