MONTESSORI DE SAGRADA FAMILIA

B.S. Aquino Ave. Tangos, Baliwag Bulacan

Date: ___________________________

Dear Mr/Mrs/Ms ___________________________

Greetings!

We are writing to share with you priority information regarding your son/daughter
________________________________ (name), who is currently in ________________________
(level/sec) under Teacher________________________.

To begin with, your child is remarkable specifically in these areas:

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However, highlighted below are the significant behaviors that impede or delay your child’s
effective learning:
Almost Never

Occasionally

Frequently

SOCIO-EMOTIONAL
Appears tired, fatigued, lethargic
Seems generally unhappy
Is engaged in constant verbal behavior (talkative)
Stares blankly into space; daydreams
Struggles initiating tasks
Cries without provocation
Does not attempt work
Attacks other children by hitting, pushing, etc.
Aggressively grabs objects from peers
Has explosive temper when things do not go own way
Argues with the teacher over own behavior
Is destructive of others’ belongings and school property
Strikes back with angry behavior to teasing
Demands attention of any sort from teacher and peers
Doesn’t follow class or school rules (quiet, on time, etc)
Does not conform to limits without being controlled
Blames other for own mistakes
Works only when threatened with punishment
Is defiant of teacher’s requests
Argues with peers over minor situations
Constantly puts self-down or criticizes own work; is a perfectionistic
Approaches new tasks, situation with “I can’t do it”
Comments that no one likes him/her; and that he doesn’t have friends
Has no friends at school
Is not enthusiastic about outside play
Is avoided by peers at school
Appears to be excessively shy
Appears fearful of people, activities, objects, etc.
Engages in prolonged crying due to separation anxiety
Has difficulty with collaborative/group tasks
Does not want to be with a partner or in group
Shows rigidity to preferences, interests, favorites, etc.

Almost Never

Occasionally

Frequently
COGNITIVE and SPEECH/LANGUAGE
Cannot discriminate among colors, shapes, sizes, etc.
Cannot count accurately (one to one correspondence)
Is confused with similar figures/letters (b, d, p, g, etc.)
Struggles with academic concepts (letters, numbers, etc)
Rarely talks inside the classroom
Repeats statements to himself/herself
Has very limited language in expressing feelings/thoughts
Does not initiate play or conversation with peers
Responds to his/her name when called upon
Knows/introduces his/her name
Will not follow routine
Tells bizarre stories
Gets easily distracted from task by ordinary stimuli (motion, sound, items,
etc.)
Verbally attacks and provokes other children
Struggles with task completion
Cannot follow through verbal instruction
Avoids calling attention to self
Rarely asks for assistance even when work is too difficult
Repeats heard statement (echolalic)
Exhibits constant verbal behavior (talkative)
 Almost Never

Occasionally

Frequently
SENSORIMOTOR
Is out of seat
Is in constant movement in desk
Can’t remain in line to and from classes
Has nervous muscle twitches, eye-blinking, nail-biting, etc.
Interrupts lessons by antics (verbal or physical)
Does irrational trips to the bathroom
Struggles with writing, cutting, painting, etc.
Is sensitive to certain sounds (voices, speakers, etc.)
Feels icky about classroom materials (glue, clay, paint, etc.)
Smells objects, food, classmates, etc.
Has uncontrollable need to touch things, people, etc.
Exhibits repetitive behaviors (head bobbing, hand clapping/flapping, etc.)
Hits head, ears, legs, etc. with his/her hands
Bumps his/herself on to the wall, table, etc.
Complains about bright lights
Looks at the speaker when spoken to (eye contact)

To further describe the behavior/s of concern:

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To remedy the aforementioned behaviors, here are the classroom interventions that the
teachers have been doing:

I. Socio-Emotional
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 II. Cognitive and Speech/Language
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III. Sensorimotor
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It is with utmost respect and concern that we encourage you to talk about these
observations with your family, and to seek professional/clinical help to alleviate these
behaviors while they are young. You may consult with and present this checklist to a
neurodevelopmental pediatrician, a child psychologist, or a special education specialist to
further understand these manifested behaviors. Research has time and again reiterated
the importance of early intervention, so let us tackle these difficulties while they are young.
A developmental evaluation will also allay your worries regarding your child’s demeanor
and learning abilities.

Should you want to schedule a meeting regarding this, do not hesitate to inform you child’s
adviser.

Trust that we are doing this to continually work with you, our teaching-learning partner,
hand in hand. Together, let us usher a better lifetime learning experience for your child.

Sincerely and respectfully yours,

_________________________________ ________________________________
Mrs. Fidji Rivera – Sarmiento, M.Ed Ms. Brigitte Rose Ronquillo
Resource Consultant Resource Teacher

_______________________________
Classroom Adviser

Noted by:

_________________________________________ ______________________________________
Mrs. Esperanza M. Manuel Mrs. Maria Carmela Santos-Ong
Preschool Academic Coordinator Assistant Principal, Preschool