3. Observing, Documenting and Assessing to Support Young Children and Families

Educators understand that child observation, documentation and other forms of assessment are central to the practice of all early childhood professionals for the full range of students covered in this endorsement. They know about and understand the goals, benefits and uses of assessment. They know about and use systematic observations, documentation and other effective assessment strategies in a responsible way in partnership with families and other professionals to positively influence the development of every child.

3. 1 The educator understands the goals, benefits and uses of assessment including its use in development and modification of appropriate goals, curriculum and teaching strategies for young children when done with awareness and in the context of a child's peers, culture, community and family.

Evidence: Usage of Teaching Strategies Gold (TSG) and Teaching Strategies Gold Documentation Count Record

Description: Observations, documentation, and student information are assessed using Teaching Strategies Gold.

Analysis: Teaching Strategies Gold was introduced to me many years ago when I was an infant and toddler teacher. I received training in the implementation and usage of TSG in the classroom. I collaborated closely with my colleagues and director in learning the usage, goals and benefits of TSG. While this training was all informative, it was not until I “looped up” with my students into a preschool classroom that I truly was exposed to the power of TSG. Seeing the students progress from infancy through preschool on one continuum was powerful. I am aware of the importance of systematic observation. I use a variety of formal observations, running records, photos and anecdotal notes. These are documented in collaboration with teacher, specialist and parent input. This information is reviewed several times throughout the year to evaluate the progress of each child. In addition assessments are used to help generate and develop classroom curriculum. I can see what areas have high documentation count. I can also see which areas need additional opportunities to be offered. I collaborate with my Head Start teacher, school professionals and the student’s family to add additional information and collaboration between home and school.

Evidence: Concepts of Print Assessment Description: Using the data collected from the Concepts of Print Assessment, I was able to create a reading group for those students showing high understanding of print concepts. Analysis: After administering the Concepts of Print assessment, I was able to create various reading groups. Using the data I was able to strategically assign children to a group that best met their needs. Some children were ready for early reading activities while others needed support in foundation activities. My understanding of the assessments allowed for me to see the benefits, usage and ultimately see children reach their goals.

3. Observing, Documenting and Assessing to Support Young Children and Families

Educators understand that child observation, documentation and other forms of assessment are central to the practice of all early childhood professionals for the full range of students covered in this endorsement. They know about and understand the goals, benefits and uses of assessment. They know about and use systematic observations, documentation and other effective assessment strategies in a responsible way in partnership with families and other professionals to positively influence the development of every child.

3.2 The educator knows and employs a variety of methods to systematically observe, record, monitor and document young children's activities and behavior for the purpose of planning appropriate and individualized programs, environments and interactions.

Evidence: Usage of Ages and Stages Questionnaire, Third Edition (ASQ-3) and Ages & Stages Questionnaires: Social Emotional (ASQ:SE)

Description: Initial ASQ screening is performed at the onset of the school year to provide baseline information about incoming students. Routine screenings are completed.

Analysis: In addition to using TSG I complete ASQ screenings on each of my students. The information obtained at the onset of the school year provides me with a baseline understanding of the needs of each child. Throughout the school year additional ASQ questionnaires are completed to monitor growth, discrepancies and areas of concern. This information as well as TSG documentation helps shape and guide my curriculum. These forms of assessment help support individual growth and development. Having obtained this information I am able to support and create partnerships with fellow colleagues such as service providers and parents.

Evidence: Usage of Teaching Strategies Gold (TSG) and Teaching Strategies Gold Documentation Count Record

Description: Observations, documentation, and student information are assessed using Teaching Strategies Gold.

Analysis: Teaching Strategies Gold was introduced to me many years ago when I was an infant and toddler teacher. I received training in the implementation and usage of TSG in the classroom. I collaborated closely with my colleagues and director in learning the usage, goals and benefits of TSG. While this training was all informative, it was not until I “looped up” with my students into a preschool classroom that I truly was exposed to the power of TSG. Seeing the students progress from infancy through preschool on one continuum was powerful. I am aware of the importance of systematic observation. I use a variety of formal observations, running records, photos and anecdotal notes. These are documented in collaboration with teacher, specialist and parent input. This information is reviewed several times throughout the year to evaluate the progress of each child. In addition assessments are used to help generate and develop classroom curriculum. I can see what areas have high documentation count. I can also see which areas need additional opportunities to be offered. I collaborate with my Head Start teacher, school professionals and the student’s family to add additional information and collaboration between home and school.

3. Observing, Documenting and Assessing to Support Young Children and Families

Educators understand that child observation, documentation and other forms of assessment are central to the practice of all early childhood professionals for the full range of students covered in this endorsement. They know about and understand the goals, benefits and uses of assessment. They know about and use systematic observations, documentation and other effective assessment strategies in a responsible way in partnership with families and other professionals to positively influence the development of every child.

3.3 The educator understands and practices responsible assessment to promote the positive outcomes for each child including the use of assistive technology for children with disabilities.

Evidence: Resume

Description: While serving as a 1:1 for a child with cerebral palsy and seizure disorder I was responsible for the programming and implementation of a communication device known as a Dynavox.

Analysis: While serving as a 1:1 for a first grade nonverbal child I was responsible for the programming and implementation of a communication device known as a Dynavox. This augmented communication devise allowed this child access to learning opportunities that she might not otherwise be successful with. Using augmented communication this child was able to actively participate in learning opportunities alongside her peers. This device was also used for assessment. For example reports could be run to determine accuracy, time response, etc.

MEGHAN DEMINGWARE 25 Chrisemily Lane Milton, Vt 05468 (802)891-9299 mdemingware@mymtsd-vt.org EDUCATION

St. Michael’s College, Colchester Vt

Bachelor of Arts in Elementary Education, May 2004

Bachelor of Arts in Psychology, May 2004

GPA overall 2.806 Education GPA 3.662 Psychology GPA 2.833

Vermont Elementary License May 2004, currently expired

EXPERIENCE

Classroom Teacher, Milton Town School District, Milton, Vt.

Early Education Collaborative Full Day Pre-K teacher with Head Start component responsible for 15 four year old students, full day. Population served is based upon income eligibility. Responsible for designing and implementing a developmentally appropriate curriculum using Second Step, Handwriting Without Tears, and SPARK curriculum, as well as school wide curriculum of PBIS. Assessment and documentation is managed through Teaching Strategies Gold. Communications with families are met through parent teacher conferences, home visits, and classroom webpage.

Collaboration with physical therapist, occupational therapist, speech and language professionals on a daily basis to ensure the success for individual children. Collaboration daily with The Head Start Early Care Advocate to provide health and safety support to families. Team CTL meetings and school wide faculty collaboration on a weekly basis. 2015-current

Classroom Lead Teacher, Y Early Childhood Program at Fletcher Allen, Winooski, VT and The Y Infant Toddler Program at St Paul Church, Burlington, VT

Lead Infant teacher to eight full time children. Responsible for designing and implementing developmentally appropriate curriculum based upon a Reggio Emilia approach of Emergent Curriculum. Responsible for maintaining a safe environment. Parent communication and collaboration involved communication via Daily Sheets, newsletters, hosting parent teacher conferences, verbal and written communication. Documentation managed using Teaching Strategies Gold. Served as mentor to classroom associates. Served as mentor to several Champlain College student teachers. Responsible for supervising and evaluating said teachers. Collaboration with physical therapist and occupation therapist team to ensure success for individual child.

Site Supervisor, The Y Infant Toddler Center, Burlington VT

In addition to serving as the Center Head Teacher, additional supervisory role included mentoring four teachers, plus various support staff. Responsibilities included submitting payroll, budget management, providing staff development opportunities, daily supervision of staff. Collaboration with staff, and parents.

Classroom Teacher, Georgia Elementary and Middle School, Georgia, VT

Classroom teacher to 26 preschool aged children in a NAEYC and STARS accredited preschool. Planned and implemented Vermont Early Learning Standards based lessons in all curricula areas. Implemented programs such as Handwriting without Tears, Foundations, Everyday Math, Creative Curriculum and Work Sampling. Responsible for maintaining all EEI information. Worked closely with Case Manager, Speech and Language Pathologists, Occupational Therapists, Physical Therapists, and core team.

Paraprofessional, Georgia Elementary and Middle School, Georgia VT

Paraprofessional for first grade student with Cerebral Palsy and Epileptic Seizure Disorder in a classroom setting. Responsible for designing and implementing developmentally appropriate lesson plans in all curricula areas, including academic as well as life skills. Responsible for implementing and programming of AAC Dynavox Device. Worked closely with Case Manager, Speech and Language Pathologists, Occupational Therapists, Physical Therapists, Sign Language Coach, Physician and core team. Attended weekly meeting with parent and school team to assure home-to-school connection. Attended District training as well as professional development conferences to support the needs of student and professional growth. Collaborated with school personnel and IEP Team to generate accommodations and experiences for the child to achieve IEP goals. 2005-2006

Evidence: Technology to support children with Executive Functioning Description: Using mindfulness strategies on the smart board, children with Executive Functioning are supported. Analysis: Using technology programs such as Cosmic Kids or MeMoves, children with executive functioning goals are able to engage in meaningful practices. The usages of technology provide them with a manner in which to practice their goals and skills. With a regulated body, children can have a positive experience in a classroom.

3. Observing, Documenting and Assessing to Support Young Children and Families

Educators understand that child observation, documentation and other forms of assessment are central to the practice of all early childhood professionals for the full range of students covered in this endorsement. They know about and understand the goals, benefits and uses of assessment. They know about and use systematic observations, documentation and other effective assessment strategies in a responsible way in partnership with families and other professionals to positively influence the development of every child.

3.4 The educator knows about utilizing assessment partnerships with families and with professional colleagues build effective learning environments, develops and implements individualized service and educational plans for young children with disabilities and helping families to secure appropriate services.

Evidence: Collaboration with Early Essential Education (EEE) and Champlain Valley Head Start

Description: Working in a federally funded expansion pre-k classroom has provided opportunities for me to collaborate with EEE, Champlain Valley Head Start and Howard Mental Health Services to ensure effective learning environments and secure appropriate services.

Analysis: I currently work with a population of children and families living in poverty, with exposure to domestic violence, food and housing insecurity as well as various mental health issues. In collaboration with service providers such as Champlain Valley Head Start and Howard Mental Health Services I am able to secure service plans and support. Those children qualifying for educational plans are supported by attending my program during the morning and attending EEE services throughout the afternoon. Routine meetings are held between both programs to ensure effective partnerships. Service providers serve the children within their classroom, as well as within my classroom. Many children receive both in school and out of school sessions with Howard Mental Health providers. We have an extremely supportive approach to wrap around services.

Evidence: Trauma Informed Care: Recognizing, Understanding and Supporting Children and Adolescents with Trauma, 2 Day Conference with the Vermont Health Education Collaborative (VT–HEC)

Description: After attending Trauma Informed Care, I designed my first 504 plan (in accordance with Section 504 of the Rehabilitation Act of 1973) to support a student.

Analysis: The Vermont Higher Education Collaborative allowed me the wonderful opportunity to look at trauma on a deeper level. In the past I had been to several basic workshops that outlined trauma. The presentation by Tiffany Hubbard and Terry Starky allowed a deep two day investigation of trauma in the classroom. We learned of the importance of allowing children a safe escape plan and the importance of “Breaks.”

When I returned to the classroom I immediately met with our Director of Special Education to learn more about the process of opening a 504 for one of my students. After training sessions I became the administrative lead on his 504. The process of meeting with his family, teachers and team allowed for us to create a 504 plan. This plan is now in place. Having such a plan allows for all teachers that come in contact with this child to be aware of the needs and methods of success in the classroom. As we begin the transition process to kindergarten those teachers are informed of the 504 supports. In using my knowledge obtained at the conference I am able to say that this child is successfully learning in a supportive environment.