Anika Erickson 2/28/12All Over Assessment

ENGLISHCore 1Word Recognition, Fluency, and Vocabulary DevelopmentRate: 1- Responds to sounds in the environment

November 26, 2012: Anika was looking to her left. A teacher snapped above her eye level on her right side. Anika turned her head and looked to the snapping hand of the teacher.

Next steps: Continue to make sounds while interacting with Anika that she can imitate. Repeat sounds that she is making back to her and try to elaborate and introduce new form of sound or word to her.

Demonstrates awareness of symbolsRate: 0 No evidence

Anika shows no evidence of recognizing people in pictures, print, nor is there evidence of her making sounds in response to understanding of pictures in books.

Core 2 & 3 Reading informational and Literacy TextUses print for pleasure and informationRate: 0 No evidence

Anika does not engage with books or the pictures in them actively.

Core 4 & 5 Writing Informational and Literary TextWriting for a specific purpose and audienceRate: 0 No evidence

Anika does not write.

Comprehends details, events and main ideasRate: 0 No evidence

Anika demonstrates no comprehensive activity with books.

Core 6 English Language ConventionsUses writing implementsRate: 0 No evidence

Anika shows no evidence of being able to write.

Anika Erickson 2/28/12All Over Assessment

Core 7 Listening and SpeakingDemonstrates receptive language Rate: 0 No evidence

Anika does not demonstrate receptiveness to cues in environment

Demonstrates expressive languageRate: 0 No evidence

Anika does not speak words. Only coos and strings of sounds sometimes repetitive.

Anika Erickson 2/28/12All Over Assessment

Mathematics

Core 1 Number SenseCounting and quantity Rate: 1 - Demonstrates awareness of the presence of objects

November 26, 2012: Anika crawled toward the table area and was playing with the doll. Anika turned her head and looked to the window. Anika crawled to the chair in front of the window and pulled herself up on to the window ledge, held on to the window crank and bounced using her legs.

Next steps: Introduce sign language or symbol for “more” to Anika. Continue to use words like “more” and “less” when giving Anika objects and taking them away from her environment.

Computation Rate: 0 No evidence

Anika shows to evidence of being able to manipulate objects with a purpose.

Core 2 Geometry and MeasurementTimeRate: 0 No evidence

Anika does not demonstrate awareness of sequencing events in a routine throughout the day

Location – outcome 2.12Rate: 0 No evidence

Anika does not demonstrate awareness of the location of objects in the environment.

Anika Erickson 2/28/12All Over Assessment Length, Capacity, Weight, Temperature –outcome 2.13Rate: 0 No evidence

There is no evidence to show that Anika actively demonstrates and explores measurement attributes

Sorting and Classifying ObjectsRate: 0 No evidence

Anika does not demonstrate an exploration of shapes and the attributes of shapes

Anika Erickson 2/28/12All Over Assessment

Personal Care

Core 1 OralRate: 2 – Swallows pureed or lumpy food

Anika is fed cereal made with formula. Anika also eats jar baby food.

Core 2 Self-FeedingRate: 1 Cooperates with feeding

November 26, 2012: Anika allows teachers to feed her with a spoon. She opens her mouth when food is presented on a spoon in front of her. Anika cooperates with drinking from a cup with a lid and spout to drink from. She holds her own cup but needs assistance lifting it up enough for formula to come out of the spout. Anika feeds herself “puffs” when placed on the tray in front of her high chair. She uses full grasping with her entire hand to get the “puff” and puts in her mouth.

Next Steps: When Anika begins eating more solids, provide her with utensils. Model how to hold utensils for her and break food into small pieces for her to eat with hands.

Core 3 Dressing/UndressingRate: 0 No evidence

Anika does not dress herself or assist in getting herself dressed/undressed

Anika Erickson 2/28/12All Over Assessment

Core 4 Care of hands, face, noseRate: 0 No evidence

November 26, 2012: Anika does not have ability to clean her face hands or nose on her own. Anika’s face was being wiped clean by a teacher. Anika turned her head rapidly away from the cloth wiping her face. Anika began to fuss when nose was being wiped.

Next steps: Begin to wash Anika’s hands at the sink, verbally explaining steps to wash hands. Continue to explain verbally that her face is being wiped because it is messy.

Core 5 ToiletingRate: 0 No evidence

November 26, 2012: Anika wears diapers and does not have an awareness of when she is soiled nor is she potty trained and placed on a potty.

Next Steps: Anika will be potty trained at appropriate age.

Anika Erickson 2/28/12All Over Assessment

Physical

Core 1 Sensory Integration Rate 3: Regulates sensory input with assistance

November 8, 2012: Anika used her feet to move around the packing peanuts in the discovery table while sitting on a teachers lap.

Next steps: Continue to calm Anika when upset using soothing gestures such as singing. Introduce comfort objet in classroom such as washcloth for her to chew on or stuffed animal to hold when upset.

Core 2 Physical StabilityRate 3: Demonstrates stability and balance in upright position with assistance

November 26, 2012: Anika used the climber to pull herself upright. She crawled to the other part of the platform. Anika pulled herself back in to the upright position and bounced up and down while holding on to the climber.

Anika Erickson 2/28/12All Over Assessment

Anika demonstrates characteristics of both ratings 3 and 4. She is transitioning to the rating of a 4.

Rate 4: Demonstrates stability, balance, and control in upright position December 4, 2012: Anika stood upright on her own without holding on to anything. Anika was holding a ribbon

wand in her hand and shaking is up and down. Anika sat down after 6 seconds.

Next Steps: Continue to support Anika’s leg muscle movement and balance. Introduce toy in classroom that allows her to stand and move at the same time (walker toy).

Core 3 Gross Motor SkillsRate 2: Crawls and Creeps / Rate 3: Moves in the upright position

November 26, 2012: Anika crawled to window

Next Steps: Continue to motivate to walk on own once balance is gained. Introduce toy in classroom that would assist Anika to walk (walker toy).

Anika Erickson 2/28/12All Over Assessment

Core 4 Object ControlRate 2: Releases objects with control

Anika held a ball. Anika used her hands to place the ball on top of the ball maze. Anika watched the ball go through the maze and picked up the ball before it entered the last ramp of the maze. She put the ball back on top on the ball maze.

Next Steps: Continue to demonstrate to Anika the use of her hands with songs and gestures (sign language). Encourage Anika to make a release while arm is in the air (throw) object(s).

Anika Erickson 2/28/12All Over Assessment

Social Emotional

Core 1: Sense of Self and OthersRate: 0 No evidence/ Rate: 1 Demonstrates self-awareness

Anika does not demonstrate complete evidence that she is aware of self and others. Anika looks to direction her name is called most often times however does not make choices when given an option and has no preferred items when given a choice

Next steps: Continue to provide choices of toys and activities for Anika. Continue to allow her to have options and remove items she does not show interest in.

Core 2: Manage EmotionsRate: 0 No evidence/ Rate: 1 Expresses a variety of emotions

Anika does not show complete evidence of managing emotions. She expresses many emotions based on her needs, (crying when hungry or tired, smiling when interacting with caregiver or friend in classroom. Anika does not discriminate against strangers but has exhibited sadness or anxiety when fed by a teacher only in classroom once a week.

November 2, 2012: Anika smiled when a teacher called her name at circle time.

Next Steps: Continue to engage with Anika as a caregiver on her level. Encourage other children in classroom to interact with Anika as well showing her different expressions. Occasionally give alternatives to Anika when wanting to be held (hug) instead of picking up every time.

Anika Erickson 2/28/12All Over Assessment Core 3: Interpersonal SkillsRate: 1 Interacts with caregiver

November 2, 2012: Anika crawled to teachers lap and out arms up for teacher to pick her up or hold her.

Next Steps: Continue to verbalize Anika’s emotions to her. (Are you sad? You seem happy!)

Core 4 ResponsibilityRate: 0 No evidence

Anika does not show evidence of recognizing routines and steps within them.

Core 5 Problem SolvingRate: 0 No evidence

Anika does not demonstrate an awareness of responsibility

Core 6 LearningRate: 1 Demonstrates curiosity

November 2, 2012: Anika used hands to pull magnetic pictures from the magnet wall and place them back on.

Next Steps: Anika’s attention span will increase as she ages. Demonstrate songs and activities that require attention to two parts of herself (physically and mentally), such as a finger-play.