REACH EC→K PE Transition Assessment

📐 Optional — enter scores from any standardized assessments that have already been completed. This tool will auto-classify each score using standard deviation thresholds and generate a side-by-side comparison table in the Assessment Report. If a test was not administered, leave it toggled off. All three tests are optional.

Test of Gross Motor Development — 3rd Edition (TGMD-3) Administered

Toggle "Administered" above to enter TGMD-3 scores.

Bruininks-Oseretsky Test of Motor Proficiency — 2nd/3rd Edition (BOT-2/BOT-3) Administered

Toggle "Administered" above to enter BOT-2/BOT-3 scores.

Peabody Developmental Motor Scales — 2nd Edition (PDMS-2) Administered

Toggle "Administered" above to enter PDMS-2 scores.

Battelle Developmental Inventory — 3rd Edition (BDI-3) Administered

Toggle "Administered" above to enter BDI-3 scores.

Movement Assessment Battery for Children — 2nd Edition (Movement ABC-2) Administered

Toggle "Administered" above to enter Movement ABC-2 scores.

Gross Motor Function Measure (GMFM-66 / GMFM-88) Administered

Toggle "Administered" above to enter GMFM scores.

Brigance Inventory of Early Development — 3rd Edition (Brigance IED-3) Administered

Toggle "Administered" above to enter Brigance IED-3 scores.

Developmental Assessment of Young Children — 2nd Edition (DAYC-2) Administered

Toggle "Administered" above to enter DAYC-2 scores.

CARE-R2 — Curriculum, Assessment, Resources, and Evaluation (Revised 2nd Edition) Administered

Toggle "Administered" above to enter CARE-R2 scores.

⚠️ Legal threshold reminder: Under IDEA 34 C.F.R. §300.39, eligibility for APE services may be established when a student scores 1.5 standard deviations or more below the mean on a standardized measure of motor performance. Scores flagged Significant Delay or Substantial Delay in the comparison table meet or exceed this threshold. CARE-R2 is criterion-referenced and reports Age Equivalents — gaps between age equivalent and chronological age are considered alongside standardized data when determining eligibility.

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Domain 1: Locomotor Skills

SHAPE America Standard 1 · Illinois Goal 19 · REACH A-Spoke (Ability) & R-Spoke (Readiness)

Score: —

1 — Not Yet · Full Support: Not yet demonstrated; succeeds only with continuous, specialized support 2 — Emerging · Substantial Support: Beginning to appear; needs frequent, structured prompting 3 — Developing · Some Support: Usually succeeds with minimal or intermittent prompts 4 — Proficient · Independent: Performs consistently on their own NO — Not Observed: leave blank (excluded from averages)

🎯 Check the Goal Flag column for any skill where performance is below age expectation and warrants an IEP goal. Age badges show the typical developmental range for each skill.

Code	Skill & Developmental Context	Rating	Observation / Trial Notes	🎯 Goal

Locomotor — Additional Observations

General locomotor notes, environmental conditions, equipment modifications used

📋 Locomotor Developmental Milestone Reference

Typical Age Range	Locomotor Skill	Key Characteristics
12–18 months	Walking — early	Wide base of support, arms held high; falls frequently; heel-toe pattern absent
18–24 months	Walking — mature heel-toe	Narrow base, heel-toe pattern, reciprocal arm swing emerging; can carry objects while walking
2–3 years	Running	Brief airborne phase; poor stop/start control; difficulty changing direction; flat-footed landing common
2–3 years	Jumping — 2-foot	Two-foot takeoff with two-foot landing; limited height; arms not used for lift; knees don't absorb
3–4 years	Hopping — preferred foot	1–3 hops on dominant foot; limited distance; body upright; non-support leg held forward
3–4 years	Galloping	Same foot leads throughout; arms not coordinated; rhythmic pattern emerging by age 4
4–5 years	Hopping — non-preferred foot	3+ hops on non-dominant foot; mature pattern lags preferred foot by 6–12 months typically
4–5 years	Sliding (sideways)	Side-to-side step-close pattern; same foot leads; arms not coordinated; mature by age 5–6
4–5 years	Leaping	One-foot takeoff with extended flight; opposite foot landing; reaches forward with arm on takeoff side
5–6 years	Skipping	Alternating step-hop pattern; requires bilateral coordination; often last locomotor skill mastered
5–7 years	Running — mature	Definite airborne phase; heel-to-ball landing; arms at 90°, swing in opposition; stops on balance

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Domain 2: Object Manipulation Skills

SHAPE America Standard 1 · Illinois Goal 19 · REACH A-Spoke (Ability)

Score: —

1 — Not Yet · Full Support 2 — Emerging · Substantial Support 3 — Developing · Some Support 4 — Proficient · Independent NO — Not Observed (leave blank)

⚽ Object control skills are often more significantly impacted than locomotor skills in students with ASD, ID, and DCD. Score each item based on best performance observed across 3+ attempts with standard equipment unless modified equipment is noted.

Code	Skill & Developmental Context	Rating	Observation / Trial Notes	🎯 Goal

Object Manipulation — Additional Observations

Equipment modifications used

General object manipulation notes

📋 Object Manipulation Developmental Milestone Reference

Typical Age Range	Skill	Key Characteristics
2–3 years	Rolling a ball	Two-hand push from seated or standing; can aim toward a large target; limited force control
2–3 years	Kicking — stationary ball	Kicks with preferred foot; walks into kick; minimal backswing; limited follow-through
2–3 years	Throwing — early	Two-hand push or sling; no trunk rotation; faces target; ball released without step
3–4 years	Catching — large ball	Arms extended forward as "basket"; traps against chest; closes eyes / turns head on approach
3–4 years	Underhand toss / bowl	Ball released near floor toward target; one-hand or two-hand pattern; arm swings forward
3–5 years	Overhand throw	Ipsilateral step emerging by 4; trunk rotation by 5; follows through toward target; elbow leads
4–5 years	Striking — stationary object	Two-hand grip on bat/paddle; limited trunk rotation; contacts ball when stationary; flat swing
5–6 years	Dribbling — one hand	Slaps ball downward; 3+ consecutive bounces; looks at ball; difficulty moving while dribbling
5–6 years	Catching — mature	Hands only (no chest trap); adjusts to trajectory; elbows absorb; tracks ball visually throughout

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Domain 3: Play Skills

SHAPE America Standards 3 & 4 · Illinois Goals 21 & 24 · REACH E-Spoke (Engagement) & H-Spoke (Health/Safety)

Score: —

1 — Not Yet · Full Support 2 — Emerging · Substantial Support 3 — Developing · Some Support 4 — Proficient · Independent NO — Not Observed (leave blank)

🎯 Play skills that are below age expectation despite adequate motor skills may indicate Category 3 eligibility (Maladaptive Behavior / Social / Environmental). Flag these items and document observations carefully.

Code	Skill & Developmental Context	Rating	Observation / Trial Notes	🎯 Goal

Play Skills — Additional Observations

Describe the student's play environment and any contextual factors affecting performance

📋 Play Skills Developmental Milestone Reference

Typical Age Range	Play Stage / Skill	Key Characteristics
12–24 months	Solitary play	Plays alone without regard for nearby children; self-directed; object exploration dominant
2–3 years	Parallel play	Plays alongside peers without direct interaction; mimics peer actions; awareness of others present
2–3 years	Associative play — early	Brief social exchanges during play; shares materials; limited sustained interaction
3–4 years	Turn-taking in structured activities	Waits for turn with adult support; understands concept of "my turn / your turn"; frustration common
3–4 years	Cooperative play — emerging	Joins group movement activity; plays alongside and with peers; negotiates roles with support
4–5 years	Rule-based games	Understands and follows 1–2 rules of a simple game; accepts structure; beginning to self-regulate
4–5 years	Activity transitions	Moves between activities with 1–2 verbal prompts; responds to visual/auditory cues (timer, signal)
5–6 years	Sustained participation (10+ min)	Maintains engagement in structured PE activity for 10+ minutes; seeks re-entry after breaks
5–6 years	Win/loss regulation	Accepts game outcomes with adult support; distinguishes game roles; sportsmanship emerging
6–7 years	Independent rule governance	Applies and enforces rules without adult; negotiates with peers; sportsmanship consistent
2–3 years	Riding toy mount/dismount	Gets on/off tricycles and ride-on toys; maintains seated balance; basic steering control; uses feet on floor for propulsion before pedaling emerges
2–3 years	Sensory/sandbox play	Tolerates and actively engages with sand, water, foam, and other sensory materials; digs, pours, fills containers; early fine-gross motor coordination in outdoor context
2–3 years	Crawl tunnel navigation	Enters and exits crawl tunnels independently; transitions from upright to quadruped position; tolerates enclosed environment; bilateral crawling pattern
3–4 years	Balance beam — low	Steps onto a low (2–4 inch) balance beam; walks across 4–6 feet; may hold out arms; steps off at end; falls managed safely with awareness
3–5 years	Climbing structures	Climbs 3–4 rung ladder to playground platform; hangs briefly from bar; attempts monkey bars 1–2 rungs; uses alternating or same-hand grip; requires close supervision
3–5 years	Swing — mount/seat/pump	Climbs onto standard swing with minimal assist; maintains seated balance; pumping action emerging by age 4–5; vestibular tolerance and timing coordination required

🔵 Blue rows = EC Playground Equipment Skills (P8–P13) added to the assessment. These items capture the bridge between EC outdoor environments and kindergarten recess/PE.

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Domain 4: Perceptual-Motor Planning

SHAPE America Standard 2 · Illinois Goals 19 & 23 · REACH A-Spoke & R-Spoke · IDEA §300.39 (perceptual motor functioning)

Score: —

1 — Not Yet · Full Support 2 — Emerging · Substantial Support 3 — Developing · Some Support 4 — Proficient · Independent NO — Not Observed (leave blank)

🧠 Perceptual-motor planning deficits are often under-identified at the kindergarten entry level. These items are explicitly named in IDEA §300.39 and qualify under Category 1 (Reduced Motor Performance) when significantly delayed. Document observed behaviors carefully.

Code	Skill & Developmental Context	Rating	Observation / Trial Notes	🎯 Goal

Perceptual-Motor — Additional Observations

Describe any notable perceptual-motor planning concerns (motor sequencing challenges, spatial confusion, bilateral coordination observations)

📋 Perceptual-Motor Developmental Milestone Reference

Typical Age Range	Perceptual-Motor Skill	Key Characteristics
2–3 years	Body awareness — basic	Points to major body parts (head, hands, feet, belly); moves named body part on command; whole-body movement awareness
3–4 years	Static balance	Stands on one foot 3–5 seconds; brief tandem stand; may need arms for balance; eyes open
3–4 years	Dynamic balance	Walks along a 6-foot line (2-inch wide); steps over low obstacles; walks up/down stairs with alternating feet
3–4 years	Spatial awareness	Positions body in relation to objects: over/under/around/through; responds to spatial terms in movement activities
3–4 years	Bilateral coordination	Uses two hands together (clapping, rolling ball); alternating limb patterns beginning (crawling mature by 18 mo); beginning to cross midline
4–5 years	Directional awareness	Moves forward/backward/sideways on command; beginning left/right distinction (inconsistent); follows 2-part directional instructions
4–5 years	Rhythmic movement	Moves to a steady beat (clapping, marching); adjusts speed to music tempo; simple locomotor pattern to rhythm
4–5 years	Motor sequencing	Completes 2–3 step movement task in correct order after demonstration; imitates simple movement sequences
5–6 years	Body awareness — refined	Identifies and moves specific body parts including elbows, knees, shoulders, ankles; understands body-in-space relationships
6–7 years	Left/right discrimination	Consistent left/right labeling on own body; beginning to extend to others and external space

Click "Generate Assessment Report" on the Perceptual-Motor tab (or the button below) to auto-generate the full report.

Domain Performance Summary

REACH Framework™ Profile

R = Readiness · E = Engagement · A = Ability · C = Communication · H = Health/Safety | Scale: 1 (Full Support) → 4 (Independent)

APE Eligibility Determination

Category 1 — Reduced Motor Performance

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Motor skill deficits, perceptual-motor deficits, or postural dysfunction that substantially limit participation in general education PE. Qualifying threshold: domain average below 2.5 in Locomotor, Object Manipulation, or Perceptual-Motor Planning.

Category 2 — Severe Medical Disability / Impairment

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Medical conditions (seizures, cardiac/respiratory, orthopedic, neurological) that substantially limit participation and require therapeutic programming in PE. Triggered by health profile flags.

Category 3 — Maladaptive Behavior / Social-Emotional / Environmental

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Behavioral, social-emotional, or environmental barriers that prevent safe and meaningful PE participation even when motor skills are adequate. Triggered when Play Skills average is below 2.5 regardless of motor domain scores. Also triggered by elopement risk flag.

⚠️ This tool generates a recommendation based on domain scores and health flags. Final eligibility determination must be made by a qualified team using multiple measures per IDEA 34 C.F.R. §300.304. This tool does not replace a standardized norm-referenced evaluation. Document this assessment as one component of a comprehensive evaluation.

Adverse Impact on Educational Performance — Physical Education

⚖️ Required for IDEA eligibility documentation. This statement documents how the student's identified delays adversely affect participation in the general kindergarten PE curriculum. Review each point against your direct observations before inserting into the IEP.

Cross-Instrument Comparison — Standardized Tests vs. REACH EC→K Assessment

📐 This table compares findings from any standardized assessments entered in the Prior Assessments tab with this tool's domain results. Scores flagged Significant Delay or Substantial Delay meet or exceed the IDEA 1.5 SD eligibility threshold. If no standardized tests were administered, only the REACH EC→K column will display.

Qualification of Services in Adapted Physical Education

📋 Legal eligibility documentation. This section states the federal eligibility standard for APE services and directly connects the findings of this evaluation to that standard. Review and confirm all statements against your direct assessment data before inserting into a formal evaluation report or IEP.

Present Level of Performance (PLP) — Physical Education

This narrative is auto-generated from your entries. Review and personalize before inserting into the IEP. All evaluator-specific observations should be confirmed against your direct assessment notes.

Priority IEP Goal Areas & Sample Annual Goals

🎯 Goals below are auto-generated from domain scores and the REACH IEP Goal Bank (SHAPE America 4th Ed., 2024 / Illinois Goals 19–24). Tier is assigned automatically: avg 1.0–1.9 = Tier 3 — Severe/Profound, 2.0–2.9 = Tier 2 — Moderate, 3.0–3.9 = Tier 1 — Mild. Click "Copy Goal" to paste into an IEP document. Edit any goal text directly in the box.

Parent / Family Summary Letter

Plain-language summary for families. Review and add your signature block before sending.

Evaluator Attestation & Signature

Evaluator Name

Title / Credentials

School / District

Phone (optional)

Report Completion Date

I attest that the assessment findings documented in this report reflect my direct observation and evaluation of the above-named student. All scores, observations, and recommendations are based on professional judgment and are intended to guide — not replace — a comprehensive multidisciplinary evaluation per IDEA 34 C.F.R. §300.304.

Evaluator Signature Date

Supervisor / Administrator Signature (if required) Date

Assessment tool: McCarthy, T. (2026). REACH EC→Kindergarten PE Transition Assessment. REACH Framework™. Aligned to: SHAPE America National PE Standards (2024); IDEA 34 C.F.R. §§300.39, 300.304, 300.320; Illinois State Goals 19–24. Three Nationally Recognized APE Eligibility Categories: McCarthy, T. (developed ~2010, provided to State of Illinois). Not a standardized norm-referenced instrument. Use as one component of a comprehensive APE evaluation. REACH Framework™ · Tara McCarthy, CAPE · adaptedpe22@gmail.com

Codes: REACH Universal Code Standard v1.0

REACH EC → Kindergarten PE Transition Assessment

Domain Performance Summary

REACH Framework™ Profile

APE Eligibility Determination

Adverse Impact on Educational Performance — Physical Education

Cross-Instrument Comparison — Standardized Tests vs. REACH EC→K Assessment

Qualification of Services in Adapted Physical Education

Present Level of Performance (PLP) — Physical Education

Priority IEP Goal Areas & Sample Annual Goals

Parent / Family Summary Letter

Evaluator Attestation & Signature