19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 6 Self, Family, and Community Outcome 18 The child develops self-control. Adapts behavior to fit different situations (for example, accepts transitions, follows daily routines, Indicator 18.1 and/or incorporates cultural expectations). Making Progress Making Progress Accomplished for Making Progress Accomplished for First Steps for 3s First Steps for 4s for 3s for 4s 4s for K K Shows Shows Shows Follows basic Follows basic Follows Internalizes awareness of awareness of awareness of routines for routines for complicated classroom different different different pre-K (e.g., preschool routines routines and behavioral behavioral behavioral transitioning and K (e.g., (e.g., behaves in expectations expectations expectations between transitioning activities socially in different in different in different activities between that include acceptable settings with settings with settings with with one- activities multiple ways frequent adult some adult minimal with or steps) and without the prompting and prompting adult directions) two-step high-level need for support. and support. prompting and complies directions) expectations prompting. ELG to and support. with basic and complies for behavior expectations with basic (“Treat your Refer for behavior expectations peers with (e.g., “Keep for behavior respect, and your hands (e.g., “Stay in show to yourself”), your chair”), responsibility but may but for your require sometimes learning”) frequent requires with minimal adult adult prompting. prompting prompting. and support. Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
19 20 21 22 23 24 25 New Mexico Early Childhood Observation Tool Essential Indicators Domain 6 Self, Family, and Community Outcome 18 The child develops self-control. Indicator 18.1 Adapts behavior to fit different situations (for example, accepts transitions, follows daily routines, and/or incorporates cultural expectations). Refer to ELG First Steps for 3s Making Progress for 3s First Steps for 4s Making Progress for 4s Accomplished for 4s Making Progress for K Accomplished for K Shows awareness of different behavioral expectations in different settings with frequent adult prompting and support. Shows awareness of different behavioral expectations in different settings with some adult prompting and support. Shows awareness of different behavioral expectations in different settings with minimal adult prompting and support. Follows basic routines for pre-K (e.g., transitioning between activities with directions) and complies with basic expectations for behavior (e.g., “Keep your hands to yourself”), but may require frequent adult prompting and support. Follows basic routines for preschool and K (e.g., transitioning between activities with one- or two-step directions) and complies with basic expectations for behavior (e.g., “Stay in your chair”), but sometimes requires adult prompting. Follows complicated routines (e.g., activities that include multiple steps) and high-level expectations for behavior (“Treat your peers with respect, and show responsibility for your learning”) with minimal prompting. Internalizes classroom routines and behaves in socially acceptable ways without the need for prompting. Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
FY18-Preschool-Quick-Look-Recording-Sheets.docx