will follow common school routines.
will complete the arrival routine independently:
will follow each of the following routines: (e.g., bathrooming, recess, lunch, changing for P.E.).
will remember and follow the daily schedule.
will adjust to slight changes in routine.
will participate appropriately in all group activities within the classroom setting.
will attend to a single self-directed activity for ________ minutes
will attend to small group (2-3 children) activities for _______ minutes with _______ reminders
will attend to teacher directed group activities for ______ minutes with ______ reminders
will follow classroom rules and procedures with _______ reminders
will take turns during turn taking games/activities with ______ reminders
will share/ take turns with toys/equipment/supplies in the classroom
will abide by a group choice.
will follow basic rules important for maintaining a good learning environment.
will stay in the assigned area; asking permission to leave.
will state/explain classroom rules (and/or bus, lunchroom, or school rules).
will explain why the rules are important.
will ask permission at appropriate times:
will arrive and leave the classroom on time.
will put away things s/he gets out.
will assist with clean-up routines when asked.
will wait his/her turn to participate in an activity or get the teacher's attention.
will ask before borrowing things and return them when s/he finishes.
will speak respectfully to peers and adults (I.e., tone, volume, word selection).
will participate in familiar activities.
will demonstrate care when handling materials/property.
will offer to help make something better that s/he made dirty or broke.
will accept the consequences of doing something wrong.
will use materials in a safe manner.
will work without disrupting others.
will follow teachers' directions promptly, without arguing.
will stop what he/she is doing immediately and without arguing upon teacher request.
will implement classroom rules.
will observe school rules.
will request and offer help in the classroom setting.
will describe situations when s/he could offer help to another person.
will describe situations when s/he might need help from another person.
will describe ___ ways to appropriately ask/offer help in the classroom.
will distinguish appropriate from inappropriate times to request or offer help in the classroom.
will request/offer help in a polite, respectful, clear manner.
will help a peer or adult upon request, or explain why not in a respectful way.
will wait his/her turn to participate or get the teacher's attention.
will recognize when a desired toy/object is being used by someone else.
will recognize when the teacher is busy.
will identify options for what to do if a toy is being used or if a peer or teacher is busy.
will follow the teacher's instructions for forming and waiting in lines.
will follow the school routines for forming and waiting in lines.
will ask, then wait, for a turn with a toy or activity.
will take turns when playing familiar games.
will promptly follow directions given by the teacher.
will listen as the teacher gives instructions.
will understand and independently follow routine instructions given by the teacher.
will follow simple one-step novel directions, beginning within ___ seconds.
will follow simple two-step novel directions, beginning within ___ seconds.
will accurately paraphrase or write down multi-step instructions given by the teacher/another adult.
will begin working according to teacher's directions within ___ minutes.
will clarify instructions by asking the teacher for assistance when necessary.
will begin working without complaint and according to teacher's directions within ___ minutes.
will ignore distractions; attend to classroom activities.
will identify most common personal distractions.
will describe common strategies for ignoring distractions (self-talk; visual cues).
will ask the teacher for assistance when distractions are hard to ignore.
will make and follow a plan for ignoring those distractions.
will record own exposure and resistance to distractions.
will ignore distractions ___% of the time.
will be on-task ___% of the time, despite the presence of common distractions.
will evaluate own performance at ignoring distractions.
will participate/contribute to class discussions/activities.
will provide a relevant response to questions by a teacher or a peer.
will ask clear, relevant questions or seek clarification from the teacher/peer.
will offer opinions about a familiar topic.
will support his/her opinions with relevant facts/details/experiences.
will use appropriate language during class activities/discussions.
will participate/work without distracting others.
will listen to others while they are speaking.
will speak about relevant, on-task, topics during small or large group discussions/activities.
will work quietly during individual work sessions/study halls.
will stop and think before speaking out.
will work effectively with peers in pairs or in small groups.
will accurately describe the following roles for working in pairs or small groups:
will accurately describe behaviors associated with performing/not performing the following roles:
will accurately role play the following teamwork roles:
will evaluate others' performance of teamwork roles in a manner consistent with peer/adult evaluations.
will evaluate own performance of teamwork roles in a manner consistent with peer/adult evaluations:
will work without disturbing others.
will contribute one or more relevant ideas to the group per work session.
will follow through with completing assigned tasks that are part of the group project on time.
will volunteer specific ways to help the group complete its work.
will receive positive peer ratings for courtesy/respect/effort during group work.
will set and monitor progress toward personal goals for school performance.
will list/describe personal interests and strengths.
will list/describe personal dislikes and skills that s/he would like to do better.
will select one or more skills to be learned or improved.
will list/describe multiple ways to achieve the desired goal.
will describe how his/her strengths or interests may be used to make the skill easier to learn.
will decide on the steps to take in order to meet his/her own goal for school performance.
will implement his/her plan for reaching the goal.
will monitor his/her own performance relative to the self-established goal.
will provide him/herself and the teacher with accurate feedback regarding progress toward the goal.
will adjust his/her plan for reaching the goal if necessary.
will set and monitor progress toward multiple goals at one time (___).