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Communication Skills Checklist for Parents/Guardians and Teachers (Palm Beach Schools)

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THE SCHOOL DISTRICT OF PALM BEACH COUNTY
DEPARTMENT OF EXCEPTIONAL STUDENT EDUCATION
Communication Skills Checklist for Parents/Guardians and Teachers
Student ID First Name Middle Last Name Birth Date
Current Date
Gender Grade School
Describe the Typical Learning Environment
Childcare Center Classroom Home Play Area Structured Activity
Listening Comprehension
1.
Yes No Unknown
2.
4.
3.
5.
6.
7.
8.
9.
Responds to their name
Imitates others (e.g., claps hands)
Shows understanding of simple requests (e.g., get ball)
Shows understanding of inhibitory works (e.g., stop, don't, no)
Confirms understanding of information presented orally
Confirms understanding of question words (e.g., knows who=person,
where=place, when=time)
Demonstrates understanding of common prepositions (e.g., to, from, in,
out, on, off, for, of, by, with)
Identifies meanings of multiple meaning words (e.g., duck=bird, and
duck=bend under)
Sorts common objects into categories (e.g., toys, foods)
Give Examples/Descriptions:
Oral Expression
1.
Yes No Unknown
2.
4.
3.
5.
6.
7.
8.
9.
Observer Title
Uses gestures instead of words to express wants/needs (e.g., points to
or brings adult to desired item)
Uses single words to express wants/needs (e.g., up, no, juice)
Uses 2-3 word phrases (e.g., big truck, want more choice)
Recounts or describes key details from a story
Summarizes information presented orally
Recalls information from experiences to answer a question
Describes familiar people, places, things
Expresses thoughts, feelings, and ideas clearly
Uses frequently occurring nouns and verbs
10.
11.
12.
13.
14.
Uses pronouns (e.g., I, me, my, mine, you, he, him, she, her, they,
them, we)
Forms regular plural nouns orally by adding /s/ or /es/ (e.g., dog/dogs;
wish/wishes)
Uses question words, (e.g., who, what ,where, when, why, how)
Answers question words with correct response type (e.g., when asked
who, answers with a person; when asked where, answers with a location)
Uses the most frequently occuring prepositions (e.g., to, from, in, out,
on, off, for, of, by, with)
Give Examples/Descriptions:
PBSD 0841 (Rev. 10/20/2017) ORIGINAL - Student's ESE Working File Page 1 of 8
Select One
1.
Yes No Unknown
2.
4.
3.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Social Interaction
Engages in pretend play (e.g., dress up, cooking, playing
characters)
Attends to something they are shown
Plays with other children
Greets others by name (e.g., Hi, Sam)
Adds to conversations about another's topic
Participates in a group discussion about a topic by listening to others
and taking turns to speak about the topic of discussion
When another person initiates a conversation, continues the topic for
multiple exchanges
Tells how to play a game so you can follow along even though new rules
may be introduced
Is able to state at what object another is looking (e.g., you're looking at
your watch; the door, etc.)
Supposes about what another is thinking (e.g., you're thinking it's late;
you want to leave, etc.)
Responds to a glaring facial expression knowing it means to stop current
behavior
Determines whether an adult would like a toy doll or a train as a present
Explains the appropriateness of a toy doll or train as a gift for an adult
Gestures and tone of voice match verbal message
15.
16.
17.
Speaks audibly based on proximity to speaker given the setting
(e.g.,loudly enough if speaking across a table in a cafeteria; quietly
enough if sitting next to another in a library)
Give Examples/Descriptions:
Gets along well with other students
Gets along well with adults
1.
Yes No Unknown
2.
4.
3.
5.
6.
7.
8.
9.
10.
Written Expression/Emergent Literacy/Literacy
Scribbles or draws on paper and labels it (e.g., states what they
scribbled/drew)
Demonstrates basic knowledge of one-to-one letter sound
correspondences
Writes familiar letters (e.g., their name)
Writes familiar words
Produces the most frequent sound for each consonant
Recognizes rhyming words
Produces real/pretend rhyming words
Distinguishes between similarly spelled words by identifying the sounds
of the letters that differ (e.g., cat/mat; to/do)
Spells simple words phonetically, drawing on knowledge of sound-letter
relationships
Uses a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing
about and supply some information about the topic
Give Examples/Descriptions:
PBSD 0841 (Rev. 10/20/2017) ORIGINAL - Student's ESE Working File Page 2 of 8
11.
12.
13.
14.
15.
Asks and answers questions about key details in a text
Retells familiar stories
Identifies characters, setting, and major events in a story
Asks and answers questions about unknown words in a story
Summarizes information read
Give Examples/Descriptions:
Speech Articulation, Fluency, Voice
1.
Yes No Unknown
2.
4.
3.
5.
6.
7.
8.
9.
10.
Has pronunciation/enunciation errors
Is difficult to understand when talking about a known topic due to
their pronunciation errors
Is difficult to understand when talking about an unknown topic due to
their pronunciation errors
Avoids speaking in class
Stops talking when asked to repeat
Repeats sounds, words, parts of words, or whole words (stutters)
Gets stuck saying words or is unable to say words
Sounds hoarse consistently
Voice cuts in and out while speaking
Sounds come out of their nose
Give Examples/Descriptions:
Additional Comments
____________________________________
Signature
Date
PBSD 0841 (Rev. 10/20/2017) ORIGINAL - Student's ESE Working File Page 3 of 8
Yes No Unknown
Student ID
First Name
Middle Last Name Birth Date
Current DateGender Grade School
Describe the Typical Learning Environment
Childcare Center Classroom Home Play Area Structured Area
Observer Title
Listening Comprehension
1.
Yes No Unknown
2.
4.
3.
5.
6.
Demonstrates understanding of question words based on type of
question asked (e.g., who, what, where, when, why, how)
Demonstrates understanding when a common prefix is added to a
known word (e.g., happy/unhappy; tell/retell)
Identifies shades of meaning given closely related verbs (e.g., toss, throw,
hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny)
Understands differences between literal and non-literal meaning of words
(e.g., takes steps=actually walking vs. components of a course of action)
Identifies meanings of multiple meaning words based on context (e.g.,
rose=stood and rose=flower)
Demonstrates understanding of prepositions (e.g., between, beside,
through)
Give Examples/Descriptions:
1.
Yes No Unknown
2.
4.
3.
5.
6.
7.
8.
Oral Expression
Explains what was learned with supplemental facts
Recounts an experience with relevant and descriptive details
Retells a story or event in sequential order with supporting details
Asks questions about what a speaker shares in order to clarify, gain
information, or deepen understanding of a topic or issue
Uses subject specific vocabulary
Uses irregular plurals (e.g, feet, teeth)
Uses irregular past tense (e.g., sat, hid, told)
Uses adjectives (e.g., beautiful, sparkling) and adverbs (e.g.,
accidentally, briefly)
Give Examples/Descriptions:
1.
Yes No Unknown
2.
4.
3.
5.
6.
Social Interaction
Converses about topics and texts with peers and adults in small and
larger groups
Enters conversations by gaining the floor in respectful ways
Listens to others by speaking one at a time about the topics or texts
under discussion
Builds upon others' comments by linking their statements to the
remarks of others
Asks for clarification and further explanation as needed about the
topics and texts under discussion
Explains the rules of a game so others can follow
Give Examples/Descriptions:
PBSD 0841 (Rev. 10/20/2017) ORIGINAL - Student's ESE Working File
Page 4 of 8
Select One
7.
8.
9.
10.
11.
12.
13.
14.
15.
Yes No Unknown
Social Interaction
Is able to state at what object another is looking (e.g., you're looking
at your watch; the door, etc.)
Supposes about what another is thinking (e.g., you're thinking it's
late; you want to leave, etc)
Responds to a glaring facial expression knowing it means to stop a
current behavior
Determines whether an adult would like a toy doll or train as a
present
Explains the appropriateness of a toy doll or train as a gift for an adult
Gestures and tone of voice match verbal message
Speaks audibly based on proximity to speaker given the setting
(e.g.,loudly enough if speaking across a table in a cafeteria; quietly
enough if sitting next to another in a library)
Give Examples/Descriptions:
Gets along well with other students
Gets along well with adults
1.
Yes No Unknown
2.
4.
3.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Written Expression/Literacy
Recounts or describes how characters from a text responded to major
events or challenges
Summarizes the lesson or moral of a story
Retells the key information from the beginning, middle, and end of the
story sequentially
Relates differing points of view of characters in a story
Compares or contrasts two or more versions of the same story or a
story and the movie
Reads aloud using expression
Identifies the main topic of a multiparagraph text
Identifies the focus of supporting paragraphs from a multiparagraph text
Determines the meaning of unknown words in a text based on the
context
Understands the impact of text features (e.g., captions, bold print,
headings, subheadings, glossaries)
Writes opinion pieces providing reasons that support their opinions using
linking words (e.g., because, also) to connect ideas with a concluding
statement/section
Give Examples/Descriptions:
Writes explanatory texts using facts in developing their points with a
concluding statement/section
Writes narratives providing short sequences of events or one elaborate
event, includes details to describe actions, thoughts, and feelings, uses
temporal words to signal event order, and provides a sense of closure
PBSD 0841 (Rev. 10/20/2017) ORIGINAL - Student's ESE Working File Page 5 of 8
1.
Yes No Unknown
2.
4.
3.
5.
6.
7.
8.
9.
10.
Speech Articulation, Fluency, Voice
Has pronunciation/enunciation errors
Is difficult to understand when talking about a known topic due to their
pronunciation errors
Is difficult to understand when talking about an unkown topic due to
their pronunciation errors
Avoids speaking in class
Stops talking when asked to repeat
Repeats sounds, words, parts of words, or whole words (stutters)
Gets stuck saying words or is unable to say words
Sounds hoarse consistently
Voice cuts in and out while speaking
Sounds come out of their nose
Give Examples/Descriptions:
Additional Comments
Date
PBSD 0841 (Rev. 10/20/2017) ORIGINAL - Student's ESE Working File Page 6 of 8
____________________________________
Signature
Student ID First Name Middle Last Name Birth Date
Current DateGender Grade School
Describe the Typical Learning Environment
Childcare Center Classroom Home Play Area Structured Area
Observer Title
Listening Comprehension
1.
Yes No Unknown
2.
4.
3.
5.
6.
Draws conclusions during learning activities
Demonstrates understanding when a common prefix is added to a known
word (e.g., satisfied/dissatisfied; circle/semicircle)
Identifies shades of meaning given closely related verbs (e.g., toss, throw,
hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny)
Understands differences between literal and non-literal meaning of word
(e.g., takes steps=actually walking vs. components of a course of action
Identifies meanings of multiple meaning words based on context (e.g.,
rose=stood and rose=flower)
Demonstrates understanding of prepositions (e.g., amid, against, beneath)
Give Examples/Descriptions:
1.
Yes No Unknown
2.
4.
3.
Oral Expression
Recounts an experience with relevant and descriptive details
Summarizes information from experiences in a chronological order using
specific vocabulary (e.g., prior to going to the mall, we stopped for breakfast)
Uses correlative conjunctions (e.g., either/or)
Uses verb tense to describe a variety of times, sequences, and
conditions (e.g., I have walked/I will have walked)
Give Examples/Descriptions:
1.
Yes No Unknown
2.
4.
3.
5.
6.
7.
8.
9.
10.
11.
Written Expression/Literacy
Explains how a speaker's point of view influences how events are
described
Engages in group and one-on-one discussions making comments that
contribute to the discussion and elaborate on the remarks of others
Asks for clarification and further explanation as needed about the topics
of discussion
Uses clear referents throughout discussions
Is able to state at what object another is looking (e.g., you're looking at
your watch; the door, etc.)
Supposes about what another is thinking (e.g., you're thinking it's late;
you want to leave, etc)
Responds to a glaring facial expression knowing it means to stop a current behavior
Gestures and tone of voice match verbal message
Give Examples/Descriptions:
Speaks audibly based on proximity to speaker given the setting (e.g.,
loudly enough if speaking across a table in a cafeteria; quietly enough if
sitting next to another in a libary)
Gets along well with other students
Gets along well with adults
PBSD 0841 (Rev. 10/20/2017) ORIGINAL - Student's ESE Working File Page 7 of 8
Select One
Written Expression/Literacy
1.
Yes No Unknown
2.
4.
3.
5.
Quotes from a text and explicitly states what occurred
Explains inferences from a text by referencing to the text
Compares or contrasts two or more characters, setting, events using
specific details from texts or events
Writes opinion piece by introducing a topic, stating an opinion, logically
ordering reasons that are supported by facts/details, uses causal words to
link opinion and reasons (e.g., consequently, specifically), and provides a
concluding statement/section
Explains how a particular sentence or paragraph contributes to the
development of the theme or plot
Give Examples/Descriptions:
1.
Yes No Unknown
2.
4.
3.
5.
6.
7.
8.
9.
10.
Speech Articulation, Fluency, Voice
Has pronunciation/enunciation errors
Is difficult to understand when talking about a known topic due to their
pronunciation errors
Is difficult to understand when talking about an unkown topic due to
their pronunciation errors
Avoids speaking in class
Stops talking when asked to repeat
Repeats sounds, words, parts of words, or whole words (stutters)
Gets stuck saying words or is unable to say words
Sounds hoarse consistently
Voice cuts in and out while speaking
Sounds come out of their nose
Give Examples/Descriptions:
Additional Comments
Date
PBSD 0841 (Rev. 10/20/2017) ORIGINAL - Student's ESE Working File Page 8 of 8
____________________________________
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Communication Skills Checklist for ParentsGuardians and Teachers (Palm Beach Schools)

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Completed 17 January 2021

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