Responding

Earlier

There are no earlier levels for this measure

Step 1

Read the possible examples and select the column that best describes the child you watched.

Responding

Later

There are no earlier levels for this measure

Exploring

Earlier

Participates in a simple activity briefly

Exploring

Later

Selects activities, but switches quickly from one to another, even with adult support

to help focus on one activity

Building

Earlier

Continues self- selected activities with adult support, even though interest briefly shifts to other activities

Building

Middle

Continues self- selected activities on own, seeking adult support to work through challenges

Building

Later

Works through challenges on own while engaged in self- selected activities

Integrating

Earlier

Returns to activities, including challenging ones, on multiple occasions to practice a skill or to complete the activity

Possible Examples

· Puts a ring on and off of a ring stack a few times.

· Fills and dumps sand from a bucket.

· Shakes a bell while others are singing.

· Uses hands to smear

finger paint.

· Activates a switch toy.

Possible Examples

· Chooses to play in the dramatic play area for a short while and then plays in the block area.

· Selects a puzzle to work on with an adult, works on it together for a short time, and then wanders off, even with the adult’s encouragement to continue.

· Joins a small group and attends briefly to an adult reading a book, and then shifts attention to another activity.

Possible Examples

· Strings large beads with an adult to make a

necklace, briefly watches another child who brings magnets to the table, and then continues stringing beads.

· Stops playing with blocks and starts to move away from block area, but returns when an adult offers props, such as cars and street signs, to use with the blocks.

· Pauses to watch children running by while scooping sand, but returns to scooping when the adult offers another sand toy.

Possible Examples

· Continues working on a difficult puzzle, asking an adult for help when needed.

· Continues looking at a book as an adult

encourages other children entering the same area to find a book.

· Asks adult for headphones, while listening to a story on tape, when other children begin to play noisily nearby.

· Starts to get ready to go outside with other children, and asks for adult assistance with fasteners when putting on shoes.

Possible Examples

· Continues to build a structure with

interlocking blocks even when having difficulty finding the “right” pieces.

· Glues a variety of materials together to create a three- dimensional collage,

trying different ways to make them stick.

· Repeatedly tries to trace around own hand.

· Completes an obstacle course using a walker, even on bumpy ground.

Possible Examples

· Continues to work on spinning a round hoop around own waist over successive days.

· Continues at a pottery activity that involves shaping clay, letting it dry, painting it, and letting it dry some more.

· Writes own name, then writes it more clearly a second time at classroom sign-in table.

ATL-REG 6

Engagement and Persistence

ATL-REG 6

Responding

Earlier

There are no earlier levels for this measure

Responding

Later

There are no earlier levels for this measure

Exploring

Earlier

There are no earlier levels for this measure

Exploring

Middle

Makes marks on paper

Exploring

Later

Makes scribble marks

Building

Earlier

Makes scribble marks or simple drawings that represent people, things, or events

Building

Middle

Makes marks to represent own name or words

Building

Later

Uses letters or clearly recognizable

approximations of letters to write own name

Integrating

Earlier

Writes several words or a few simple phrases, or clearly recognizable approximations

Possible Examples

· Dips sponge in paint and dots onto paper.

· Makes a dot on a paper and then makes more dots using different markers.

· Holds crayon against paper.

Possible Examples

· Uses crayons, pencils, or markers to make back-and-forth marks.

· Paints using large or small movements.

· Scribbles by moving finger on screen of tablet or by using Braille writer.

Possible Examples

· Draws circles and lines and comments, “Baby,” and “Mommy.”

· Make