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eDECA Reports Individual Rating Report completed by Kylie’s Teacher Parent Letter reflecting Kylie’s teacher’s results Individual Rating Report completed by Kylie’s Parent Parent Letter reflecting Kylie’s parent’s results Group Profile Rater Comparison Report Pre/Post Comparison Report
Devereux Early Childhood Assessment for DECA P
Single Rating Report
Child's Name: Lewis, Kylie Program: Building Blocks Preschool Rater Name: Newton, Cassandra
Gender: Female Site: Greenwood Relationship to Child: Teacher
Birth Date: 09/14/2007 Group: 4 year old room Date of Rating: 10/15/2011
Age at Rating: 4 Years 1 Month Rating Period: Pre
Score Summary Table
IN SR AR TPF BC
Raw Score 18 24 18 127 14
T-Score 42 50 35 41 55
Percentile 21 50 7 18 69
Description Typical Typical Need Typical Typical
Scale descriptions are:IN - InitiativeSR - Self RegulationAR - Attachment/RelationshipsTPF - Total Protective FactorsBC - Behavioral Concerns
Used for training purposes only Copyright The Devereux Foundation; Published by Kaplan Early Learning Co. Page 1 of 3
Devereux Early Childhood Assessment for DECA P
Child's Name: Lewis, Kylie Program: Building Blocks Preschool Rater Name: Newton, Cassandra
Gender: Female Site: Greenwood Relationship to Child: Teacher
Birth Date: 09/14/2007 Group: 4 year old room Date of Rating: 10/15/2011
Age at Rating: 4 Years 1 Month Rating Period: Pre
Individual Child Profile
T-Scores IN SR AR TPF BC Percentiles
72 35 & Up 38 & Up 37 & Up 205-205 & Up 30 & Up 99
71 37 36 203-204 29 98
70 34 36 35 201-202 28 98
69 35 199-200 27 97
68 197-198 26 96
67 33 34 34 195-196 25 96
66 33 192-194 24 95
65 32 189-191 23 93
64 32 33 186-188 22 92
63 31 183-185 21 90
62 31 32 180-182 20 88
61 30 30 177-179 19 86
60 174-176 18 84
59 29 29 31 171-173 17 82
58 28 169-170 16 79
57 28 30 166-168 15 76
56 27 164-165 73
55 27 29 161-163 14 69
54 26 158-160 66
53 26 28 156-157 13 62
52 25 154-155 12 58
51 24 25 27 152-153 54
50 23 24 150-151 11 50
49 26 147-149 10 46
48 22 23 145-146 42
47 25 143-144 9 38
46 21 22 140-142 34
45 21 24 137-139 8 31
44 20 20 134-136 27
43 19 23 131-133 7 24
42 18 19 128-130 6 21
41 18 22 125-127 18
40 17 17 123-124 5 16
39 16 21 120-122 4 14
38 16 20 118-119 12
37 15 115-117 10
36 14 15 19 113-114 3 8
35 13 14 18 111-112 7
34 12 13 108-110 5
33 11 12 17 105-107 2 4
32 10 16 103-104 4
31 9 11 15 100-102 3
30 10 14 98-99 1 2
29 8 9 13 95-97 2
28 7 & Less 8 & Less 12 & Less 94 & Less 0 & Less 1
Used for training purposes only Copyright The Devereux Foundation; Published by Kaplan Early Learning Co Page of 3
Devereux Early Childhood Assessment for DECA P
Child's Name: Lewis, Kylie Program: Building Blocks Preschool Rater Name: Newton, Cassandra
Gender: Female Site: Greenwood Relationship to Child: Teacher
Birth Date: 09/14/2007 Group: 4 year old room Date of Rating: 10/15/2011
Age at Rating: 4 Years 1 Month Rating Period: Pre
Item Ratings by Scale
Initiative5 show confidence in his/her abilities (for instance, say I can do it )? 1-Need
7 keep trying when unsuccessful (show persistence)? 2-Typical
10 try different ways to solve a problem? 3-Typical
13 try or ask to try new things or activities? 2-Typical
15 start or organi e play with other children? 1-Need
23 show an interest in learning new things? 3-Typical
31 make decisions for himself/herself? 1-Need
33 choose to do a task that was hard for him/her? 2-Typical
38 remember important information? 3-Typical
Self Regulation2 listen to or respect others? 3-Typical
3 control his/her anger? 4-Strength
16 show patience? 3-Typical
19 share with other children? 2-Typical
20 handle frustration well? 4-Strength
25 accept another choice when his/her first choice was not available? 3-Typical
28 cooperate with others? 2-Need
29 calm himself/herself down? 1-Need
37 play well with others? 2-Need
Attachment/Relationships1 act in a way that made adults smile or show interest in him/her? 2-Need
11 seem happy or excited to see his/her parent or guardian? 4-Strength
14 show affection for familiar adults? 2-Need
17 ask adults to play with or read to him/her? 1-Need
24 trust familiar adults and believe what they say? 2-Need
26 seek help from children/adults when necessary? 1-Need
32 appear happy when playing with others? 2-Need
34 look forward to activities at home or school (for instance, birthdays or trips)? 2-Need
36 show a preference for a certain adult, teacher, or parent? 2-Typical
ehavioral Concerns4 seem sad or unemotional at a happy occasion? 2-Need
6 have a temper tantrum? 2-Typical
8 seem uninterested in other children or adults? 2-Need
9 use obscene gestures or offensive language? 0-Typical
12 destroy or damage property? 1-Typical
18 have a short attention span (difficulty concentrating)? 1-Typical
21 fight with other children? 1-Typical
22 become upset or cry easily? 3-Need
27 hurt others with actions or words? 2-Typical
30 get easily distracted? 0-Typical
35 touch children or adults in a way that you thought was inappropriate? 0-Typical
Used for training purposes only Page 3 of 3Copyright The Devereux Foundation; Published by Kaplan Early Learning Co.
Promoting Social and Emotional Strengthsfor DECA-P2
A strong social and emotional foundation is critical for all children's learning and success in life. TheDevereux Early Childhood Assessment (DECA) provides information to help promote children's socialand emotional strengths and reduce behavioral concerns. The table below shows the DECA results forKylie Lewis based on a rating conducted by Cassandra Newton on 07/05/2012.
DECA Protective Factors Strength Typical Area of NeedInitiative X Attachment/Relationships XSelf Regulation X
Behavioral Concerns Typical Area of NeedBehavioral Concerns X
Our program recognizes the importance of children's social and emotional health and works tostrengthen three protective factors associated with resilience: initiative, self-regulation, andattachment/relationships. Scores in the strength range indicate that a child is showing many positivebehaviors in this area and these behaviors should be encouraged. Scores in the typical range indicatethat a child is displaying behaviors that are common at this age and these behaviors should becontinually supported. Scores in the Area of Need range indicate that a child is not displaying thesepositive behaviors as frequently as desired and a plan should be put into place to build skills in theseareas.
The last row of the table shows the results of a behavioral concerns screener. If the behavioralconcerns score is in the area of need range, this is information that deserves immediate attention andfocus. Addressing behavioral concerns as soon as possible will help ensure that plans are put in placeto reduce behavioral concerns and encourage the use of positive behaviors.
Based on the rating results displayed, recommended strategies have been identified.
Printed from the Devereux Early Childhood Assessment e-DECA 2.0 program on 07/07/2016.Page 1 of 3
Suggested Classroom and Home Strategies for:Attachment/Relationships
Attachment/Relationships: Attachment/Relationships is the child’s ability to promote and maintain mutual,positive connections with other children and significant adults. These emotional bonds that develop in earlychildhood can be observed as children ask familiar adults to read or play with them, ask for help to get asnack, laugh and joke with friends, and show affection and caring for others.
Classroom Strategy Home Strategy(A) Share a Laugh. Notice the funny things a childdoes, take turns talking about silly stories, or tellsimple jokes with a child. “Kala, that joke made melaugh!”
(A) Share a Laugh. Notice the funny things yourchild does, take turns talking about silly stories ortell simple jokes with a child. “When we do our sillydancing it makes me laugh! Do you want to try onemore song?”
(B) Model Play Skills.While engaging in play witha child use the opportunity to practice positive playskills such as sharing, saying thank you andengaging in conversation. "Kara, thank you forsharing the scissors with me while I cut the redpaper. Tell me about your project."
(B) Model Play Skills.While playing with yourchild, practice positive play skills such as sharing,saying thank you, and talking nicely. "Adam, thankyou for giving me a turn to stack the blocks. Whatshould we do next?”
Printed from the Devereux Early Childhood Assessment e-DECA 2.0 program on 07/07/2016.Page 2 of 3
Kylie Lewis has great potential and the ability to be successful in school and life. Children are bestsupported when families and program staff work together. The space below should be used todocument the ideas and comments of family members and program staff to ensure that everyoneinvolved has an opportunity to participate in the protective factor planning process.
Family Input / Additional Goals: Notes
Signature of Family Member: __________________________________________ Date: _____________
Signature of Teaching Staff: __________________________________________ Date: _____________
Signature of Curriculum Specialist/Ed. Mgr.:______________________________ Date: _____________
Signature of Licensed Mental Health Professional:_________________________ Date: _____________
Additional Signature: _________________________________________________ Date: _____________
Additional Signature: _________________________________________________ Date: _____________
Progress Follow-up
Signature of Family Member: __________________________________________ Date: _____________
Signature of Teaching Staff: __________________________________________ Date: _____________
Signature of Curriculum Specialist/Ed. Mgr.:______________________________ Date: _____________
Signature of Licensed Mental Health Professional:_________________________ Date: _____________
Additional Signature: _________________________________________________ Date: _____________
Additional Signature: _________________________________________________ Date: _____________
Printed from the Devereux Early Childhood Assessment e-DECA 2.0 program on 07/07/2016.Page 3 of 3
rou
p P
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187-1
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63
182-1
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33
31
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177-1
79
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175-1
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172-1
74
82
58
29
170-1
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165-1
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52
26
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43
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133-1
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41
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127-1
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88
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174-1
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58
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158-1
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57
13
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52
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154-1
55
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58
51
24
25
27
152-1
53
54
50
23
24
150-1
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11
50
49
26
147-1
49
10
46
48
22
23
145-1
46
42
47
25
143-1
44
938
46
21
22
140-1
42
34
45
21
24
137-1
39
831
44
20
20
134-1
36
27
43
19
23
131-1
33
724
42
18
19
128-1
30
621
41
18
22
125-1
27
18
40
17
17
123-1
24
516
39
16
21
120-1
22
414
38
16
20
118-1
19
12
37
15
115-1
17
10
36
14
15
19
113-1
14
38
35
13
14
18
111-1
12
7
34
12
13
108-1
10
5
33
11
12
17
105-1
07
24
32
10
16
103-1
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100-1
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3
30
10
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98-9
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29
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2 o
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The
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ion;
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by
Kap
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Ass
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In
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Nam
e:Le
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, Kyl
iePr
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m:
Build
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lock
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esch
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Gen
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:Fe
mal
eSite:
G
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Dat
e O
f Birth
:09/1
4/2
007
Gro
up:
4 y
ear
old
room
Rati
ng
In
form
ati
on
Pre-
Tes
t Rat
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New
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Post
-Tes
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Rel
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Dat
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f Rat
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10/1
5/2
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Dat
e of 2nd R
atin
g:
04/2
8/2
012
Age
at R
atin
g:
4 Y
ears
1 M
onth
Age
at R
atin
g:
4 Y
ears
7 M
onth
s
Rati
ng
Co
mp
ari
son
Sco
re S
um
mary
Tab
leIN
SR
AR
TPF
BC
Pre-
Tes
t T-S
core
42
50
35
41
55
Post
-Tes
t T-S
core
46
53
51
50
49
T-S
core
Diffe
rence
4 3
16
9 6
Pre:
Des
crip
tion
Typ
ical
Typ
ical
Nee
dTyp
ical
Typ
ical
Post
: D
escr
iption
Typ
ical
Typ
ical
Typ
ical
Typ
ical
Typ
ical
Rat
ers
Diffe
rN
o S
ignific
ant
Chan
ge
No S
ignific
ant
Chan
ge
Sig
nific
ant
Impro
vem
ent
No S
ignific
ant
Chan
ge
No S
ignific
ant
Chan
ge
Sca
le d
escr
iptions
are:
IN -
Initia
tive
SR -
Sel
f Reg
ula
tion
AR -
Att
achm
ent/
Rel
atio
nsh
ips
TPF
- T
ota
l Pr
ote
ctiv
e Fa
ctors
BC -
Beh
avio
ral Conce
rns
Use
d fo
r tr
aini
ng p
urpo
ses
only
Page
1 o
f 2
Copyr
ight
The
Dev
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x Fo
undat
ion;
P
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hed
by
Kap
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arly
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Rep
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e:Le
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m:
Build
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lock
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esch
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Gen
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:Fe
mal
eSite:
Gre
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ood
Dat
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f Birth
:09/1
4/2
007
Gro
up:
4 y
ear
old
room
Pre-
Tes
t Rat
er:
New
ton,
Cas
sandra
Rel
atio
nsh
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o C
hild
:Tea
cher
Dat
e O
f Rat
ing:
10
/15
2011
Age
at R
atin
g:
4 Y
ears
1 M
onth
T-S
core
sIN
SR
AR
TPF
BC
Perc
entile
s
72
35 &
Up
38 &
Up
37 &
Up
205-2
05 &
Up
30 &
Up
99
71
37
36
203-2
04
29
98
70
34
36
35
201-2
02
28
98
69
35
199-2
00
27
97
68
197-1
98
26
96
67
33
34
34
195-1
96
25
96
66
33
192-1
94
24
95
65
32
189-1
91
23
93
64
32
33
186-1
88
22
92
63
31
183-1
85
21
90
62
31
32
180-1
82
20
88
61
30
30
177-1
79
19
86
60
174-1
76
18
84
59
29
29
31
171-1
73
17
82
58
28
169-1
70
16
79
57
28
30
166-1
68
15
76
56
27
164-1
65
73
55
27
29
161-1
63
14
69
54
26
158-1
60
66
53
26
28
156-1
57
13
62
52
25
154-1
55
12
58
51
24
25
27
152-1
53
54
50
23
24
150-1
51
11
50
49
26
147-1
49
10
46
48
22
23
145-1
46
42
47
25
143-1
44
938
46
21
22
140-1
42
34
45
21
24
137-1
39
831
44
20
20
134-1
36
27
43
19
23
131-1
33
724
42
18
19
128-1
30
621
41
18
22
125-1
27
18
40
17
17
123-1
24
516
39
16
21
120-1
22
414
38
16
20
118-1
19
12
37
15
115-1
17
10
36
14
15
19
113-1
14
38
35
13
14
18
111-1
12
7
34
12
13
108-1
10
5
33
11
12
17
105-1
07
24
32
10
16
103-1
04
4
31
911
15
100-1
02
3
30
10
14
98-9
91
2
29
89
13
95-9
72
28
7 &
Les
s8 &
Les
s12 &
Les
s94 &
Les
s1
Post
-Tes
t Rat
er:
New
ton,
Cas
sandra
Rel
atio
nsh
ip t
o C
hild
:Tea
cher
Dat
e O
f Rat
ing:
04/2
8/2
012
Age
at R
atin
g:
4 Y
ears
7 M
onth
s
T-S
core
sIN
SR
AR
TPF
BC
Perc
entile
s
72
35 &
Up
38 &
Up
37 &
Up
205-2
05 &
Up
30 &
Up
99
71
37
36
203-2
04
29
98
70
34
36
35
201-2
02
28
98
69
35
199-2
00
27
97
68
197-1
98
26
96
67
33
34
34
195-1
96
25
96
66
33
192-1
94
24
95
65
32
189-1
91
23
93
64
32
33
186-1
88
22
92
63
31
183-1
85
21
90
62
31
32
180-1
82
20
88
61
30
30
177-1
79
19
86
60
174-1
76
18
84
59
29
29
31
171-1
73
17
82
58
28
169-1
70
16
79
57
28
30
166-1
68
15
76
56
27
164-1
65
73
55
27
29
161-1
63
14
69
54
26
158-1
60
66
53
26
28
156-1
57
13
62
52
25
154-1
55
12
58
51
24
25
27
152-1
53
54
50
23
24
150-1
51
11
50
49
26
147-1
49
10
46
48
22
23
145-1
46
42
47
25
143-1
44
938
46
21
22
140-1
42
34
45
21
24
137-1
39
831
44
20
20
134-1
36
27
43
19
23
131-1
33
724
42
18
19
128-1
30
621
41
18
22
125-1
27
18
40
17
17
123-1
24
516
39
16
21
120-1
22
414
38
16
20
118-1
19
12
37
15
115-1
17
10
36
14
15
19
113-1
14
38
35
13
14
18
111-1
12
7
34
12
13
108-1
10
5
33
11
12
17
105-1
07
24
32
10
16
103-1
04
4
31
911
15
100-1
02
3
30
10
14
98-9
91
2
29
89
13
95-9
72
28
7 &
Les
s8 &
Les
s12 &
Les
s94 &
Les
s1
Use
d fo
r tr
aini
ng p
urpo
ses
only
Page
2 o
f 2
Copyr
ight
The
Dev
ereu
x Fo
undat
ion;
P
ublis
hed
by
Kap
lan E
arly
Lea
rnin
g C
o.
