Which of the following would be relavent data for the positive social relationships outcome?

• Easily separates from parents in familiar environments

• Has conversations with peers on the playground and at centers

• Accepts delays in getting requested items or activities

• Interacts with books, pictures, and print

Which of the following would be relevant data for the acquisition and use of knowledge and skills outcome?

• Explores and plays with blocks

• Pulls stool to sink to reach soap dispenser

• Shows creativity during art centers

• Interacts with books, pictures, and print

Which of the following would be relevant data for the use of appropriate behaviors to meet their needs outcome?

• Responds to delays in getting needs met

• Pulls stool to sink to reach soap dispenser

• Counts crackers during snack

• Moves from place to place to participate in activities

Child Outcome Summaries (COS) process requires the use of ______ sources of information to accurately rate the child’s level of functioning.

Cami attends the Goddard School Monday through Friday from 9am to 12pm. She receives special education services under the SLI classification. She receives 30 min/week of speech-language therapy to address expressive language goals. She meets Ms. Sunshine at her neighborhood school for therapy sessions on Thursdays at 8:00am. This would be placement code ______.

Name one source of information.

Which outcome involves behaviors like taking care of basic needs, getting from place to place, using tools, and, contributing to their own health, safety and well-being.

• positive social relationships

• acquisition and use of knowledge and skills

• use of appropriate behavior to meet their needs

Oh no - I forgot when EXIT summaries are due! Where can I find that information?

Source: Family Input / Relevant Information: To request help at home, Murphy is 3 years old. Murphy will make eye contact with his mom or tap her hand. He recently tapped his dad for help to open a container but has only done so a handful of times. At school, he does not seek adults for help, if he is unable to access something, he will walk away. What would you rate this outcome?

Answer explanation

This skill is below what is age-expected for his age. Murphy is occasionally using the foundational skill. He is not yet using it with a variety of people or variety settings.

Source: Family Input / Assessment Results: (Developmental Asessment DAYC-2) Sadie is 4.8 years old. Sadie's score falls in the low average range for the area of social emotional development. Items in this domain were scored based on observation, family input, and direct testing. Sadie's mom shared she follows directions during her weekly bible class and at gymnastics. At school, she follows group directions but sometimes needs reminders to attend or complete a task if she is distracted by a peer. She knows to ask before using another’s belongings but does not always do so. Mom shared she will express anger or frustration when requests are denied or she is corrected with physical behaviors. such as kicking or throwing items at home. She has not seen her have those behaviors at her community activities. At school, Sadie has access to visuals to express her emotions and select calming tools. She will accept adult prompts to use her tools. Sadie loves to help with chores at home and always offers to help her friends clean up in the classroom. What would you rate this outcome?

Answer explanation

According to assessment results, Sadie is demonstrating social-emotional skills in ways that would be considered age-expected across all or almost all settings and situations.

Noone has expressed concerns about the her functioning with regard to the outcome area however, there is still room to grow with her ability to independently use calming tools in the home and school setting.