1. Northside Center for Child Development
Therapeutic Early Childhood Center
Educational Quarterly Progress Report
Student’s Name: “A.D” Class: 316
Teacher’s Name: Catherine Slavin Date: August 10, 2015
NYS ID Number: ***-***-***
Ratio: 12: 1: 2
Services: Full Day
Progress toward ED goals:
1= regression, 2 = no progress, 3 = a little progress, 4= Moderate progress, 5= a great deal of
progress, 6= goal met.
Goal A.D will demonstrate age-appropriate pre-academic skills in classroom
environment
3
Goal A.D will demonstrate age-appropriate play skills with peers in classroom
environment
3
Goal A.D will improve attention and focus when participating in classroom activities 3
Goal A.D will improve independent feeding skills 3
Comments/Recommendations: A.D has been attending Northside Center for Child Development
since July 2015.
Since the beginning of his time at The Northside Center A.D has made some progress, however
he still needs support to achieve his goals in all developmental areas. A.D displays difficulty
maintaining his attention during group activities in the circle time area. During the large group
activities such as morning meeting, A.D needs both verbal and physical cues to refocus his
attention. During circle time A.D often displays disruptive behaviors while the teacher is
addressing the whole group. This is characterized by him yelling and making loud noises. During
teacher directed activities and small group work, A.D needs constant adult support, prompting
and redirection to complete the required task. In the classroom A.D’s favorite toys to play with
are trains and cars. A.D enjoys playing independently and needs direct modeling and support to
interact and play alongside peers. A.D shows interests in his peers by saying their names,
however he does not interact with his peers directly. A.D needs prompting and support to remain
at the current play activity. Without 1-1 support during play activities, A.D will display
disruptive behaviors such as walking around room, playing on the floor or standing on his chair.
A.D currently requires both maximal verbal and cueing when transiting from activities.
Classroom activities will continue to work on his ability to remain focused on tasks until
completion and transition from one activity to another with minimum support.
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