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The following assessment of goals reflect NJ State Core Curriculum Content Standards:
STANDARD 2.1 (WELLNESS) ALL STUDENTS WILL LEARN AND APPLY HEALTH PROMOTION
CONCEPTS AND SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE
STANDARD 9.2 (CONSUMER, FAMILY, AND LIFE SKILLS) ALL STUDENTS WILL DEMONSTRATE
CRITICAL LIFE SKILLS IN ORDER TO BE FUNCTIONAL MEMBERS OF SOCIETY
Rating Scale TEACHERS MUST RATE EVERY GOAL ONCE PER WEEK
N-Not introduced 3-In progress, needing minimal prompting to reach criteria
1-In progress, needing full prompting to reach criteria 4-Demonstrating skill without prompting/meeting criteria
2-In progress, needing some prompting to reach criteria M-Mastered-Demonstrating consistency in all settings (100% ind.)
Rating Scale TEACHERS MUST RATE EVERY GOAL ONCE PER WEEK
N-Not introduced 3-In progress, needing minimal prompting to reach criteria
1-In progress, needing full prompting to reach criteria 4-Demonstrating skill without prompting/meeting criteria
Student name: 3
2-In progress, needing some prompting to reach criteria M-Mastered-Demonstrating consistency in all settings (100% ind.)
Goal 1 2 3
3.6 Student closes circles: Responds to other’s cues in contingent manner (i.e.,
teacher offers toy, child takes it and puts it in a container; teacher gestures for
child to sit down and the child takes his seat) when appropriate 4 out of 5
opportunities.
3.7 Student is able to initiate purposeful and intentional actions in play (Play
shows intentionality and variety, engaging in two or more different behaviors with
a given toy or activity. Gestures are specific and activity is functionally tied to
objects) 80% of the time
Additional Comments on Level 3:
Rating Scale TEACHERS MUST RATE EVERY GOAL ONCE PER WEEK
N-Not introduced 3-In progress, needing minimal prompting to reach criteria
1-In progress, needing full prompting to reach criteria 4-Demonstrating skill without prompting/meeting criteria
Student name: 4
2-In progress, needing some prompting to reach criteria M-Mastered-Demonstrating consistency in all settings (100% ind.)
Goal 1 2 3
Level 5-Elaborating Ideas/Representational capacity and elaboration of symbolic
thinking
The child’s ability to create mental representations. The ability to do pretend play or use words, phrases or
sentences to convey some emotional intention (“What is that?,” ”Look at this fish!,” or “I’m angry!” etc.). This
is the ability to share ideas with others and represent ideas and real life through play or activities.
5.1 Student is able to think about the world around him/her and share ideas with
others (“look at the lizard!”) 4 out of 5 opportunities
5.2 Student is able to replicate and understand real life through work and play
(uses dolls to present “Mom and Dad,” etc.) 4 out of 5 opportunities
5.3 Student engages in pretend play patterns of at least one idea, in collaboration
with an adult (e.g., one part of a script or scenario played out), 4 out of 5
opportunities.
5.4 Student engages in pretend play patterns of at least one idea, in collaboration
with a peer (e.g., one part of a script or scenario played out), 4 out of 5
opportunities.
5.5 Student is able to be intentional using non-verbal cues (eye contact and
gestures) to convey ideas 4 out of 5 opportunities
5.6 Student is able to be intentional using original/novel language to convey ideas
4 out of 5 opportunities
5.7 Student is able to be intentional using original ideas/creativity during play and
work 4 out of 5 opportunities
5.8 Student uses language or pretend play (e.g., playing out with doll figures) to
communicate needs, wishes, intentions, or feelings 4 out of 5 opportunities
5.9 Student is able to create a pretend drama with two or more ideas even if they
are not related or logically connected 4 out of 5 opportunities.
5.10 Student is able to take on a role in play and stay in character without
prompting for a short period of time 4 out of 5 opportunities
5.11 Student uses pretend play (or expresses through work or other activities) to
express themes around closeness or dependency (e.g., putting dolls to sleep next
to one another; feeding teacher and dolls) 4 out of 5 opportunities.
5.12 Student is able to express themes of assertiveness in pretend play or work
(i.e., child pretends he's a policeman and puts teacher or peer in jail; child
pretends to go to work and tells peer to stay home; older children role play being
the principal and students) 4 out of 5 opportunities.
5.13 Student uses pretend play or work to express themes around pleasure and
excitement around humorous themes (e.g., imitating humorous behaviors) 4 out
of 5 opportunities.
5.14 Student is able to recognize emotions in others 4 out of 5 opportunities
-using gestures level 4, using words 5 or 6
5.15 Student is able to respond appropriately to other people’s emotions 4 out of
5 opportunities
Rating Scale TEACHERS MUST RATE EVERY GOAL ONCE PER WEEK
N-Not introduced 3-In progress, needing minimal prompting to reach criteria
1-In progress, needing full prompting to reach criteria 4-Demonstrating skill without prompting/meeting criteria
2-In progress, needing some prompting to reach criteria M-Mastered-Demonstrating consistency in all settings (100% ind.)
Goal 1 2 3
5.16 Student is able to recognize own emotions 4 out of 5 opportunities
5.17 Student is able to express own emotions appropriately 4 out of 5
opportunities
Additional Comments on Level 5:
Student name: 5
Level 6-Building bridges between ideas/Emotional thinking
The child’s ability to make connections between different internal representations or emotional ideas (“I’m
mad because you’re mean.”). This capacity is a foundation for higher level thinking, problem solving and
such capacities as separating fantasy from reality, modulating impulses and mood, and learning to
concentrate and plan.
6.1 Student’s pretend play (or role play or creative work), however unrealistic,
involves 2 or more ideas, which are logically tied to one another. Child may build
on adult's pretend play idea 4 out of 5 opportunities.
6.2 Student elaborates on pretend play (or role play or creative work) sequence of
two or more ideas, which are logically connected and grounded in reality. There is
a planned quality and child can elaborate to "how", "why", or "when" questions,
giving depth to drama 4 out of 5 opportunities.
6.3 Student uses pretend play, language, role play or creative work to
communicate themes containing 2 or more ideas dealing with closeness or
dependency (e.g., doll gets hurt, then gets kiss from daddy, then plays ball
together) 4 out of 5 opportunities.
6.4 Student uses pretend play, language, role play or creative work to
communicate themes containing 2 or more ideas dealing with pleasure and
excitement in humorous game (e.g., imitates funny word heard, watches how
caregiver reacts, then laughs) 4 out of 5 opportunities.
6.5 Student uses pretend play, language, role play or creative work to
communicate themes containing 2 or more ideas dealing with assertiveness (e.g.,
soldiers search for missing person, find her, then battle to save her again) 4 out of
5 opportunities.
6.6 Student is able to answer “why” questions 4 out of 5 opportunities
6.7 Student is able to use reasoning to understand the underlying meaning of
social and academic concepts 4 out of 5 opportunities
6.8 Student is able to build brides between ideas (“I can’t go out now because it is
raining”) 4 out of 5 opportunities
6.9 Student is able to connect ideas logically in play and work (first the boy rides
his bike, then he falls and gets hurt ... during play with figures, sequence ideas
logically in an essay, etc.) 4 out of 5 opportunities
Level 10-The individual has an increasing interest is community. He begins to consider the future and
where he fits in. Hormones are changing, as well as their bodies. Greater interest in sexuality and
exploration of their bodies. There are conflicts within the child, which can cause aggressiveness. Identities
are forming; “Who am I?” There is also a feeling of humiliation caused by changing body.
Comments on Level 10:
Student name: 7
Additional Developmental Comments
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Social Skills (please comment on the students social skills in the classroom and their
participation in social skills lessons)
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Student name: 8
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Self help (please comment on the student’s self help skills, organization of self and
belongings, and independence in the classroom)
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Self help (please comment on the student’s self help skills and independence in the
classroom) Continued
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Class Participation (please comment on the student’s ability to follow the classroom
routine, follow teacher’s directions, and overall attitude in the classroom)
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Student name: 9
Comprehensive Health and Physical Education
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Mathematics
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Social Studies
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Student name: 1
Student name: 11
Language Arts
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Science
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Additional Comments:
Student name: 1
Work Place Readiness
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Technology
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Additional Comments:
Student name: 1