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Collective Force 32 Universal Service Domain Definitions

December 2012 Economic Well-being Basic Needs Child Care Employment Financial Assets Financial Management Housing/Shelter Immigration Status Income Public Benefits Transportation Emotional Well-being Community Engagement Cultural Identity/Awareness Family Functioning Mental Health Physical Well-being Early Childhood Health & Development Functional Ability Health Care Nutrition Knowledge Attainment Basic Literacy English Language Skills Formal Education Job Readiness Life Skills Parenting Skills School Readiness

Psychosocial/ Physical Environment Environmental Stressors Relationships Social Support Network Substance Abuse Physical Health Physical Safety

Economic Well-being Scales Basic Needs


Access to food, clothing, and utilities

Thriving (9-10)

Makes own purchases and choices for food. Making own choices and purchases on clothing. Utilities are current and not in fear of shut off. Reliable food supplies only limited by moderate income. Secure clothing sources only limited by moderate income. Secure utility coverage not subsidized by charity care pay programs. Children no longer qualify for free lunch programs. Secure / subsidized food supply. Children on free/reduced lunch program. Access to necessary seasonal clothing. Adequate utility coverage with subsidy. Receiving food stamps / food boxes. Children on free/reduced lunch. Accessing community resources. Accessing clothing banks. Frequent shut off notices. Eating at shelters. No food in cupboard. Unaware of resources within community. No clothing besides what's on their back. No change of season clothing. Utilities shut off. Childcare
Childcare availability and choice

Safe (7-8)

Stable (5-6)

Vulnerable (3-4)

In-Crisis (0-2)

Thriving (9-10)

Ample resources to support choice of licensed childcare or dependable friends and family childcare options that provide safe settings with adequate supervision. Sufficient resources to support limited choice of licensed childcare or dependable friends and family childcare options that provide safe settings with adequate supervision. Limited resources to support narrow choice of licensed or dependable friends and family childcare options that provide safe settings with adequate supervision. Insufficient resources. Temporary, subsidized, or inconsistent childcare. No access to childcare. Child is unsupervised and unsafe. Parent is unable to work due to lack of access. Employment
Employment stability & status

Safe (7-8)

Stable (5-6) Vulnerable (3-4) In-Crisis (0-2)

Thriving (9-10) Safe (7-8) Stable (5-6) Vulnerable (3-4) In-Crisis (0-2)

Maintains permanent full-time employment with adequate income and benefits for at least one year with the same employer Full-time employment, adequate pay and/or benefits. Six months to one year at current employer Full-time employment, adequate pay and/or benefits. Less than six months at current employer Part-time employment, no benefits OR temporary or seasonal employment, no benefits Unemployed Financial Assets
Cash, credit, property

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Economic Well-being Scales

Thriving (9-10) Safe (7-8) Stable (5-6) Vulnerable (3-4) In-Crisis (0-2)

Cash in the bank. 3-6 months of living expenses in the bank. Debt paid off (other than mortgage). Ownership of home or property. Good credit score (600 or better) Cash in the bank. Emergency funds of 1-3 months in the bank. Credit repair in process. Ownership of home or property. Some cash on hand. Aware of bad credit and its effect. Limited cash on hand & borrowing from family or friends. Aware of bad credit & its effect. No cash on hand. Borrowing for friends and family. Bad credit or no credit. Housing/Shelter
Affordability, stability, safety, and sustainability of housing

Thriving (9-10) Safe (7-8) Stable (5-6) Vulnerable (3-4) In-Crisis (0-2)

Housing of choice (home ownership or nonsubsidized rental housing) Safe and secure nonsubsidized. Choices limited due to moderate income Safe and secure subsidized rental, Section 8, or public housing OR marginally adequate unsubsidized housing Temporary/Transitional housing OR unaffordable housing OR eviction notice/imminent risk of losing housing OR unsafe housing Temporary shelter OR Doubled Up/Couch surfing OR Homeless OR unsafe housing with severe risk to health & safety Immigration Status
Achievement of immigration goals

Thriving (9-10)

Safe (7-8)

Individual immigration needs met, based on the individuals eligibility and related immigration goals- includes the following: Work permit Removal proceedings terminated Lawful Permanent Residency approved Naturalization approved Application filed, pending Case approved (including cases such as Non-immigrant status, Deferred Action, or Unlawful Presence Waiver) Received legal consultation, has understanding of rights and responsibilities and options Received legal consultation, has understanding of rights and responsibilities, no immigration options identified but has gained an understanding of their current legal position Case accepted for representation, preparation stage Received immigration information through a charla (group presentation), educational video or brochure, television interview or other, that pertains to the individuals facts and in some manner increases their understanding of rights and responsibilities and/or allows self-identification for potential eligibility Received legal consultation, option(s) identified

Stable (5-6)

Vulnerable (3-4)

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Economic Well-being Scales Undocumented and without understanding or knowledge of rights and responsibilities, options of eligibility for immigration benefits (if any), including undocumented victims of domestic violence/serious crimes In Removal Proceedings and without understanding of rights and responsibilities, options of eligibility for immigration relief (if any) Petitioner (U.S. Citizen or Lawful Permanent Resident) who would like to assist foreignborn family members, but does not have the understanding or knowledge or rights and responsibilities, and the process involved Income
Ability of income to meet needs

In-Crisis (0-2)

Thriving (9-10) Safe (7-8) Stable (5-6) Vulnerable (3-4) In-Crisis (0-2)

Income is sufficient and stable, adequate for paying monthly bills, and provides for regular savings and some non-essential purchases Income is sufficient and stable, adequate for paying monthly bills, but provides for little savings or non-essential purchases Income is adequate for meeting basic needs Income is inadequate for meeting basic needs No income. Basic needs are not met Public Benefits
Amount of need that public benefit utilization addresses

Thriving (9-10) Safe (7-8) Stable (5-6) Vulnerable (3-4) In-Crisis (0-2)

Has moved into self-sufficiency utilizing public benefits for which they are eligible or no long requires public benefits. Fully accessing or utilizing public benefits for which they are eligible, which covers all of their basic needs. Mostly accessing or utilizing public benefits for which they are eligible, which covers most of their basic needs Partially accessing or utilizing public benefits for which they are eligible, which covers some of their basic needs. Not receiving any public benefits, and basic needs are not met. Transportation
Reliability, choice, and access of transport

Thriving (9-10) Safe (7-8) Stable (5-6) Vulnerable (3-4) In-Crisis (0-2)

Always has choice of reliable transportation that meets all needs. Usually has choice of reliable transportation that meets all needs Usually has access to reliable transportation that meets basic needs Rarely has access to transportation that meets basic needs Does not have access to meet transportation needs

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Emotional Well-being Scales Community Engagement


Participation of an individual in their community

Thriving (9-10) Safe (7-8) Stable (5-6) Vulnerable (3-4) In-Crisis (0-2)

Active, voluntary involvement in two or more parameters (i.e., voter/civic organization, family, neighborhood, advocacy). Ongoing participation in one of the following: voter/civic participation, family, neighborhoods and/or community involvement, advocacy There is an awareness of community issues and support systems with a history of sporadic involvement There is a lack of involvement in the community/neighborhood Not applicable due to crisis situation; in "survival" mode Cultural Identity/Awareness
Strength of an individual's cultural identity and their ability to function in diversity

Thriving (9-10)

Safe (7-8)

Choosing aspects of both dominant & native culture. Speaks English & other languages (May speak English in public, other language at home or when with members of own group). Blending of cultures, integrates cultures seamlessly. Open mind, healthy sense of cultural identity, able to participate successfully in their own cultural community, as well as in another. Actively seeks to understand cultural norms and expectations of others. Has knowledge, skills, attitude needed to function effectively within own community, with other cultures, in the civic culture of their nation, and the global community. Can differentiate individual cultural perspectives. Able to clarify their cultural identity, and has developed clarified positive attitude toward their cultural group. Individual achieves an identity they are comfortable with. More aware of their background, culture and that of others. Difficulty in understanding own identity in the context of micro culture and macro culture. Tends to reject dominant culture, speaks only native language, holds on to native cultural framework. May not speak English even after having lived in US for many years. Believes their ethnic group is superior to others. Rejecting of native culture, speaks English only, adopts dominant aspects of US culture. Internalizes dominant group perspectives and attempts to be more like that group. Resulting emotions may be self-rejection and low self esteem. Has internalized negative stereotypes & beliefs about their cultural group. Questions own identity. Unaware of differences between cultures, races, unaware of own back ground. Neither acknowledges nor engages in native culture or language. Rejects native culture with no connection to other cultures. Does not identify with any cultural group. Family Functioning
Assesses conflict, communication, cohesiveness, and positive feelings in family

Stable (5-6)

Vulnerable (3-4)

In-Crisis (0-2)

Thriving (9-10)

Communication is consistently open. Family members feel very positively about their family. Family members easily express warmth and caring towards each other. Conflicts are rare, and are resolved effectively. Family often participates in activities together. Page 1

Emotional Well-being Scales Communication is often open. Family members often feel positively about their family. Family members usually feel comfortable expressing warmth and caring towards each other. Conflicts are occasional, but are usually resolved effectively. Family occasionally participates in activities together. Communication is sometimes open. Family members sometimes feel positively about their family. Family members sometimes feel comfortable expressing warmth and caring towards each other. Conflicts are occasional, and are sometimes resolved effectively. Family sometimes participates in activities together. Communication is rarely open. Family members rarely feel positively about their family. Family members rarely feel comfortable expressing warmth and caring towards each other. Conflicts are frequent, and are sometimes resolved effectively. Family rarely participates in activities together. Potential for abuse or neglect Communication is often abusive. Family members do not feel positively about their family. Family members do not feel comfortable expressing warmth and caring towards each other. Serious conflicts are frequent, and are rarely resolved effectively. Family does not participate in activities together. Child abuse, domestic violence is present or there is child neglect. Mental Health
Utilizing the Global Assessment of Functioning Scale (GAF)

Safe (7-8)

Stable (5-6)

Vulnerable (3-4)

In-Crisis (0-2)

Thriving (9-10)

Safe (7-8)

Stable (5-6)

Vulnerable (3-4)

81-100: Absent or minimal symptoms, good functioning in all areas, interested and involved in a wide range of activities, socially effective, generally satisfied with life, no more than everyday problems or concerns. Superior functioning in wide range of activities, lifes problems never seem to get out of hand, is sought out by others for his/her qualities, No Symptoms 71-80: If symptoms are present they are transient and expectable reactions to psychosocial stressors, no more than slight impairment in social, occupational and school functioning 51-70: Moderate symptoms OR moderate difficulty in school, social, occupational, or school functioning. Some mild symptoms OR some difficulty in social, occupational or school functioning. But generally functioning pretty well, has some meaningful interpersonal relationships 31-50: Some impairment in reality testing, communication. Major impairment at school, family relations, judgment, thinking or mood. Serious symptoms, OR serious impairment socially, occupationally, or in school. 0-30: Persistent danger of hurting self and/or others. Serious Suicidal act w/ expectation of death. Inability to maintain minimum personal. Behavior influenced by delusions or hallucinations or serious impairment in communication, judgment. Psychosocial/Environmental Stressors

In-Crisis (0-2)

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Emotional Well-being Scales

The same situation may be experienced at different intensities by different families. Use the labels below as they apply to the family in consideration. Rate only stressors that interfere with the familys ability to become/remain selfsufficient. If no such stressors are present, score as 10. Examples of stressors: Domestic violence, child abuse/neglect, legal problems, divorce, death of loved one, victim of crime, immigration, incarceration, stressful relationships, family discord, marital problems, dissatisfaction with work, parent/child problems, victim of natural disaster or fire.

Thriving (9-10)

Safe (7-8)

Stable (5-6)

Impact of current or past trauma or other stressor has NO or SLIGHT LIMIT on the family or family member's ability to achieve self-sufficiency/function appropriately. No more than everyday issues and is able to negotiate solutions to problems as they arise. Remains focused on goals. Impact of current or past trauma or other stressor MINIMALLY or OCCASIONALLY LIMITS the family or family member's ability to achieve self-sufficiency/function appropriately. Problems are transient and not unexpected and can be addressed as they arise with little disruption. Impact of current or past trauma or other stressor MILDLY or MODERATELY LIMITS the family or family member's ability to achieve self-sufficiency/function appropriately. Moderate incidence of substance abuse, lack of behavioral control, difficulties with cognition, and/or health issues. Impact of current or past trauma or other stressor CONSIDERABLY or SERIOUSLY LIMITS the family or family member's ability to achieve self-sufficiency/function appropriately. Indicators include considerable incidence of substance abuse, lack of behavioral control, difficulties with cognition, and/or frequent health issues. Impact of current or past trauma or other stressor PREVENTS or SEVERELY LIMITS the family or family member's ability to achieve self-sufficiency/function appropriately. Indicators include high incidence of substance abuse, lack of behavioral control, difficulties with cognition, and/or frequent health issues. Relationships
Intimate partner relationships

Vulnerable (3-4)

In-Crisis (0-2)

Thriving (9-10)

Safe (7-8)

Stable (5-6)

Individuals consistently develop and maintain supportive, long-term relationships. Healthy communication and conflict resolution skills are practiced regularly in present relationship. Individuals have a strong commitment to one another and understand the importance of consistently nurturing and working on the relationship. Individuals utilize and practice skills needed to maintain safe, healthy and trusting relationships. Communication within present relationship is mutually respectful, productive, and open. There is a sense of friendship, fondness, familiarity and interconnectedness within present relationship. Individuals have basic understanding of the skills needed to maintain safe and healthy relationships. Reciprocity is present in current relationship, with open and constructive communication most of the time. Individuals have the capacity to engage in problem solving, exercise self control and participate in reconciliation after arguments and disagreements.

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Emotional Well-being Scales

Vulnerable (3-4)

In-Crisis (0-2)

History of unsafe relationships. Individuals have minimal skills to maintain safe and healthy relationships. Present relationship is characterized by high levels of conflict and distress. Communication is minimal and counterproductive, complicated by contempt, criticism, escalation, and withdrawal. Currently at risk for intimate partner or family violence. Individuals have a history of intimate partner or family violence in past relationships. Present relationship consumed by negativity. Individuals are disconnected emotionally and there is resistance to work on improving the relationship. Social Support Network

Social support is split between informal (family and/or friends) and formal social support networks (church, clubs, etc.)

Thriving (9-10) Safe (7-8) Stable (5-6) Vulnerable (3-4) In-Crisis (0-2)

Has a strong, supportive family and/or friends, and has access to formal social support networks Has adequately supportive within family and/or friends, and has access to formal social support networks May or may not have supportive family and/or friends, but has access and utilized formal social support networks Lack of family/friend support and minimal access/utilization of formal social support networks Severe isolation. Absence of family/friend support and absence of formal social support networks. Substance Abuse

We differentiate between substance abuse affects on personal health, family dynamics and household needs (food, shelter, etc.)

Thriving (9-10)

Uses substances in an appropriate manner. No impact on household needs, family dynamics, or personal health due to substance use Occasional misuse of substances, but generally uses in an appropriate manner. Substance use has no impact on household needs, family dynamics, or personal health Occasional abuse of substances. Substance use has tendency to result in negative consequences for household needs, family dynamics, and/or personal health Significant abuse of substances, resulting in chronic family, household, and/or personal health difficulties. Meets criteria for severe abuse/dependence; resulting problems so severe that institutional living or hospitalization may be required. Household needs are unmet due to substance abuse. Has severe family dynamic and health problems.

Safe (7-8)

Stable (5-6) Vulnerable (3-4)

In-Crisis (0-2)

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Physical Well-being Scales Early Childhood Health and Development


Status regarding developmental milestones and appropriate identification and treatment if needed

Thriving (9-10) Safe (7-8) Stable (5-6) Vulnerable (3-4)

Child is on target in all developmental domains (physical, social emotional, cognitive); child shows secure attachment to a primary caregiver; child is up to date on immunizations; child is free of communicable disease and accidental, unintentional, or intentional injuries; child has good oral hygiene and dental health. Child exhibits many of the above characteristics. Development and health concerns are identified and being treated. Child exhibits some of the above characteristics. Development and health concerns are identified and being treated. Child exhibits only a few of the above characteristics. Development and health concerns are formally identified. Child does not exhibit any of the above characteristics. Development and health concerns are apparent; however concerns have not been formally identified. Functional Ability
Ability to perform activities of daily living

In-Crisis (0-2)

Thriving (9-10)

Performs activities of daily living with the least amount of assistance. Has stable, consistent support system. Sense of enjoyment, self-actualization. Able to focus outward. Performs activities of daily living with minimal assistance. Manages household tasks. Identifies and communicates needs. Improved quality of life. Performs activities of daily living with assistance. Accessing services at home and in the community. Engaged in treatment for mental health/substance abuse. Intermittent ability to perform activities of daily living. Barriers to daily living supports/assistance (mental health status, substance abuse). Living situation tenuous due to health/safety risks. Deficient in three or more activities of daily living. Unable to safely live independently. Significant lack of supports. Refusing services, or services not accessible. Health Care
Ability to access health care

Safe (7-8)

Stable (5-6)

Vulnerable (3-4)

In-Crisis (0-2)

Thriving (9-10) Safe (7-8) Stable (5-6) Vulnerable (3-4) In-Crisis (0-2)

Has ability to access choice of health care options; coverage comprehensive to adequate Has some form of health insurance, but may strain budget; coverage adequate Only vulnerable members (e.g. children or disabled) but not all household members have coverage; coverage limited to adequate No medical coverage and great difficulty accessing medical care when needed. Some household members may be in poor health. No medical coverage and has an immediate need.

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Physical Well-being Scales Nutrition


Access, choice, and knowledge of resources relating to food/nutrition

Thriving (9-10) Safe (7-8) Stable (5-6) Vulnerable (3-4) In-Crisis (0-2)

Always has resources and knowledge to purchase and prepare nutritious food of choice; universally does so Usually has resources and knowledge to purchase and prepare nutritious food; typically does so Has sufficient knowledge and personal/community resources to obtain and prepare food, although may not be nutritious. Has little knowledge of and unable to buy and/or prepare some types of food. Food often is not nutritious. No food readily available. Lacks knowledge and/or resources to obtain and/or prepare food. Physical Environment
Specifically community surrounding client's primary residence

Thriving (9-10)

Is safe and/or healthy in primary residence/immediate community all the time. Has convenient access to public transportation, healthy food, and green spaces. Is unsafe and/or unhealthy in primary residence/immediate community occasionally. Has access to public transportation, healthy food, and green spaces. Is unsafe and/or unhealthy in primary residence/immediate community at various times (at night, etc). Has limited access to public transportation, healthy food, and green spaces. Is unsafe and/or unhealthy in primary residence/immediate community most of the time. Has very limited access to public transportation, healthy food, and green spaces. Is unsafe and/or unhealthy in primary residence/immediate community at all times. Has no access to public transportation, healthy food, and green spaces. Physical Health
Health status and behaviors that contribute to health status

Safe (7-8)

Stable (5-6)

Vulnerable (3-4)

In-Crisis (0-2)

Thriving (9-10) Safe (7-8) Stable (5-6) Vulnerable (3-4)

No chronic illness and maintaining pro-active preventative medical and dental care practices. No chronic illness or stable chronic illness and maintaining good preventative medical and dental health care practices. Chronic illness generally well managed and attempting to make and keep routine medical and dental appointments. Chronic medical conditions, potentially life threatening, with inconsistent follow up with care. Untreated chronic medical, life threatening conditions with inconsistent to minimal follow up with care. Physical Safety
Home and interpersonal relationship safety

In-Crisis (0-2)

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Physical Well-being Scales Thriving (9-10) Safe (7-8) Stable (5-6) Vulnerable (3-4) In-Crisis (0-2) Is safe and stable Is safe, however future is uncertain, safety planning is important Safety is minimally adequate, safety planning is essential Safety is threatened, temporary protection is available, lethality is high Is not safe, lethality is high, possible Child Protective Services involvement

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Knowledge Attainment Scales

Basic Literacy
Reading and written language skills in any language

Thriving (9-10)

Safe (7-8) Stable (5-6) Vulnerable (3-4) In-Crisis (0-2)

Begins to combine the elements of reading and written language in complex, cognitively demanding situations. Able to use skills as a means of learning content areas Begin to tailor reading or written language skills to meet communication and learning demands with increased accuracy. Able to identify & understand more concrete details and some major abstract concepts. Developing more reading or written language skills. Able to identify and understand more concrete details. Little reading or written language skills. Beginning to understand a few concrete details. No reading or written language skills English Language Skills
Ability to communicate in English through oral, written, and reading

Thriving (9-10)

Able to read, demonstrate comprehension of complex and abstract grade level info. Able to speak & write using extensive range of complex language with accuracy and fluency that resembles native English speakers. Orally express ideas using complex grammar with minor error, communicate with few grammatical and syntactical errors. Can read passages with complex language, vocabulary. Able to organize information accurately using complex sentence structures, advanced grammar and transitions. Not yet independent at grade level but able to read and demonstrate some comprehension of some grade level fluency, increasing complex language and can write with adequate accuracy & fluency. Orally express ideas and interact successfully in most social situations. Can read approaching grade level. Able to locate information, infer meaning most of the time, can interpret meaning, evaluate purpose of text. Use of complex language. Can organize written info in clear sentences making connections and transitions supporting details, most of the time. Able to read & demonstrate comprehension of limited grade level info with significant support. Able to speak using some complex language and write simple academic language with some accuracy & fluency. Can listen to and demonstrate some information across a range of social situations & subject areas & incorporate academic vocabulary. Can emulate others, use prescribed samples with some errors, increasing accuracy in expressing ideas across subject areas in a limited number of clear sentences. Able to read & demonstrate comprehension of simple or highly contextualized information with limited fluency. Able to speak & write using simple language with limited accuracy, fluency. Orally expresses ideas & interact with others on a limited basis and with frequent grammatical and syntactical errors, can read simple text and demonstrate literal understanding with reduced language complexity. Minimal to no English Language proficiency. Able to read and demonstrate comprehension of basic grade level information. Able to speak and write using basic language with limited fluency, accuracy. Can repeat & mimic English language w/o comprehension of the words, may use gestures to communicate meaning. Very limited or no range of simple & basic language, very limited or no comprehension. Formal Education - Adult
Formal educational attainment

Safe (7-8)

Stable (5-6)

Vulnerable (3-4)

In-Crisis (0-2)

Formal Education - Children


Child educational status

Thriving (9-10)

Safe (7-8)

Post-secondary education or specialized training (certificate program, associates, bachelors, masters, doctorate). Certification or license from a one-year or longer training program Certification or license from a training program less than one year long. Actively pursuing post-secondary education or specialized training (certificate program, associates, bachelors).

Child enrolled and attending on a regular basis. Is actively engaged in learning and meets/exceeds grade level requirements Enrolled in school, attending classes most of the time, and is making progress. Meets grade level requirements. Enrolled in school, attending classes most of the time, but academic improvement may be needed. No significant behavioral or attendance issues Child enrolled in school with significant behavioral, academic, and/or attendance issues that severely impacts educational success Child not attending school

Stable (5-6)

High school diploma or GED.

Vulnerable (3-4) In-Crisis (0-2)

Does not have a high school diploma or GED 8th grade or less completed

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Knowledge Attainment Scales

Job Readiness
Work history and employable skills

Thriving (9-10)

Combination of consistent work history of 5+ years and skill level/education to ensure rapid re-employment and advancement in multiple fields Consistent work history of two to five years. Has skills that offer potential for obtaining a comparable position in occupation with some opportunity for advancement. Consistent work history of one to two years. Has some skills that offer potential for obtaining a comparable position Limited or inconsistent work history of less than one year and limited skills. Individual has negative or no work history, lacks skills, and is unable to obtain and retain any employment in any industry. Parenting Skills
Adapted from Childrens Relief Nursery and Parent Behavior Rating Scale

Safe (7-8) Stable (5-6) Vulnerable (3-4) In-Crisis (0-2)

Thriving (9-10) Safe (7-8) Stable (5-6) Vulnerable (3-4) In-Crisis (0-2)

Parent always demonstrates the following behaviors: Enjoys the child and expresses warmth and love; shows sensitivity to the child's feelings, needs, and/or interests; uses effective, firm, but loving guidance; responds appropriately to the child's behaviors/needs (doesn't ignore or overreact); adjusts environment and responses to child's temperament and needs; engages in reciprocal interactions, conversations, or play involving turntaking; provides encouragement (both verbal and nonverbal) for developmental advances. Parent demonstrates the above behaviors most of the time Parent demonstrates the above behaviors some of the time Parent seldom demonstrates the above behaviors Parent does not yet demonstrate the above behaviors School Readiness
Based on info from Oregon state website on Kindergarten Readiness

Thriving (9-10) Safe (7-8) Stable (5-6) Vulnerable (3-4) In-Crisis (0-2)

Child demonstrates 7 or more of the following school readiness characteristics: Excitement toward learning, ability to talk about thoughts and feelings, ability to listen to others, desire to be independent, ability to play well with others and take turns, ability to follow simple instructions, ability to hold and use pencil or crayon, ability to recognize numbers or letters Child demonstrates 5 or 6 of the above characteristics Child demonstrates 3 or 4 of the above characteristics Child demonstrates 1 or 2 of the above characteristics Child does not yet demonstrate any of the above characteristics

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