A reader recently requested for remarks in paragraph form.  In my school, we usually give out narrative reports like the ones below for children with special cases.  These children are under our Learning Assistance Program- they usually have special needs, hence, it would be unfair to evaluate them using the same instruments for children in mainstream classes.  To gauge their developmental progress over a period of time, we construct progress reports indicating their degree of achievement, learning styles, and some other behavioral manifestations.  We also supplement this report with a developmental checklist.

Sample Progress Report

Kimberly is seen to be an energetic and active child.  She moves around the classroom a lot, finding enjoyment in exploring her environment.  She can adequately maintain her balance as seen when walking along straight and curved beams and going up and down the stairs.  However, her growing adeptness in gross motor skills is more apparent during individual sessions.  Up to know, she still has her hesitations when it comes to joining her classmates in group exercises.  As regards to fine motor activities, she is still more inclined to engage in manipulative play such as rolling and pounding play dough, building structures out of blocks, and completing 5 to 10 piece puzzles.  She still requires a great deal of encouragement and prodding during paper and pencil assignments. 

Kimberly is becoming more comfortable with other children.  She is beginning to engage in simple conversations and sometimes, even greets familiar people with a ‘Hi’ or ‘Hello’.  She is also observed seeking the presence of her classmates, often asking the Teacher about their whereabouts.  Sometimes, she is seen exhibiting early signs of cooperative play- she shares her toys when encouraged and is now learning to wait for her turn.  However, there are still instances when she disregards teacher’s directions and insists on what she wants.  This usually happens during worksheet time as she prefers to play rather than accomplish her table work.  She needs to be urged and promised that she can play for as long as she completes her assigned task.

Kimberly can adequately follow directions involving spatial concepts such as on, under, over, top, bottom, etc.  She is also able to identify a growing number of things and pictures and can sufficiently answer basic questions about them.  Her beginning skills in sorting and categorizing are also becoming apparent as she can enumerate 2 to 4 examples of things we can eat, wear, and play with.  In terms of numeracy skills, she is now starting to be familiar with numerals 0 to 10.  However, it is still a challenge for her to count with a sense of one-to-one correspondence.  As of now, she still requires a great deal of intervention in a one-on-one setting for her to polish her reading and counting skills.

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