SY2018-19 Ready 4 Kindergarten! Survey

Disagree
Child needs adult assistance with self-care. Child rarely shows understanding about the causes of health and illness. Child rarely takes precautionary measures to stay healthy. .

Somewhat Agree
Child needs some adult guidance with self-care. Child sometimes shows understanding about the causes of health and illness. Child takes precautionary measures to stay healthy. .

Strongly Agree
Child needs little to minimal adult guidance with self-care, such as toileting, wiping nose, brushing teeth, washing hands, and putting on and taking off clothing. Child consistently shows understanding about the causes of health and illness, such as germs on hands can cause colds or sugary foods can cause cavities. Child takes precautionary measures to stay healthy, such as dressing appropriately for the weather (coat and gloves in the snow or sunscreen and a hat in the sun); brushing teeth, wiping nose, and washing hands; reports signs of fever, headache, toothache, stomachache, vomiting, or diarrhea to teacher. .

Disagree
Child is learning to move with control, coordination, and balance during active play. Child shows minimal muscle coordination in using objects during active and needs encouragement or assistance to participate in vigorous physical activities that enhance motor skills, stamina, and endurance.Child rarely demonstrates spatial awareness in physical activity or movement. .

Somewhat agree
Child usually moves with control, coordination, and balance during active play. Child usually shows some muscle coordination with objects during active play and usually participates in physical activities that enhance stamina and endurance. Child usually demonstrates spatial awareness in physical activity or movement.

Strongly agree
Child consistently moves with good control, coordination, and balance during active play, such as walking, running, jumping, skipping, or bending, stretching, and twisting. Child consistently shows good muscle coordination while engaging in play, such as throwing, catching, kicking balls, and riding a tricycle, and in using outdoor gross motor equipment, such as swings, climbers, and tunnels safely and appropriately; participates in physical activities that enhance stamina, and endurance, such as participating in group games like tag or kickball. Child consistently demonstrates spatial awareness in physical activity or movement, such as rolling a ball at an object, catching a self-bounced ball, or throwing objects using an underhand and overhand throwing pattern. .

Disagree
Child rarely can navigate the classroom areas. Child rarely uses hands for zipping, snapping, buttoning, and tying. Child rarely demonstrates eye-hand coordination. Child rarely controls fine muscle movements. .

Somewhat Agree
Child usually can navigate the classroom areas. Child usually uses hands for zipping, snapping, buttoning, and tying. Child usually demonstrates eye-hand coordination. Child usually controls fine muscle movements. .

Strongly Agree
Child consistently can navigate the classroom areas, such as walking or by using devices such as walkers or wheelchairs, or taking books and toys off and putting back on shelves. Child consistently uses hands for zipping, snapping, buttoning, and tying. Child consistently demonstrates eye-hand coordination, such as using scissors to cut on a line and turning paper as needed or stringing beads, noodles, or cereal onto a string. Child consistently controls fine muscle movements, such as holding pencils, crayons, or markers in a pincer grasp, and completing puzzles. .

Disagree
Child rarely appears alert upon arrival or throughout the day. Child often declines, steadily or suddenly, in energy, such as closing their eyes or lying down to rest or sleep (other than during designated rest time). .

Somewhat Agree
Child usually appears alert upon arrival. Child sometimes has declines in energy, such as closing eyes or lying down (other than during designated rest time). .

Strongly Agree
Child consistently appears alert upon arrival and throughout the day. Child typically does not show an inappropriate decline in energy, such as closing eyes or lying down (other than during designated rest time). .

Disagree
Child frequently stays home from school due to illness or has a chronic medical condition that frequently requires the child to stay at home from school. Child’s frequent acute illness, chronic condition, observable health concerns, or medication to treat a condition prevents the child from fully participating in learning and activities, or hinders child’s academic or social competence. .

Somewhat agree
Child sometimes misses school due to an acute illness or chronic condition. Child usually arrives healthy and able to fully participate in learning and other classroom activities. .

Strongly agree
Child consistently attends school without any acute illnesses, such as cold, flu, viruses, ear infections; pain such as headaches or toothaches; preventable contagious diseases; or an untreated chronic condition, such as asthma or diabetes. Child consistently arrives healthy and able to fully participate in learning and other classroom activities. .

Disagree
Child who receives breakfast at school: Child does not eat well at breakfast and remains hungry until lunch. Child who does not receive breakfast at school: Child often expresses hunger, asks for food upon arrival, or asks for food outside of mealtimes. .

Somewhat Agree
Child who does not receive breakfast at school: Child usually arrives for class having had breakfast (either at home before school or at school from a school-provide meal). Child sometimes asks for food outside of mealtimes. .

Strongly Agree
Child who does not receive breakfast at school: Child consistently arrives for class having had breakfast (either at home before school or at school from a school-provide meal). Child does not ask for food outside of mealtimes or scheduled snack times. .

Beginning
Child needs adult guidance to play cooperatively with other children, play may occur spontaneously but does not always remain cooperative, or play is usually alongside another child rather than together.

Practicing
Child sometimes engages with other children in positive interactions such as conversation, asking questions, cooperative pretend play, game-playing, exchange of materials, turn-taking with toys, and sometimes with adult guidance.

Performing Independently
Child "consistently" (defined as at least 90% of the time) engages with other children in positive interactions such as conversation, asking questions, cooperative pretend play, game-playing, exchange of materials, or turn-taking with toys, possibly with some adult guidance.

Beginning
Child needs adult guidance to use appropriate actions or words to resolve problems with other children; may often become emotional or use nonverbal actions such as snatching materials, kicking, hitting, or pinching other children over conflicts.

Practicing
Child uses appropriate actions or words to resolve most problems with other children but may lack the ability to resolve some problems; sometimes needs adult guidance in discovering solutions and resolving conflict with other children.

Performing Independently
Child consistently and independently thinks of solutions and uses appropriate actions or words to resolve problems with other children without adult guidance.

Beginning
Child has difficulty expressing emotions in age-appropriate words without adult guidance, demands attention to have needs met, or uses attention-seeking behaviors such as shouting, tantrum, whining, crying, withdrawing, pouting, or hiding.

Practicing
Child expresses emotions and needs in age-appropriate words; sometimes needs adult guidance to identify or express feelings and needs. Child may occasionally demand attention to have needs met; sometimes displays behavior such as shouting, tantrum, whining, crying, or shyness such as withdrawing, pouting, or hiding.

Performing Independently
Child consistently expresses emotions and needs in age-appropriate words, in anticipation or reaction to an event with minimal adult guidance and without displaying behaviors such as shouting, tantrum, pouting, whining, crying, or clinging.

Beginning
Child is adapting to the new classroom routines, transitions slowly, has difficulty or expresses reluctance, often needs adult guidance to change between activities.

Practicing
Child adapts to new classroom routines, such as placing bag in cubby on arrival, ending one activity and starting another, cleaning up, lining up at the door for lunch or recess; changes between activities easily, follows directions, or anticipates change with some adult guidance. Sometimes experiences difficulty or expresses reluctance to follow a routine or switch tasks.

Performing Independently
Child consistently adapts well to new classroom routines, such as placing bag in cubby on arrival, ending one activity and starting another, cleaning up, lining up at the door for lunch or recess; changes between activities easily, follows directions, or anticipates change without adult guidance.

Beginning
Child rarely interacts with adults or may interact with adults but without positive affect or with negative affect such as interrupting, talking back, hesitating, or not responding.

Practicing
Child displays a mix of positive and negative affect verbally and nonverbally with adults, such as showing that he or she is listening, following directions, exchanging greetings, answering or asking questions.

Performing Independently
Child consistently displays positive affect both verbally and nonverbally with adults as appropriate, such as showing that he or she is listening, following directions, exchanging greetings, answering or asking questions.

Beginning
Child shows little self-control or ability to inhibit impulses (for example, trouble waiting a turn, may grab things from others). Only controls impulses with adult guidance.

Practicing
Child sometimes shows self-control or the ability to inhibit impulses (for example, trouble waiting a turn, may grab things from others) but other times needs occasional direction from adults to handle impulses and behavior.

Performing Independently
Child consistently shows self-control or the ability to inhibit impulses (for example, waiting a turn, raising hand before talking in circle); handles impulses and behavior with minimal direction from adults.

Beginning
Child rarely expresses or identifies a range of emotions and feelings in self and others and rarely responds through appropriate gestures, actions and words.

Practicing
Child often or sometimes expresses and identifies a range of emotions and feelings in self and others and sometimes responds through appropriate gestures, actions and words.

Performing Independently
Child consistently expresses and identifies a range of emotions and feelings in self and others and responds through appropriate gestures, actions and words.

Beginning
Child becomes frustrated easily and rarely shows ability to complete tasks without adult guidance.

Practicing
Child often or sometimes shows ability to complete tasks but may need extra guidance.

Performing Independently
Child consistently shows confidence in range of abilities and in the capacity to complete tasks and take on new tasks. continues with a task such as doing a puzzle or matching game, building with blocks, doing journal, drawing a picture despite feeling frustrated and challenged.

Beginning
Child rarely participates with interest and usually appears disinterested or distracted from school activities, needs adult guidance to maintain interest.

Practicing
Child sometimes participates with interest in school activities, at other times, the child appears disinterested or distracted from activities.

Performing Independently
Child consistently participates in school activities with interest and enthusiasm and/or approaches individual activities with excitement.

Beginning
Child needs guidance to use different types of materials and approaches for learning new concepts, such as experimenting, asking questions, looking at books, or working out puzzles.

Practicing
Child uses different types of materials and approaches for learning new concepts, such as experimenting, asking questions, looking at books, or working out puzzles; sometimes needs extra guidance for new types of learning methods.

Performing Independently
Child consistently uses a wide variety of materials and approaches for learning new concepts, such as experimenting, asking questions, looking at books, or working out puzzles.

Beginning
Child usually does not focus on teacher led group activities, but rather appears disinterested or distracted.

Practicing
Child sometimes participates as appropriate, appears focused, or tracks teacher/presenter with eyes in large-group activities; may need reminders to resist distractions and stay focused.

Performing Independently
Child consistently participates as appropriate, resists distractions, appears focused, or tracks teacher with eyes in large-group activities.

Beginning
Child either rarely approaches an adult for help when needed or usually seeks adult guidance more often than truly needed.

Practicing
Child approaches teachers and adults for help after minimal unsuccessful independent attempts or no independent attempts, or when unsure of his or her own capabilities.

Performing Independently
Child approaches teachers and adults for help only after appropriate unsuccessful independent attempts, or when a skill is truly beyond child’s capabilities.

Beginning
Child needs peer or adult guidance to start most activities such as pretend play or to select and use materials and toys appropriately during free play.

Practicing
Child sometimes leads peers in games or pretend play or selects and uses materials, books, and toys appropriately during free play, but often with peer or adult guidance.

Performing Independently
Child consistently leads peers in games or pretend play or selects and uses materials, books, and toys appropriately during free play, with minimal peer or adult guidance.

Beginning
Child rarely asks any questions, does not often independently engage with new materials and toys, look at objects for extended time, or “test” how things work.

Practicing
Child sometimes asks questions, engages with new materials and toys, looks at objects for extended time, and/or “tests” how things work.

Performing Independently
Child asks many questions almost daily and often actively engages with new materials and toys, looks at objects for extended time, and/or “tests” how things work.