What to Expect during the Preschool Child Development Screening
Once the screening request form is submitted, you will be contacted by the Early Childhood staff regarding the time and details of the screening.
You will be mailed a social emotional screening form to complete and bring along on the scheduled date and time of your child’s screening.
On the day of the screening
- You will bring your child to G.D. Jones Elementary and sign in at the front office. Early Childhood staff will then meet you in the lobby of the school OR you will be given a virtual meeting link and code to attend a virtual screening.
- Staff will share information and resources with you regarding typical development and community resources.
- Staff will then work with your child to complete speech and language-based screening as well as general developmental screening to look at the areas of: fine motor, problem solving/memory, language, gross motor (please note that the general developmental screening is not able to be completed on children who are younger than 3 years old, but speech and language-based screening and social emotional screenings are still able to be completed).
- After screenings are completed, staff will share the results of the screening with you which could indicate:
- Your child’s development appears to be on track based on the results of the screening and no further steps are needed at this time.
- There are concerns which would indicate the need for further testing through a special education evaluation referral.
Please note that the developmental screening process is not at step in the special education referral and evaluation process nor will it determine if your child will receive special education services.
If you suspect that your child has a disability, a special education referral can be made by contacting the 4K & EC Programs office at 715-261-0265.
What is Social Emotional Competence?
A child’s social and emotional competence is one of five protective factors influenced by the quality of care and education he or she receives.
The Wisconsin Model Early Learning Standards provide a framework to help children develop social and emotional skills.
The brain is the only organ that changes with experience after birth. High quality infant, toddler, and pre-school experience can help shape healthy brain functioning that lasts a lifetime.
Children who have a strong social emotional foundation experience more academic success, fewer negative interactions with adults, and more friendships with peers.
Without quality interventions, children who exhibit challenging behavior in preschool tend to continue this pattern of behavior throughout school.
How do we use SEFEL in the 4K & Early Childhood Programs?
4K & Early Childhood Programs use the SEFEL pyramid model to prevent behavior problems and improve student achievement.
At school, we are working to define, teach, and support positive behaviors to create a safe learning environment for children.
4K & Early Childhood students are recognized for good behavior:
- Follow directions
- Feet and Hands to yourself
- Small voices inside, tall voices outside
- Take care of things
- Work together, be kind, and respect each other
Tools that we use to promote positive behavior:
Supportive, responsive relationships among children and adults.
Consistent visual cues, schedules, rules, and classroom organization throughout the building to remind children of classroom routines.
Small group facilitation and problem solving solutions to teach children social and emotional skills.
Assessment based interventions.
“Tucker Turtle, he’s our man. Make good choices, yes we can!”
This model supports social and emotional competence
in infants and young children.
Benchmarks for 4K Social Emotional
I can tell my teacher each of the rules.
I can find each of the school rules on a picture.
I can tell my teacher which rule my friends or I should use.
I can figure out if I followed the rules during my classroom activities.
I can ask a friend to play with my teacher’s help.
I can give a friend a play idea.
I can ask someone if they need help.
I can ask someone for help when I need it.
I can give a compliment to another person.
I can find a good solution to my problem.
I can find a good solution to our problem when playing with my friends.
I can do the Tucker Turtle steps during practice time.
When I am frustrated I can calm down with my teacher’s help.
I can show my teacher with my face and body how I look when I am happy,
mad and sad.
I can tell my teacher what makes me feel happy, mad and scared.
I can point to pictures of faces showing six different feelings.