pre-school problem checklist

Student ____________________________________________________Grade  ___________________

Class/location observed (include teacher name) _____________________________________________

Observer name and title ______________________________________ Date of observation _________

This tool is designed for use as a guide during a student observation.  You may not see all domains addressed, however, the student should be observed during times when you will be able to monitor behaviors related to the area of concern.  If the child is 3-5 years old and not yet in school the observation should be conducted in the child’s natural environment or early intervention program. 

In order to obtain a full and accurate picture of the student’s performance, it may be necessary to observe the student more than once, in different settings and at different times of the day.  Multiple observation forms may be included in the evaluation documentation.

Directions:  First identify the area(s) of concern for the student. Behavior around each identified area is where you will focus your observation.   During the observation place a check mark next to the behaviors that are observed within each domain that correlates with the noted areas of concern.  Note, however, these checklists are not exhaustive.  In the notes section, write any additional observed behavior, including strengths, which may be relevant to the student’s evaluation.  

Check area(s) of concern as identified in SLD 2.

                  ___ Oral Expression                                    ___ Written Expression

                  ___ Basic Reading Skills                  ___ Reading Comprehension

                  ___ Reading Fluency Skills              ___ Listening Comprehension

                  ___ Mathematics Problem Solving   ___ Mathematics Calculation

Language (Oral Expression, Basic Reading Skills, Reading Comprehension, Listening Comprehension)

q  Age Appropriate

q  Has difficulty modulating voice (i.e. too soft, too loud)

q  Has trouble naming people or objects

q  Has difficulty staying on topic

q  Inserts invented words into conversation

q  Has difficulty re-telling what has just been said

q  Demonstrates slow and halting speech, using lots of fillers (i.e., uh, um, and, you know)

q  Mispronounces words frequently

q  Has difficulty rhyming

q  Has limited interest in books or stories

q  Has difficulty understanding instructions or directions

Notes:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reading (Basic Reading Skills, Reading Comprehension, Reading Fluency Skills)                                   

_  Age Appropriate    

_  Confuses similar-looking letters and numbers

_  Demonstrates poor memory for printed words

_  Has trouble naming letters

_  Has problems associating letters and sounds, understanding the difference between sounds in words or blending sounds into words

_  Has poor retention of new vocabulary

_  Dislikes and avoids reading or reads reluctantly

Notes:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Written Language  (Written Expression)                                                                        

_ Age Appropriate    

_  Dislikes and avoids writing and copying

_  Has difficulty remembering shapes of letters and numerals

_  Frequently reverses letters, numbers and symbols

Notes:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Math (Math Calculation, Math Problem Solving)                                                                         

_  Age Appropriate    

_  Has difficulty with simple counting and one-to-one correspondence between number symbols and items/objects

Notes:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

 

Social Emotional (All Areas)                                                                

_  Age Appropriate    

_ Has difficulty ‘joining in’ and maintaining positive social status in a peer group

_  Has difficulty with self-control when frustrated

Notes:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Attention (All Areas)                                                                             

_  Age Appropriate    

_  Has difficulty sustaining attention in work tasks or play activities

Notes:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Gross and Fine Motor Skills (All Areas)

_  Age Appropriate    

_  Appears awkward and clumsy, dropping, spilling, or knocking things over

_  Has trouble with buttons, hooks, snaps, zippers and trouble learning to tie shoes

_  Creates art work that is immature for age

_  Demonstrates poor ability to color or write ‘within the lines’

_  Grasps pencil awkwardly, resulting in poor handwriting

_  Experiences difficulty using small objects or items that demand precision (i.e., Legos, puzzle pieces, tweezers, scissors)

Notes:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Other notes or observed behavior

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

usual problem of eced children

In recent decades, war has affected many civilians. More than 24 million people worldwide were displaced from their homes because of wars in 1996 (Machel, 1996). Half of all displaced people are children, who are particularly vulnerable to increased risk factors associated with displacement. Risk factors include physical danger (shelling, sniping, land mines), limited access to food and water, separation from parents, high levels of violence, substance abuse, illnesses, rape, prostitution, sexual molestation and mutilation, trafficking, and conscription. Such risk factors continue to exist in refugee camps. The arrival of peacekeeping troops does not lessen all the risk factors. Increased rates of child prostitution, and subsequent HIV infection, are often the result of living in areas occupied by peacekeeping troops (Machel, 1996).
Children who have experienced these traumas learn to adjust in order to survive. The extreme nature of their experiences results in adjustments that are developmentally dangerous (Marans & Adelman, 1997). Children learn to think of the world as a dangerous place where no-one can be trusted, especially not adults. They learn to act aggressively before they themselves are hurt. They learn to be hyper-vigilant, always on the lookout for danger and never relaxing. They often re-enact their trauma, playing out scenes of extreme violence and even involving other children in their play. Conversely, children may react to trauma by repressing all effect. They become unresponsive and close down emotional senses.
These behaviours are seen as maladaptive and inappropriate in Australian early childhood settings. Children displaying them often become labelled as aggressive or withdrawn/shy by both staff and other children. This results in their social isolation from the peer group. Bloom (1995) argues that usual adult responses to the ranges of maladaptive behaviours displayed by traumatised children result in reinforcement of the trauma. If we react in a way which conveys to the children that they are `different' (bad) we are, in effect, telling them they are at fault for their behavioural problems. If we react towards them as if they are 'sick' we are also implicitly identifying a deficit in the child. Either way, we are reinforcing their powerlessness and the hopelessness of change.
Bloom (1995) suggests that we need to think of the children as injured, through no fault of their own. We need to understand that repetitive re-enactment of their trauma is triggered by outside stimuli and is not something children are able to easily control. Their coping behaviours are triggered by stress and anxiety and are also automatic responses to danger. These children are used to rejection, hostility, abuse, harsh discipline, unrealistic expectations, and pain. We have to persuade children that their usual behaviour for coping with these feelings can be changed. We have to persuade children it is safe for them to change their coping behaviours.
It is crucial to note that the impact of trauma is not limited to those who experienced it directly. Children born in Australia to families from a traumatised background experience a form of secondary trauma which impacts on their longterm developmental outcomes in similar ways (Gallagher, Leavitt & Kimmel, 1995). Families adopt parenting styles and survival strategies in order to accommodate their traumatic experiences. Siblings share play experiences and interactions within the family. Thus the trauma is passed on to Australian-born children.
Children who do not receive appropriate support in their early years have a much higher risk of developing post-traumatic …

Physical Education Guidelines - Elementary Schools

In conjunction with the Small School Site Policy, each district acquiring or building on a site of 70% or less of the recommended site size must document via an exemption request to the California Department of Education (CDE), School Facilities Planning Division (SFPD) how the district's educational program, including physical education, can be carried out on a smaller site (Title 5 Section 14010(a) and (b)). This document is to serve as a tool to assist districts in demonstrating how the physical education program can be offered and used in the master planning of sites and in developing education specifications.
The following guidelines are advisory only and utilization or compliance is not required by regulation or CDE. CDE's discretionary approval of exemption requests will be determined by specific circumstances on a case-by-case basis. For requests following this guidance, CDE should reasonably be able to determine if an exemption is approvable. Requests using other methods demonstrating compliance with the exemption provisions of the California Code of Regulations, Title 5 Section 14010(u) may also be submitted and be subject to other appropriate agency or expert review and consultation as determined necessary by CDE.

Legal Requirements for Elementary Physical Education

Education Code Section 51223 requires all elementary students to receive a minimum of 200 minutes of physical education instruction every ten school days.

Step 1 - Determine number of physical education classes needed to serve the master plan enrollment of the school.

The number of students ultimately planned for the site needs to be used in the planning to ensure that if and when the site is built out, sufficient teaching stations are available. The provisions of the Kindergarten Through Third Class Size Reduction (K-3 CSR) law do not require physical education to be provided in a 20 to one setting so grades one through three can have class sizes greater than 20. For example, three first grade classes of 20 students each can be instructed in physical education in two classes of 30 students.
Kindergarten students are typically provided physical education in a self-contained area and should not be included in this calculation. Any specialized spaces or equipment for students with a need for adaptive physical education also needs to be considered.
The tables below are examples, districts should use their own class sizes in lieu of the numbers provided:

• The XYZ School will have 300 students in grades one through three at 20 students per class and 200 students in grades four through five at 30 students per class. The district's policy is to have physical education specialist teachers assigned to schools allowing the classroom teacher preparation time. Physical education class size may be no more than 35 students. The physical education specialist teachers will develop unique curriculum for students with special needs and the district will provide needed specialized equipment as necessary.

Grade Level	Physical Education Class
First Grade - Class A	Physical Education Class 1
First Grade - Class B	Physical Education Class 1 and 2
First Grade - Class C	Physical Education Class 2
First Grade - Class D	Physical Education Class 3
First Grade - Class E	Physical Education Class 4
Second Grade - Class G	Physical Education Class 5
Second Grade - Class H	Physical Education Class 6 and 7
Second Grade - Class I	Physical Education Class 7
Second Grade - Class J	Physical Education Class 8
Second Grade - Class K	Physical Education Class 9
Third Grade - Class L	Physical Education Class 10
Third Grade - Class M	Physical Education Class 10 and 11
Third Grade - Class N	Physical Education Class 12
Third Grade - Class O	Physical Education Class 13
Third Grade - Class P	Physical Education Class 14
Fourth Grade - Class Q	Physical Education Class 15
Fourth Grade - Class Q	Physical Education Class 16
Fourth Grade - Class R	Physical Education Class 17
Fifth Grade - Class S	Physical Education Class 18
Fifth Grade - Class T	Physical Education Class 19
Fifth Grade - Class U	Physical Education Class 20

A total of 20 physical education classes are required.

Step 2 - Identify physical education teaching stations.

Each teaching station must provide sufficient space for motor skill development, appropriate space/facility to meet learning objectives, provide a buffer from other classes and consider the safety of each student. Each teaching station should also be large enough and properly equipped to allow all students time to participate with minimal time lost in waiting and in transition. For example, a physical education class of 30 students will require three basketball courts. This would allow for ten students to be on one basketball court at a time without loosing valuable instruction time. These three basketball courts will comprise a single teaching station.

Step 3 - Identify the State Board of Education adopted California Physical Education Content Standards that are to be taught in each teaching station.

Standard 1: Demonstrate motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2: Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities.
Standard 3: Assess and maintain a level of physical fitness to improve health and performance.
Standard 4: Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
Standard 5: Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of physical activity.
Each teaching station requires an assigned teacher and drinking water should be readily available near each teaching station. As an option, portable drinking stations can be used. The CDE recommends that one drinking fixture per ten students in order to allow students to have access to water without excessive encroachment into instructional time.
Attach a site plan that identifies each teaching station (Example A (PDF; 17.7KB; 1p.) (accessible version of Example A) or Example B (PDF; 18.5KB; 1p.) (accessible version of Example B)).

Step 4 - Schedule classes into instructional time periods each week (allow five minutes transition and clean up time).

The sample below uses 25 minute blocks that provide daily instruction of 20 minutes with five minutes for transition and set-up and clean up. In order to provide the required 200 minutes every ten school days, a student will have to have five physical education classes per week. Time blocks can be of any number of minutes based on local requirements as long as the required 200 minutes can be met. That is, a district may offer physical education for 55 minutes twice a week.
The time periods physical education teaching stations are not available - lunch, recess, and other program needs - are blocked out and the remaining periods are used to schedule the physical education classes as identified in Step 2.
The areas identified as flex time are useful in determining the ability of the site to accommodate more students.

Sample Daily Schedule #1

Time	Field #1 Content Standards 1-5	Field #2 Content Standards 1-5	Hardcourt Content Standards 1-5	Multi-Purpose Room Content Standards 1-5
8:10 - 9:25	No classes	No classes	No classes	No classes
9:25 - 9:50	Class 1	Class 9	Class 14	Class 3
9:50 - 10:15	Class 2	Class 10	Class 15	Class 13
10:15 - 10:30	Primary recess	Primary recess	Primary recess	Flex time
10:30 - 10:45	Upper grade recess	Upper grade recess	Upper grade recess	Flex time
11:00 - 11:25	Class 4	Class 11	Class 16	Lunch prep
11:30 - 12:00	Lunch	Lunch	Lunch	Lunch
12:00 - 12:30	Lunch	Lunch	Lunch	Lunch
12:30 - 12:55	Class 5	Class 12	Class 17	Lunch clean up
12:55 - 1:20	Class 6	Flex time	Class 18	Band practice
1:20 - 1:45	Class 7	Flex time	Class 19	Flex time
1:45 - 2:10 (Upper grades only)	Class 20	No classes	Flex time	Flex time

Sample Daily Schedule #2

TIme	Field #1 Content Standards 1-5	Field #2 Content Standards 1-5	Field #3 Content Standards 1-5	Hardcourt #1 Content Standards 1-5	Hardcourt #2 Content Standards 1-5	Multi-Purpose Room Content Standards 1-5
8:10 - 9:25	No classes	No classes	No classes	No classes	No classes	No classes
9:25 - 9:50	No classes	No classes	No classes	No classes	No classes	No classes
9:50 - 10:15	No classes	No classes	No classes	No classes	No classes	No classes
10:15 - 10:30	Primary recess	Primary recess	Primary recess	Primary recess	Primary recess	Flex time
10:30 - 10:45	Upper grade recess	Upper grade recess	Upper grade recess	Upper grade recess	Upper grade recess	Flex time
11:00 - 11:25	Class 1	Class 2	Class 3	Class 4	Class 5	Lunch prep
11:30 - 12:00	Lunch	Lunch	Lunch	Lunch	Lunch	Lunch
12:00 - 12:30	Lunch	Lunch	Lunch	Lunch	Lunch	Lunch
12:30 - 12:55	Class 6	Class 9	Class 12	Class 15	Class 18	Lunch clean up
12:55 - 1:20	Class 7	Class 10	Class 13	Class 16	Class 19	Band practice
1:20 - 1:45	Class 8	Class 11	Class 14	Class 17	Class 20	Flex time
1:45 - 2:10 (Upper grades only)	Flex time	Flex time	Flex time	Flex time	Flex time	Flex time

THE BATTLE

STORY
   One day, there were two opposing groups. The black warriors and the white warriors.
As the battle goes by, there are three warriors left in the field.
   Now, two black warriors opposing to one.
They get on this battle because they want to own the dream land which located between their castle.
Even the white warrior was obviously might lose in the battle, he still fight and he never think to give up.
The white warrior just simply think that on this battle, there would be two things might happen to him, either he lose or win.
  The white warrior continued to fight on his opponent. Unfortunately, the black warriors stab the white warrior simultaneously.
  The white warrior falls on the ground and left lifeless.

  Before the battle ends, the white warrior left this words ...

 "Winners are not the one who wins but the one who never quit."


NEGATIVE POINTS
   It shows that getting on the battle is the only way to possess one thing.
   The brutality shows in the story.

POSITIVE POINTS
   The white warrior never gives up even he fights alone and he gets some wounds just to own
   what he wants.


REFLECTION
   Like in the story, I'm a warrior who lives on the world with full of countless challenges.
   I have to resist pains and ignore wounds just to own what I want to own.
   In this world, I might be alone and learns to fight, so I have to be strong.


REALIZATION
   Now I realize that I should be more stronger to resist all the problems in my life.
   I should not quit instead continues to fight because maybe someday something will happen
   which I don't expect.
   The issue is not on the way you cope with that problem but the time you spent to solve it.