Circle Progress Monitoring-Texas PKG Alignment

The first item evaluates the rote counting skills of children, and the highest number that the child counts correctly yields a score of either 0, 1, or 2. Type in the box provided the highest number the child counted in sequence.

• Pre-K 3 Guideline: PK3.V.A.1 Child rote counts from 1 to 10.
• Pre-K 4 Guideline: PK4.V.A.1 Child rote counts from 1 to 30.

In this item, children are asked to scan a complex visual array of shapes and point to triangles and squares. The child is scored on the first three shapes that they touch.

• Pre-K 3 Guideline: PK3.V.C.4 Child recognizes common shapes, regardless of size.
• Pre-K 4 Guideline: PK4.V.C.4 Child recognizes common shapes, regardless of orientation and size.

In these items, children are asked to count sets of 3, 5, 7, 10, and 15 and indicate the cardinal value for each set. The most important thing to remember when administering this item is that THE RESPONSE IS SCORED BASED ON THE CARDINAL VALUE THAT THE CHILD PROVIDES. If the child accurately counts the 10 stop signs but provides the wrong cardinal value, the item is scored as incorrect. Children are being asked to understand that a set of objects has a specific (cardinal) value and are not being evaluated on their ability to count items.

Pre-K 3 Guidelines:

• PK3.V.A.2 Child counts up to 5 objects with one to-one correspondence.
• PK3.V.A.3 Child counts up to 5 items and demonstrates cardinality by communicating that the last number indicates how many items are in the set.

Pre-K4 Guidelines:

• PK4.V.A.2 Child counts up to 10 objects with one to-one correspondence.
• PK4.V.A.3 Child counts up to 10 items and demonstrates cardinality by communicating that the last number indicates how many items are in the set.

In this item, children are shown 5 shapes and are asked to name each. Prompt: What shape is this? Circle, Square, Triangle, Rectangle, Oval. Further alignment available on Optional Pilot Items.

• Pre-K 3 Guideline: PK3.V.C.1 Child names and describes common 2D shapes.
• Pre-K 4 Guideline: PK4.V.C.1 Child names and describes common 2D shapes and names at least 1 solid 3D shape.

Children viewed the numbers and are prompted, “What number is this?” Assessor records correct or incorrect.

• Pre-K 3 Guideline: PK3.V.A.5 Child recognizes numerals 0-5.
• Pre-K 4 Guideline: PK4.V.A.5 Child recognizes numerals 0-10.

Children view 4 pictures and are asked to identify which one is a number. The assessor selects (taps or clicks) the quadrant identified by the student.

• Pre-K 3 Guideline: PK3.V.A.5 Child recognizes numerals 0-5.
• Pre-K 4 Guideline: PK4.V.A.5 Child recognizes numerals 0-10.

Children view items and answer prompts for adding to or taking away. Children can use their hands to cover objects on the screen but may not use manipulatives to support this assessment. Assessor records correct or incorrect.

• Pre-K 3 Guideline: PK3.V.A.7 There is not enough research to support the inclusion of a PK3 outcome.
• Pre-K 4 Guideline: PK4.V.A.7 Child begins to understand that numbers 0-10 can be composed and decomposed in various ways to represent a quantity.

Children are prompted to look at a pattern and select appropriate responses from items to what comes next.

• Pre-K 3 Guideline: PK3.V.E.3 Child recognizes and duplicates patterns.
• Pre-K 4 Guideline: PK4.V.E.3 Child recognizes, duplicates, extends, and creates patterns.

Children are asked to view pictures and touch or point to the ordinal numbers identified by the assessor, identify the measurement (tallest/shortest) in a picture, and identify the quantity (more/less) in a picture. Further alignment is available on Optional Pilot Items.

Pre-K 3 Guidelines:

• PK3.V.A.8 Child compares sets of objects up to 5 using comparative language (e.g., more than, less than, same number of).
• PK3.V.D.1 Child understands that lengths of objects can vary and be compared.

Pre-K 4 Guidelines:

• PK4.V.A.8 Child compares sets of objects up to 10 using comparative language (e.g., greater/more than, less/fewer than, equal to/same number of).
• PK4.V.A.8 Child recognizes and compares heights of people or objects.

How is this assessed?

The Science sub-measure was designed to measure four disciplinary core ideas in the National Research Council’s (2012) framework for science education, including:

• Physical Sciences
• Life Sciences
• Earth and Space Sciences
• Engineering and Technology Applications of Science

The questions within the Science portion of Circle Progress Monitoring align with several different PK4 Guidelines listed below. Please note that there are no PK3 outcomes for the science section, as noted in the 2022 Texas Prekindergarten Guidelines.

Pre-K 4 Guidelines: 

• PK4.VI.A.1 Child observes, investigates, describes, and discusses characteristics of common objects.
• PK4.VI.B.1 Child observes, investigates, describes, and discusses the characteristics of organisms.
• PK4.VI.A.4 Child observes, investigates, describes, and discusses sources of energy including light, heat, and electricity.
• PK4.VI.A.3 Child uses simple scientific tools to learn about objects.
• PK4.VI.C.2 Child identifies, observes, describes, and discusses objects in the sky.
• PK4.VI.B.3 Child observes, investigates, describes, and discusses the relationship of organisms in their environments.
• PK4.VI.C.3 Child observes and describes what happens during changes in the earth and sky.
• PK4.VI.B.2 Child observes, describes, and discusses the life cycles of organisms.
• PK4.VI.A.2 Child observes, investigates, describes, and discusses position and motion of objects.
• PK4.VI.C.1 Child observes, investigates, describes, and discusses earth materials, and their properties and uses.
• PK4.VI.C.4 Child demonstrates an understanding of the importance of caring for our environment and our planet.

This assessment is given to evaluate a student’s ability to identify letters of the alphabet. The child is given 60 seconds to identify letters that appear on the screen. The student must respond within 3 seconds.

Pre-K 3 Guidelines:

• PK3.III.C.1 Child shows awareness of letters by singing alphabet songs and recognizing some frequently encountered letters (e.g., first letter of name or letters in environmental print).
• PK3. II. A.1 Child responds to situations in ways that demonstrate an understanding of what has been communicated.

Pre-K 4 Guidelines:

• PK4.III.C.1 Child recognizes and names at least 20 letters (upper- or lower-case letters).
• PK4. II. A.1 Child shows understanding by responding appropriately to what has been communicated by adults and peers.

The Book and Print Checklist observe the child’s engagement and awareness of books and print.

Materials: A book that preferably has these features:

• Hardback book, not paperback
• Has pictures drawn by an illustrator, not a photographer
• Has more than one layout across pages. For example, sometimes the first word to read is at the bottom of the page; other times, it is oriented at the top of the page, not consistently at the bottom of the page.

Pre-K 3 Guidelines:

• PK3.III.E.1 Child can distinguish between pictures and print.
• PK3.III.E.2 Child handles books with increasing skill and imitates reading with awareness of directionality (e.g., imitates reading text across a page).

Pre-K 4 Guidelines:

• PK4.III.E.1 Child can distinguish between elements of print including letters, words, and pictures.
• PK4.III.E.2 Child holds books right side up and demonstrates understanding of print directionality (e.g., knows where a book starts and ends, turns pages, points to words left to right, top to bottom, with correct sweeping).

The Letter-Sound Correspondence sub-test assesses a child’s ability to identify sounds associated with individual letters.

Pre-K 3 Guidelines:

• PK3.III.C.2 Child identifies the letter associated with the sound of the first letter of his name.
• PK3.III.C.3 Child produces the correct sound for the first letter of his name.

Pre-K 4 Guidelines:

• PK4.III.C.2 Child recognizes at least 20 distinct letter-sound correspondences.
• PK4.III.C.3 Child produces at least 20 distinct letter-sound correspondences.

In the Syllabication sub-test, children are asked to demonstrate knowledge of how words can be broken down into syllables. There are 7 test items, as well as a sample item.

• Pre-K 3 Guideline: PK3.III.B.5 Child participates in oral syllabication activities.
• Pre-K 4 Guideline: PK4.III.B.5 Child begins to blend and segment syllables in multisyllabic words.

This sub-test evaluates one of the key components of phonological processing (i.e., blending) within single-syllable words.

• Pre-K 3 Guideline: PK3.III.B.8 Child participates in onset-rime blending activities (in English only).
• Pre-K 4 Guideline: PK4.III.B.8 Child identifies a familiar one-syllable word that is segmented by onset and rime (in English only).

The Alliteration sub-test is another task that asks children to provide a “yes” or “no” answer to whether a pair of words start with the same sound.

Pre-K 3 Guideline: PK3.III.B.7 Child uses alliteration through playful activities such as songs and read alouds.

Pre-K 4 Guideline: PK4.III.B.7 Child identifies alliterative words with pictorial support.

The Rhyming 1 sub-test of the PA sub-test contains 9 items that evaluate whether a child can identify whether two words rhyme.

• Pre-K 3 Guideline: PK3.III.B.6 Child uses rhyming words through playful activities such as songs, nursery rhymes, and fingerplay.
• Pre-K 4 Guideline: PK4.III.B.6 Child identifies rhyming words.

The Listening section of the PA Sub-test contains 5 items that evaluate whether a child can differentiate between similar-sounding words.

• Pre-K 3 Guideline: PK3.III.B.2 Child begins to distinguish differences between similar-sounding words.
• Pre-K 4 Guideline: PK4.III.B.2 Child distinguishes differences between similar-sounding words.

The Words in a Sentence sub-test requires that teachers use simple manipulatives (e.g., single-colored blocks, unfix cubes, counters, etc.). In this task, children move the manipulatives to indicate how many words are in a sentence. Sentence length varies from two words to six words.

• Pre-K 3 Guideline: PK3.III.B.1 Child recognizes when a word in a spoken sentence is changed.
• Pre-K 4 Guideline: PK4.III.B.1 Child identifies the individual words in a spoken sentence.

The Rhyming Part 2 sub-test is a production task, where children are asked to provide a word that rhymes with another word.

• Pre-K 3 Guideline: PK3.III.B.6 Child uses rhyming words through playful activities such as songs, nursery rhymes, and fingerplay.
• Pre-K 4 Guideline: PK4.III.B.6 Child identifies rhyming words.

The Rapid Vocabulary Naming sub-test gains insight into a child’s expressive vocabulary skills. The child is given 60 seconds to identify pictures as they appear on the screen. There are different pictures for each wave of the assessment.

Pre-K 3 Guidelines: 

• PK3. II. D.1 Child understands (receptive) and uses (expressive) expected words to label and describe common objects, people, places, actions, and events.
• PK3. II. D.3 Child shows a steady increase in understanding (receptive) and using (expressive) language learned from books, conversations, and play.

Pre-K 4 Guidelines:

• PK4.II.D.1 Child understands (receptive) and uses (expressive) a wide variety of words to label, describe and make connections among objects, people, places, actions, and events.
• PK4. II. D.3 Child consistently understands (receptive) and uses (expressive) new vocabulary acquired through books, conversations, and play.

The Story Retell component assesses a child’s ability to retell a story. As the child retells the story, the teacher may use the acceptable prompts below to elicit the narrative. The teacher will record the child’s responses for the story retell items.

Pre-K 3 Guidelines:

• PK3.III.D.1 Child re-enacts a story after it has been read aloud.
• PK3. II. D.3 Child shows a steady increase in understanding (receptive) and using (expressive) language learned from books, conversations, and play.
• PK3. II. E.3 Child uses simple sentence structures with at least one idea.
• PK3.III.D.3 Child asks and answers age-appropriate questions about a book.

Pre-K 4 Guidelines:

• PK4.III.D.1 Child retells or re‐enacts a story with a clear beginning, middle, and end.
• PK4. II. D.3 Child consistently understands (receptive) and uses (expressive) new vocabulary acquired through books, conversations, and play.
• PK4. II. E.3 Child uses sentences that combine multiple phrases or ideas.
• PK4.III.D.3 Child asks and responds to questions relevant to the text read aloud.

The Social Studies sub-test is a receptive task and was designed to measure topics addressed in the Head Start Early Learning Outcomes Framework and the Texas Pre-Kindergarten Guidelines including: Self, Family & Community; People & The Environment and History & Events.

Please note there are no PK3 outcomes for the Early Social Studies Skills section, as noted in the 2022 Texas Prekindergarten Guidelines

Pre-K 4 Guidelines:

• PK4.VII.A.1 Child identifies similarities and differences between himself, classmates, and other people through specific characteristics and cultural influences.
• PK4.VII.A.2 Child identifies similarities and differences in characteristics of families.
• PK4.VII.A.3 Child connects his life to events, time, and routines.
• PK4.VII.B.1 Child demonstrates an understanding that all people need food, clothing, and shelter.
• PK4.VII.B.2 Child demonstrates an understanding of what it means to be a consumer.
• PK4.VII.B.3 Child discusses the roles and responsibilities of family, school, and community helpers.
• PK4.VII.C.1 Child identifies and creates common geographic features.
• PK4.VII.C.2 Child explores geography tools and resources.
• PK4.VII.D.1 Child identifies the United States and Texas flag.
• PK4.VII.D.3 The child engages in voting as a method for group decision-making.

The Writing observables checklists are designed to assess growth in child behaviors that can be easily observed during day-to-day interactions between teachers and preschool students. The writing observables include areas of observation for:

• Motivation to Write
• Writing as a Process
• Conventions in Writing

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

1. Understands that what you say can be written down
2. Draws pictures and people
3. Makes letter-like symbols
4. Write recognizable, age-appropriate letters
5. Prints own name with approximate letters
6. Writes/copies words and friends’ names from around the room

The questions within the Writing portion of Circle Progress Monitoring align to several different PK3 and PK4 Guidelines, listed below.

Pre-K 3 Guidelines:

• PK3. IV. A.1 Child engages in free-choice drawing and writing activities.
• PK3. IV. A.2 Child attempts to draw and write for many purposes and begins to explore different writing tools.
• PK3. IV. B.1 Child discusses and contributes ideas for drafts composed in whole/small group writing activities with adult prompting.
• PK3. IV. C.1 Child attempts to write some letters of own name (usually beginning with the first letter).
• PK3. IV. C.2 Child uses drawings, scribbles, and mock letters to communicate ideas.
• PK3. IV. C.3 Child begins to write using letter-like forms.

Pre-K 4 Guidelines:

• PK4. IV. A.1 Child intentionally uses marks, letters, or symbols to record language and verbally shares meaning.
• PK4. IV. A.2 Child independently draws and writes for many purposes to communicate ideas, using a variety of writing tools.
• PK4. IV. B.1 Child discusses and contributes ideas for drafts composed in whole/small group writing activities.
• PK4. IV. C.1 Child writes first name (or nickname) using legible letters in the proper sequence.
• PK4. IV. C.2 Child progresses from using scribbles and mock letters to forming letters and letter strings as a way to communicate.
• PK4. IV. C.3 Child begins to write familiar words using letter-sound correspondences, often using letters.

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

1. Talks to and interacts positively with adults
2. Talks to and interacts positively with peers
3. Initiates conversation and activities with peers
4. Participates cooperatively in group activities
5. Shares materials with peers
6. Assists or comforts peers in need
7. Begins to solve problems in conflicts with peers
8. Asks for adult help when cannot resolve peer conflict
9. Accepts compromise and input from others to solve problems

Pre-K 3 Guidelines:

• PK3.I.A.1 Child is building competence in controlling own body movements.
• PK3.I.A.4 Child shows initiative in trying new activities but may not persist when obstacles or challenges arise.
• PK3.I.C.1 Child forms positive relationships with adults and peers.
• PK3.I.C.2 Child assumes roles and responsibilities as part of the classroom community with adult assistance.
• PK3.I.C.4 Child enjoys parallel and associative play with peers.
• PK3.I.C.5 Child seeks adult help when experiencing conflicts with another child.

Pre-K 4 Guidelines:

• PK4.I.A.1 Child is aware of where own body is in space and respects personal boundaries.
• PK4.I.A.4 Child shows initiative in trying new activities and demonstrates perseverance when attempting to overcome obstacles or challenges.
• PK4.I.C.1 Child uses effective verbal and nonverbal communication skills to build relationships with adults and peers.
• PK4.I.C.2 Child assumes various roles and responsibilities as part of the classroom community.
• PK4.I.C.4 Child increasingly interacts with peers during cooperative play scenarios that share a common plan and goal.
• PK4.I.C.5 Child initiates problem-solving strategies when experiencing conflicts with others and seeks adult support when necessary.

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

1. Follows the classroom and school rules
2. Follows two-step and three-step instructions
3. Complies when redirected by an adult
4. Appropriately uses and takes care of classroom materials
5. Respects others’ space and materials
6. Assists adults with classroom jobs or setup/cleanup of activities

Pre-K 3 Guidelines: 

• PK3.I.B.1.a Child follows simple rules and routines when assisted by adults.
• PK3.I.B.1.b Child takes care of and manages classroom materials with adult assistance.

Pre-K 4 Guidelines:

• PK4.I.B.1.a Child follows classroom rules and routines with occasional reminders from adults.
• PK4.I.B.1.b Child takes care of and manages classroom materials.

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

1. Uses emotion words to explain own feelings (e.g., sad, mad)
2. Begins to identify and understand other’s feelings
3. Transitions from one activity to another without becoming upset
4. Waits for their turn in activities
5. Takes pride in own accomplishments (e.g., shows work to others)
6. Expresses frustration/anger during peer conflict, without harming others or materials
7. Makes wants and interests known to teachers and adults
8. Says “excuse me” or waits, rather than interrupting others

Pre-K 3 Guidelines:

• PK3.I.B.1.c Child manages own behavior with adult guidance and assistance.
• PK3.I.B.2.a Child recognizes and expresses a range of emotions.
• PK3.I.B.2.b Child is familiar with basic feeling words (e.g., happy, sad, mad, scared).
• PK3.I.B.2.c Child manages intensity of emotions with adult assistance.
• PK3.I.C.6 Child responds with concern when a child or adult is distressed.

Pre-K 4 Guidelines:

• PK4.I.B.1.c Child regulates own behavior with occasional reminders or assistance from adults.
• PK4.I.B.2.a Child begins to understand the connection between emotions and behaviors.
• PK4.I.B.2.b Child uses verbal and nonverbal communication to communicate basic emotions and feelings.
• PK4.I.B.2.c Child is able to manage intensity of emotions more consistently, although adult guidance is sometimes necessary.
• PK4.I.C.6 Child demonstrates empathy and caring for others.

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

1. Dresses and toilets without help (except for shoe tying/zippers that require assistance through age 5)
2. Uses good hygiene practices (e.g., hand washing, cover mouth when cough)

• Pre-K 3 Guideline: No PK3 outcomes for this domain of learning.
• Pre-K 4 Guideline: PK4.IX.C.2 Child practices good habits of personal health and hygiene.

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

1. Completes an activity before moving on to another activity
2. Focuses on cleanup of materials until the job is done
3. Listens attentively to an entire story of age-appropriate length
4. Concentrates when working with classroom materials (e.g., blocks, puzzles)
5. Sticks with tasks that are challenging
6. Sets goals, develops plans, and follows through to completion

Pre-K 3 Guidelines:

• PK3.I.B.3.a Child focuses attention on one task at a time but may not stay with it to completion.
• PK3.I.B.3.b Child remains focused on engaging, teacher-led group activities for up to 10–15 minutes at a time.

Pre-K 4 Guidelines:

• PK4.I.B.3.a Child sustains attention to personally chosen or routine (teacher-directed) tasks until completed.
• PK4.I.B.3.b Child remains focused on engaging, teacher-led group activities for up to 20 minutes.

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

1.  Creates artistic products (e.g., drawings, clay forms, painting, etc.) as a form of creative self-expression and representation
2. Uses imagination to act out pretend play on their own or with encouragement from others
3. Uses music, movement or dance as a form of creative self-expression and representation
4. Participates in group music, movement, dance or other creative classroom activities

Pre-K 3 Guideline: No PK3 outcomes for this domain of learning.

Pre-K 4 Guidelines:

• PK4.VIII.A.1 Child uses a variety of art materials for sensory experiences and exploration.
• PK4.VIII.A.2 Child uses art as a form of creative self-expression and representation.
• PK4.VIII.A.3 Child demonstrates interest in and shows appreciation for the creative work of others.
• PK4.VIII.B.1 Child participates in classroom music activities including singing, playing musical instruments, and moving to rhythms.
• PK4.VIII.B.2 Child responds to different musical styles through movement and play.
• PK4.VIII.C.1 Child creates or recreates stories, moods, or experiences through dramatic representations.

**Please note that CLI added an Optional Technology Pilot measure that is available for the 2024–2025 school year. These items will be piloted for alignment to the 2022 version of the Texas Pre-K guidelines. A child’s responses on this measure will not be scored.

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

 Initiative and Curiosity

1. Pilot item: Child is able to launch technology devices and interact with educational applications with adult assistance.
2. Pilot item: Child is able to name digital tools within the classroom (e.g., computer, tablet, mouse).
3. Seeks out others to share an idea or get involved in an activity
4. Shows eagerness to learn about new topics and how to do new tasks
5. Shows flexibility and creativity in approaching new tasks
6. Asks questions in order to learn more about people, topics and ideas
7. Asks about how objects work or why things are done a particular way

Pre-K 3 Guidelines:

• PK3.I.A.3 Child begins to show awareness of own abilities.
• PK3.I.A.4 Child shows initiative in trying new activities but may not persist when obstacles or challenges arise.
• PK3.I.B.2.c Child manages intensity of emotions with adult assistance.
• PK3.I.C.4 Child enjoys parallel and associative play with peers.
• PK3.I.D.1 Child shows interest in other people and their feelings.
• Pilot items: No PK3 outcomes for this domain of learning.

Pre-K 4 Guidelines:

• PK4.I.A.3 Child shows reasonable opinion of his own abilities and limitations.
• PK4.I.A.4 Child shows initiative in trying new activities and demonstrates perseverance when attempting to overcome obstacles or challenges.
• PK4.I.B.2.c Child is able to manage intensity of emotions more consistently, although adult guidance is sometimes necessary.
• PK4.I.C.4 Child increasingly interacts with peers during cooperative play scenarios that share a common plan and goal.
• PK4.I.D.1 Child demonstrates an understanding that others have perspectives and feelings that are similar and/or different from her own.

Pilot items:

• PK4: PK4.X.A.1 Child opens and navigates through digital learning applications and programs, when appropriate.
• PK4.X.A.2 Child uses and names a variety of digital tools that support and enhance learning.
• PK4.X.A.4 Child uses technology to access appropriate information, with adult assistance.
• PK4.X.A.3 Child uses digital learning applications to contribute to class-made digital products that express own ideas, as appropriate.

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

Flexibility Checklist

1. Is able to change or modify an ineffective approach to solving a problem and try a new approach
2. Incorporate others’ ideas in order to be more effective engaging in activities or interacting with others
3. Shows the ability to accept another person’s way of doing things even when it differs from their own approach
4. Incorporates others’ feedback to be more effective in solving problems or interacting with others
5. Can go with the flow when routine activities must be adjusted due to unexpected circumstances

Pre-K 3 Guidelines:

• PK3.I.A.3 Child begins to show awareness of own abilities.
• PK3.I.A.4 Child shows initiative in trying new activities but may not persist when obstacles or challenges arise.
• PK3.I.B.2.c Child manages intensity of emotions with adult assistance.
• PK3.I.C.4 Child enjoys parallel and associative play with peers.
• PK3.I.D.1 Child shows interest in other people and their feelings.

Pre-K 4 Guidelines:

• PK4.I.A.3 Child shows reasonable opinion of his own abilities and limitations.
• PK4.I.A.4 Child shows initiative in trying new activities and demonstrates perseverance when attempting to overcome obstacles or challenges.
• PK4.I.B.2.c Child is able to manage intensity of emotions more consistently, although adult guidance is sometimes necessary.
• PK4.I.C.4 Child increasingly interacts with peers during cooperative play scenarios that share a common plan and goal.
• PK4.I.D.1 Child demonstrates an understanding that others have perspectives and feelings that are similar and/or different from her own.

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

1.  Is able to run in a fluid manner with changes in direction and speed
2. Is able to balance independently on one foot with no assistance for at least 3 seconds
3. Is able to hop on each foot for at least two hops
4. Is able to catch a small ball (e.g., tennis ball) from a distance of at least 4 feet. Note: Catching balls by pulling the ball close to the body or forming a basket with cupped hands is acceptable
5. Is able to successfully utilize a variety of outdoor play equipment in an appropriate manner (e.g., uses slides/swings, pedal tricycles)

Pre-K 3 Guidelines:

• PK3.IX.A.1 Child masters basic skills of running, jumping, climbing, and pedaling.
• PK3.IX.A.2 Child engages in movement sequences with adult support.

Pre-K 4 Guidelines:

• PK4.IX.A.1 Child demonstrates coordination and balance in isolation.
• PK4.IX.A.2 Child coordinates sequence of movements to perform tasks.

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

Is able to pick up small objects (e.g., beans, rice, raisins) easily using a pincer grasp. The pincer grasp occurs when the child uses the index finger and thumb to grasp objects

1. Is able to complete a range of activities associated with daily living independently (e.g., uses utensils or pours independently)
2. Is able to participate successfully in classroom activities requiring fine motor dexterity (e.g., completing inset puzzles, linking cubes, building a block tower of 6-8 blocks, and unscrewing jars)
3. Is able to draw some recognizable shapes or designs (e.g., smiley faces, stick figures)

Pre-K 3 Guidelines:

• PK3.IX.B.1 Child experiments with a variety of fine motor tasks but may lack strength and control.
• PK3.IX.B.2 Child shows emerging proficiency in tasks requiring eye-hand coordination.

Pre-K 4 Guidelines:

• PK4.IX.B.1 Child shows control of tasks that require small-muscle strength and control.
• PK4.IX.B.2 Child shows increasing control of tasks that require eye-hand coordination.

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

1. Is able to distinguish between healthy and less healthy food types (e.g., healthy food that can be eaten any time and food that is acceptable for special occasions)
2. Demonstrates an understanding of hygiene practices (e.g., hand washing, covering mouth when coughing). Note: This item evaluates an understanding of good hygiene practices, but does not imply that children must use practices consistently to receive a score of Proficient
3. Demonstrates an understanding of safety rules for the classroom, playground, and community (e.g., no running in the classroom, not walking up or down the slide, and looking both ways prior to crossing the street). Note: This item evaluates an understanding of safety rules and does not imply that children must follow all safety rules consistently to receive a score of Proficient

Pre-K 3 Guideline: No PK3 outcomes for this domain of learning.

Pre-K 4 Guidelines: 

• PK4.IX.C.1 Child practices good habits of personal safety.
• PK4.IX.C.2 Child practices good habits of personal health and hygiene.
• PK4.IX.C.3 Child identifies good habits of nutrition and exercise.