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1 HSD Child Services II Introductory Manual HILHI 2014-2015 Name: __________________

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HSD

Child Services II

Introductory Manual

HILHI

2014-2015

Name: __________________

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Focused Program of Study…………………………………………………………………………………………………3-5

Course Plan Statement/Syllabus ……………….………………………………………...........................……………..6-13

LSP Statement of Purpose…………………………………………………………………………………………………14

Job Description / Aide I Requirements ............................................................................................................................ 15-16

Schedules/Routines & Calendar ............................................................................................................................................ 17

Duties & Responsibilities………………………… ......................................................................................................... 18-20

Snack & Snack Activity…………………………………………………………………………………………………21-22

Health & Safety ................................................................................................................................................................ 23-26

Incident, Buddy Reports & Milestone Cheat Sheet…..………………………………………………………………...27-29

Buddy Profile……………………………………………………………………………………………………………….30

STUDENT CONTRACT…………………………………………………………………………………………………31

Field Trip Guidelines ....................................................................................................................................................... 32-33

Communication & Guidance/Discipline Philosophy ....................................................................................................... 34-36

Songs & Finger Plays ....................................................................................................................................................... 37-47

Observations .................................................................................................................................................................... 48-50

Lead and Lab Day Requirements ..................................................................................................................................... 51-56

Lesson Plans ..................................................................................................................................................................... 57-58

Conferences ...................................................................................................................................................................... 59-60

Extended Application ....................................................................................................................................................... 61-97

Porfolio……………………………………………………………………………..……………62-67

Career Related Learning Standards ................................................................................................ 68-69

Education Plan & Profile…………………………………………………….………………….70-73

Project Letter of Intent ……………………………………………………………….………….74-75

Mentors……………………………………………………………………………….…………..76-77

Source Evaluations………………………………………………………………..…………………78

Journals…………………………………………………………………………….………………..79

Community Project……………………………………………………………….………………80-91

Special Needs Project…………………………………………………………….………………92-95

Self-Selected Project and Newsletter Sign up……………………………………….……………….96

Career Related Learning Experiences…………………………………………….………………97-98

Bibliography Information .............................................................................................................................................. 99-103

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Hilhi Early Childhood Education Focused Program of Study

Do you ever wonder why people do what they do or say what they say? Answers to these and other questions

can be found by studying how people develop. Having an understanding of the developmental domains, the

theories about development and methods of guidance assist many professionals in their careers; such as, Health

& Human Protective Services, Care & Education, Entertainment, Design, Advertising, Marketing, &

Management, and Research & Consulting.

The Early Childhood Education Focused Program of Study is a course of study to explore the world of early

childhood education and development. In the introductory Child’s World course students learn how children

develop and why they do what they do. This is a theory based class that is articulated with Portland Community

College (PCC). That means if a student shows a high level of understanding of the content he/she can earn 3

PCC Early Education and Family credits. You can also earn PCC credits through the advanced courses, Child

Services I and II. In these courses students learn to create developmentally appropriate curriculum/activities,

take and interpret accurate developmental observations, and assist in the running of the onsite Little Spartan

Preschool by putting into action the concepts learned in the introductory course.

During the capstone year students have the opportunity to research an area of personal relevance that involve

youth and development. Some of the topics being researched this year are; “How have fashion trends for young

children changed over the past two and a half decades?” “What are the differences in prenatal care for a high

risk pregnancy versus a typical pregnancy?” “How can pet therapy be affectively incorporated in the home of

children with disabilities?” “How do different cultures celebrate youth’s coming of age?”

To complete this focused program of study students must complete the required course work with a C average,

complete 30 hours of Extended Application of the focused area academic knowledge, do a senior project of

personal relevance within the subject matter, document and present their portfolio work, and fulfill two full

school years working in the on-site Little Spartan Preschool.

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Early Childhood Education Focus Program of Study

Some of the careers opportunities that deal with working with children and/or families include but are not

limited to: Child Care Administrator/Director, Children’s Museum Project Coordinator, Coach, Nanny, Child

Life Specialist, Social Worker, Councilor, Nutritionist, Human Resources Specialist, Parent Educator,

Elementary Teacher, Resource and Referral Specialist, Disabilities Specialist, Preschool Teacher, Family Child

Care Home Owner, Preschool Director/Owner, Community Licensing Analyst, Playground Aide, Teacher’s

Assistant, Adoption Specialist, Marriage and Family Therapist, Early Intervention Coordinator, Art or Music

Therapist, Child Psychologist, Early Childhood Research Analyst, Early Childhood Curriculum Coordinator,

etc…

How to Complete this Focus Program of Study

Complete course work with a C average

Complete 30 hours of Extended Application (Part of Child Services 2)

Score a 3 in all of the Essential Skills

Score a 4 or 5 in all the course objectives for both Child Services 1 & 2

Work for two school years in the Little Spartan Preschool (Child Services 1 & 2)

ENDORSEMENT

AREA

EXPLORATORY (9-12)

Select 2 or more

of the following

FOUNDATION (11)

Complete all classes

listed

CAPSTONE (12)

Complete all classes

listed

EARLY

CHILDHOOD

EDUCATION

Required

Optional

0)

d’s Services 2

(1.0)

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Student’s Name __________________________________________________________________________

Focused Program of Study: _____________________________________________________

Required Classes for the Focused Program of Study (Minimum ‘C’ Grade or Better)

Freshman or

Sophomore Year: Course_______________________________ Grade_______

Course_______________________________ Grade_______

Junior Year: Course_______________________________ Grade_______

Course_______________________________ Grade_______

Senior Year: Course_______________________________ Grade_______

Course_______________________________ Grade_______

Career Related Learning Experiences

Junior Year: Job Shadow Placement ___________________________Completed___________ Senior Year: (Complete One of the following Four)

Internship Placement _________________________________________Completed__________

Mentorship Placement _______________________________________ Completed __________

Site Based Enterprise ________________________________________ Completed __________

Extended Service Learning____________________________________ Completed __________

Essential Skills/CRLS Requirements Met:

Through documentation of evidence & reflection as well as test scores

Reading Score: _________________________________________________________________

Writing Score: _________________________________________________________________ Listen Actively & Speak Cleary & Coherently _____________________________________________

Think Critically & Analytically _________________________________________________________

Use Technology to Learn, Live & Work __________________________________________________

Demonstrate Civic & community Engagement _____________________________________________

Demonstrate Global Literacy ___________________________________________________________

Demonstrate Personal Management & Teamwork Skills ______________________________________

Extended Application Requirement Met _________________________________________________

Student’s Signature __________________________ Date _______________________________

Focused Program Instructor(s) ________________________________________________________

Parent Signature ____________________________ Date _______________________________

Hillsboro High School

Focus Program of Study

Check Off Sheet

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Hillsboro High School

Child Services II– planned course statement

Articulated with PCC as part of ECE 132 – Field Work

High School Credit: 1.0 PCC Credit: 2

COURSE DESCRIPTION: Child Services II is the advanced level course in Hillsboro High School’s Early Childhood Education focused

program of study. Under the supervision of the teacher, students assume management responsibilities in the

Little Spartan Preschool, assist in the planning and organization of the preschool operations, participate in the

marketing and business aspects of the program and complete a senior project with an internship/mentorship

directly related to a post high school interest.

PRERQUISITES: Child Services I with a C or better & Application with Teacher Approval

INSTRUCTOR INFORMATION:

Instructor: Kelly Purdy

Office Location: CA 5

Office Phone: 503-844-1980 x.3888

Email: [email protected]

Office Hours: Before school every day, except Wednesday, after school on Wednesdays

COURSE INFORMATION:

When: First and Second Semester

Either First or Second Periods

Where: CA 5 & 6

Hilhi Website: http://schools.hsd.k12.or.us/hilhi

Instructor Website: http://mrspurdyhilhi.weebly.com

PCC Dual Credit Academic Calendar:

http://www.pcc.edu/prepare/head-start/dual-credit/calendar.html

PCC Dual Credit Student Handbook: http://www.pcc.edu/prepare/head-start/dual-credit/documents/student-

handbook.pdf

COURSE TEXTS: Decker, C.A. (2004). Children The Early Years (fifth edition). Tinley

Park: The Goodheart-Wilcox Company, Inc.

Herr, J. (2004). Working with Young Children (fifth edition). Tinley Park:

The Goodheart-Wilcox Company, Inc.

ADDITIONAL REFERENCES:

Videotape/DVD

Magazine and journal articles

Internet resources

REQUIRED SUPPLIES: Basic Supplies (pens, pencils, & paper, etc.) Internet access, composition book,

3" Three ring binder, flash drive, dividers, sheet protectors (if desired), project

presentation materials (display board, glue sticks, paper, scissors, etc.)

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INTENDED LEARNING OUTCOMES: 1. Be knowledgeable of the emotional, social, physical, and intellectual stages of growth and development of

three, four, and five year olds.

2. Plan and implement developmentally appropriate activities in the preschool to accommodate the needs of

the children.

3. Articulate the difference and the rational for emphasizing process over product in art, music, movement and

physical skills and dramatics.

4. Follow health and safety guidelines to provide a safe and healthy environment for children.

5. Demonstrate skills for positively guiding and disciplining children.

6. Demonstrate the ability to observe, record, and assess children’s behavior.

7. Practice leadership, teamwork, and professional employment skills.

8. Examine learning, physical, and medical disabilities and how they affect children.

9. Explore possible career opportunities dealing with children (Internship/Mentorship).

10. Prepare menus according to nutritional guidelines and individual and cultural diversities.

11. Relate human development theories to education in the classroom.

12. Learn and demonstrate customer service skills.

13. Demonstrate general operational procedures required for preschool profitability and success.

CHILD DEVELOPMENT ASSOCIATE (CDA) Competency Areas and Functional Skills

Goal 1: To establish and maintain a safe, healthy learning environment.

Goal 2: To advance physical and intellectual competence; physical, cognitive, communicative, and creative

Goal 3: To support social and emotional development and to provide positive guidance; self, social,

guidance

Goal 4: To establish positive and productive relationships with families

Goal 5: To ensure a well-run, purposeful program responsive to participant needs

Goal 6: To maintain a commitment to professionalism

NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN (NAEYC) Standards

Standard 1: Promoting child development and learning

Standard 2: Building family and community relationships

Standard 3: Observing, documenting and assessing to support young children and families

Standard 4: Teaching and learning

Standard 5: Becoming a professional

OREGON SKILL SETS - Human Resources – Early Childhood Education Focus Area

ERPD01.01 Promote an understanding of child development and learning to foster appropriate

learning environments for young children.

ERPD01.01 Build family and community partnerships.

ERPD03.01 Use developmentally appropriate approaches to connect with children and families.

ERPD05.01 Use content knowledge to build meaningful curriculum.

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ERPD06.01 Know and use professional and ethical standards and guidelines.

OREGON ESSENTIAL SKILLS/CAREER RELATED LEARNING STANDARDS ES4: Listen actively and speak clearly and coherently.

ES 5: Think critically and analytically.

ES 6: Use technology to learn, live and work.

ES 7: Demonstrate civic and community engagement.

ES 8: Demonstrate civic and community engagement.

ES 9: Demonstrate personal management and teamwork skills.

OREGON COMMON CORE STANDARDS – College & Career Readiness Standards - Literacy

11-12.RST.1 Cite specific textual evidence to support analysis of science and technical texts, attending to

important distinctions the author makes and to any gaps or inconsistencies in the account.

11-12.RST.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes,

or information presented in a text by paraphrasing them in simpler but still accurate terms.

11-12.RST.3 Follow precisely a complex multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks; analyze the specific results based on

explanations in the text.

11-12.RST.7 Integrate and evaluate multiple sources of information presented in diverse formats and media

(e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

11-12.WST.1 Write arguments focused on discipline-specific content.

11-12.WST.2 Write informative/explanatory texts, including the narration of historical events, scientific

procedures/ experiments, or technical processes.

11-12.WST.4 Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

11-12.WST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience.

11-12.WST.6 Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.

11-12.WST.7 Conduct short as well as more sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when

appropriate; synthesize multiple sources on the subject, demonstrating understanding of the

subject under investigation.

11-12.WST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time

frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,

and audiences.

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SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on

others’ ideas and expressing their own clearly and persuasively.

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct

perspective, such that listeners can follow the line of reasoning, alternative or opposing

perspectives are addressed and the organization, development, substance, and style are

appropriate to purpose, audience, and a range of formal and informal tasks.

COURSE CONTENT: 1. Personal and Professional Practice

2. Parent, Family, and Community Involvement

3. Relationships with Children

4. Environment and Curriculum/Pedagogy

5. Management and Supervision.

6. Community

COURSE OUTLINE

1. Systems/Professionalism (Focus questions: “What role does a system have in society?”)

Food and program safety, State regulations, Business Etiquette, PCC articulation, Schedule, Roles and

responsibilities, (Guest Speakers from PCC and Community Action Child Care Resource and Referral)

2. Pedagogy (Focus questions: “What is the role of the teacher? How can I be an efficient teacher?)

Review of last year’s theories/theorists, especially the Reggio Emelia and Lev Vygotsky theories.

Students will delve deeper into teaching styles, observations, lesson planning, and leading preschool.

3. Environments (Focus questions: “What role does environment have in development? “How might an

educator or parent develop an environment that assists both typically developing children and children

with special needs?”)

Environments, theories, public policy/law, public agency provided services, school provided services, array

of special needs researched by the students, identification of special needs, differentiation (Guest Speakers:

Early Intervention teachers and occupational therapists, PCC - Disabilities Services Staff, Hillsboro School

District 1j, community member parents), observations, lesson planning, leading preschool, self- evaluation

4. Community (Focus question: “What is community? What is my role in community? How can I aid or

enhance the lives of the youth in my community?”)

Research based on focus questions, internships based around focus questions, paper and presentation of

research and internship.

MAKE UP WORK AND LATE WORK: Whenever a class is missed, it is the student’s responsibility to see their teachers concerning make-up

assignments. It is important that this be done the day the student returns to school so that he/she does not fall

behind the rest of the class. Students are allowed one more day than the number of days absent to complete

their make-up work which may entail doing an alternative assignment after conferencing with the instructor. If

family/medical extenuating circumstances have prevented the student from attending class, the student should

contact the teacher the day an assignment/project/assessment is due and arrangements can be made.

All material is to be turned in on time. Late work/projects/assessments will be accepted, but will not be graded

and returned as quickly as material turned in on time.

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Students have until the week before finals, dead week, to turn in any missing work/projects/assessments. After

that time no late work/projects/assessments will be accepted. A student who submits zero material or only

50% of the material for the course will fail the course.

TARDIES:

Students are expected to be in their seats when the final bell rings. Tardies are a disruption to the education

climate in classes. Our Tardy Sweep system was created to help us ensure that students are in class on-time and

ready to engage in learning. All students not in their assigned class on-time will report to the Guided Study

Room for a tardy pass. Any student that has more than two unexcused tardies will be assigned detentions and

or other disciplinary consequences as appropriate.

Once the student receives the late slip he/she is required to come directly to the classroom and the tardy will be

recorded. Any student who is10 minutes or later to class will be marked absent for the day and a parent contact

will be initiated.

The following protocol will be followed for students who are tardy to class:

• 1st and 2nd tardy – verbal warning from teacher to student

• 3rd tardy– Teacher contacts parent/guardian & lunch detention assigned and recorded on a referral

form.

• 4th tardy – Referral-after school (T/Th) or Wed AM – assigned by administration

• 5th tardy – Saturday School- assigned by administration

• After 10 tardies, a parent/student/administrator conference will be held.

REQUIREMENTS: (Percentage = weight of grade) Your grade will be based on formative and summative assessments of the expected learner outcomes/course

objectives; such as, course assignments, class participation (lab days and projects), observations, lead days,

planning and implementing age appropriate activities, essays, speeches, and portfolio completion. You are

responsible for keeping a portfolio of all of your work. Extra Credit is not offered.

Grading Criteria: Grading Scale:

Students must show basic proficiency (a C grade) in the course learning objectives/targets 2, 3, 4, 6, 8, 9, 10,

& 13, in order to pass the class. All course objectives/targets are tied to the above listed course standards and

all assignments will have the related course content objectives/targets and standards listed at the top.

An (I) Incomplete grade will be given to a student whose evidence is insufficient to demonstrate proficiency in

1to 2 of the mandatory course objectives/targets, or does not demonstrate a proficient understanding/score in 1

Formative

Discussion prep

Warm ups

Tickets Out

Journals

Rough Drafts

Project Planning

10%

Summative

Lab Points

Observations

Projects

Parent Conference Leading

Lead Teacher Day(s)

Essays/Speeches

Projects/Portfolio

90%

A = 4= 100-90%

B = 3 = 89-80%

C = 2 = 79-70%

D = 1 = 69-60%

F = 0 = 59-50%

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to 2 of those objectives/targets. Students who earn an (I) Incomplete grade will have 2 weeks after grades are

posted to demonstrate proficiency in the objectives he/she is deficient in. After that 2 week period if there is no

evidence submitted the (I) Incomplete will be changed to an F grade. Students who demonstrate proficiency

will have the (I) Incomplete changed to a proficiency grade of a C and no higher.

FORMATIVE ASSESSMENTS

Discussion Prep: The Discussion Prep category consists of writing prompts, note taking, class discussions, reading of text(s),

supplemental readings assigned by the instructor, reading evaluations, and collaborative work. Much of this

work will need to be worked on and/or completed outside of class and will prepare students for the in class

discussions and projects that will occur.

Warm ups/Tickets Out:

Every day that is not a preschool day, students learn new material, work on current projects and debrief on

preschool sessions. At the beginning of each of these classroom days the class begins with a warm up. Warm

ups are worth 2 points and are recorded in the gradebook after there have been 10 class warm ups. Warm ups

consist of a review of prior knowledge and course objectives. Tickets out are done at the end of class as a

review and a way for the instructor to see how the students are progressing on the learning targets and help for

the planning of future class periods.

Journal: Students will keep a daily journal of reflections and personal assessment of the daily learning targets and larger

course objectives. In addition students will keep a daily research journal log while they work on projects.

Work Graded For Accuracy: Work Graded For Accuracy is exactly that. Anything that falls under this category is in the rough draft phase of

a bigger project. Work Graded For Accuracy is about receiving feedback so that the final product meets the

course standards/objectives.

SUMMATIVE ASSESSMENTS

Lab Points Every day that there is preschool is considered a lab day. Lab points will be assessed according to the Lab Day

grading rubric. Labs will be assessed every lab day, recorded, and officially entered into the computer at the end

of each month.

Parent Conference Leading Students will schedule appointments with the targeted child’s parents/guardians and utilizing the collected and

analyzed data, lead a professional parent conference. Students will self-assess and parents will assess the

student on the course objectives and standards for this authentic experience.

Leady Teacher Day(s)

Students will lead as head teacher as a part of a team and facilitate the developmentally appropriate lessons,

activities and they planned. At the conclusion of each lead teacher day students will conduct a thorough self

and team evaluation.

Essays/Speeches Essays and speeches will be done at the conclusion of each trimester’s assigned project. Essays will be graded

using a grading rubric based on the Hilhi SpartsWrite. All essays will be typed, double spaced, 12 point font,

with 1 inch margins. Speeches will be assessed based on the Oregon Speaking scoring rubric. Students will

have the opportunity to make revisions on essays and speeches if they do not meet the required standards.

Projects

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Each senior must complete 3 research projects during the school year. Each project deals with youth and a

personal point of interest for the student. A spring exhibition night is a crucial part of the senior year whereas

the student will showcase the portfolio and all of the year’s projects for community members.

Portfolio

Every Child Service II student will complete a portfolio of his/her work. The portfolio is a compilation of the

work that the student has done throughout the current and prior year in Child Services 1. The portfolio should

represent the process and progress the student has undergone the past two years of high school. The portfolio is

the final cumulative assessment for the Human Resources Early Childhood Education Focus Program of Study,

the course standards the student has mastered, the extended application graduation requirement/essential skills

and is also used in the assessment for the Portland Community College Credit that may be earned.

ACADEMIC STANDARDS/STUDENT EXPECTATIONS/ETHICS: This course is the second part of the articulated ECE 132 “Field Work” course with Portland Community

College (PCC). This means if a student chooses to, he/she can earn community college credit as well as high

school graduation credit by taking Child Services 1 and Child Services 2. Both enrollment in the PCC

articulation program and the PCC credits earned as a high school student through this program are free.

Electronic Devices:

Consistent with school policies, students whose electronic devices are used in the classroom without

permission:

1st Offense: Submitted to the main office and returned to student at the end of the day.

2nd Offense Parent must pick up the electronic device at the main office.

3rd Offense: Parent must meet with an administrator in order to pick up the electronic device.

4th Offense: *Suspension

*Continued confiscation is considered a disturbance and disruption of the school environment. Disturbance and

disruption of the school environment is a group B offense of the Hillsboro School District Standards of Student

Conduct. Students will be subject to additional consequences for each subsequent offense.

Student Conduct: Students are to conduct themselves in a mature and responsible nature showing high regard for students, staff,

property of others, which includes the following behaviors:

1. Have excellent attendance and be on time every day

2. Treat everyone with respect:

Teachers

Peers (inside and outside of class)

The children and parents of the Little Spartan Preschool

Guest (Substitute) Teachers

Guest Speakers

Other guests and volunteers

3. Come to class prepared. This means equipped with a pen/pencil, paper, notebook and other material needed

for projects and activities.

4. Stay in the designated course rooms, and leave all food and drinks outside of class.

5. Use appropriate language and attire at all times and at all school functions.

6. Never do anything that could physically or emotionally harm your peers or any child in the preschool.

7. Keep the preschool and classroom clean and organized.

8. Students will socialize after class and focus time and attention on the class material and preschool students.

9. Respect the confidentiality of the preschool children and their families - Do Not repeat stories or personal

information outside the preschool.

10. Sign and follow the Student Contract.

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PLAGERISM:

It is the responsibility of the school to strongly promote academic honesty and integrity. Cheating will not be

tolerated. Any student caught cheating will receive a grade of zero on the assignment or exam. Subsequent

occurrences may result in removal from the class with loss of credit.

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Little Spartan Preschool Statement of Purpose

In the Little Spartan Preschool, we believe that each child has immense potential. To achieve this potential

students/children construct their knowledge through hands on, relevant projects and activities that are both

independent and collaborative. The children’s interests, natural inquisitive disposition and developmental

abilities help guide the curriculum. In our classroom you will see constructivist and sociocultural methods,

concepts, and theories in action. Learning through play, independent as well as collaborative

learning/experimenting and role modeling from adults is what you will see. Through this children will be

developing in each of the developmental domains. Listed below are some key goals we focus on.

1. To develop a positive attitude toward school and learning.

2. To develop a sense of high self-esteem in our children.

3. To develop habits of concentration for lifelong study skills.

4. To foster an abiding curiosity.

5. To develop habits of initiative and persistence.

6. To foster inner discipline and a sense of order.

7. To develop sensory-motor skills and sharpen the ability to discriminate and judge.

8. To develop socially acceptable behavior.

9. To acquire the basic skills necessary for a lifetime of learning.

10. To help develop each child’s innate, ultimate potential through high self-expectations.

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Child Services Job Description

It is the duty of each member of staff at the Little Spartan Preschool to assist in the development of children

ages three to five years old. They must always do this with competence, sound judgment, and self control while

working with children. They must be mentally, physically, and emotionally capable of performing assigned

duties related to preschool activities, and must also have the required training and/or experience for the position

for which they hold. It is required that each member complete the Child’s World Course, attend academic

training days, and complete the required assignments.

Plans and implements a program of instruction that adheres to the district philosophy, goals and

objectives as outlined in the adopted course study.

Makes purposeful and appropriate lesson plans that provide for effective teaching strategies and

maximize time on task.

Plans and implements a program of study designed to meet individual needs of students.

Creates a classroom environment conducive to learning by employing a variety of appropriate teaching

strategies.

Encourage student enthusiasm for the learning process and the development of good study habits.

Provides progress and “My Day” reports, observations, parent conferences, and lesson plans.

Demonstrates a strong grasp of subject matter.

Uses effective oral and written expression.

Keeps current in subject matter knowledge and learning theory.

Maintains a safe and clean environment.

Finishes all assigned preschool maintenance and supervisory duties

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Child Services II (Aide II) Duties and Responsibilities

Be on time to class every day. (This is important to meet child/teacher ratio) Always stay with your buddy that is assigned to you. Be sure to know your assigned clean-up/ set-up duty every day Fill out a buddy report for your assigned buddy every day and put them in your buddies bin. Fully participate in all songs and activities Show enthusiasm while working with children When speaking to a child, get down to eye level Always follow the Little Spartan Discipline Philosophy Complete all assignments required for the class Complete and turn in lesson plans on time DO NOT use the restroom facility while preschool is in session (ORS 414-300-0190) To open cupboards and outside shed, get keys from office wall and return them when finished Always lock the cupboards after opening them Refrain from any off-topic conversation with other High School Students Absolutely NO Swearing or inappropriate conversation Participate in Parent Conferences Complete observations and file them appropriately in the “Goals” notebook Must have valid Food Handlers Card Read, understand, and sign the Student Contract Always check the duty sheet and finish your assigned closing and/or opening duty in a timely manner.

Child Services II (Aide II) Requirements

Be at least 18 years of age; or turn 18 within the school year. If not they must always be directly

supervised, i.e., within sight and sound of a staff person who meets at least the qualifications of a teacher.

Have worked at least six months at the center where they are now employed

Have current certification in First Aide and CPR

Have a valid Food Handler’s Card

Must have completed Child’s World & Child Services I with Instructor approval.

Be familiar with and follow the Little Spartan Preschool Policies and Procedures.

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Schedules & Routines

Schedules and routines form the basic structure of the day. A good schedule for children offers a balance

between active & quiet times, large group, small group, play time with others, indoor and outdoor play times, as

well as time for free choice activities & teacher directed activities.

A schedule should allow for the following routines, arrival & departure, meals & snacks, sleeping/resting (if all

day program), self-help skills, and clean-up & transitions.

Consistency is important! It builds trust and a beginning sense of time. In addition a schedule should be

developmentally appropriate and it should reflect your program & children.

During Morning Meeting children learn social skills & attention span while discussing the learning projects and

objectives for the day. The meeting time should only be about15 minutes and be age appropriate. If needed due

to age appropriateness break into smaller groups. It is important before, during, and after meeting time to use

smooth transitions as it helps children stay focused and self-disciplined. Morning Meeting is a well-planned

time of the preschool day focused on the goals of the target children and the projects for the week or month;

however the best laid out plans can and will change due to circumstances that occur in the classroom. It is

important to be able to make in-flight decisions and understand that it is okay to stray from the plan a little bit if

it is a “teachable moment.”

As mentioned above transitions are very important, they individualize the process for each child, give children

notice a change is about to happen, and allow enough time for children to finish what he/she was doing and

move on. One method of transitioning is to assign tasks to children. This helps with emotional outbursts and

assists with independence. It is very important to be clear, consistent, & flexible at all times.

Monday and Tuesday

Little Spartan Preschool Flow of Day

8:45-8:55 am Arrival

8:55-9:15 Morning Meeting

9:15-9:50 Explore

9:50-9:55 Clean up/Reflection

10:01-10:08 High School students rotate 9:55-10:20 Hand washing/Snack

10:20-10:50 Outdoor, Large Motor Activities

10:50-11:15 Math Explore, Studio Work or

Story Workshop

11:15-11:30 Closure/Reflection

11:30 am Departure

Wednesday

Little Spartan Preschool Flow of Day

9:15-9:25 am Arrival

9:25-9:40 Morning Meeting

9:40-10:10 Explore

10:10-10:15 Clean up/Reflection

10:15-10:45 Hand washing/Snack

10:25-10:31 High school students rotate 10:45-11:15 Outdoor, large Motor Activities

11:15-11:30 Closure/Reflection

11:30 am Goodbyes and Departure

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Duties and Responsibilities

Duties rotate on a weekly basis. When you finish the assigned responsibilities exhibit team work and go around

and assist others.

Setting Up- First 10-15 minutes of period 1 Each person will be assigned a learning center to set up and lead for the month. To set up a learning center

follow the subsequent steps:

1. Go to the learning center and check the lesson plan and/or focus question for the center. If either the

lesson plan or focus question isn’t posted check the block plan for the day and arrange the learning

center according to what is written there.

2. Read the ENTIRE lesson plan and ask clarifying questions of the “teacher” for the focus question.

3. Get out the appropriate materials according to the lesson plan. If for some reason we are out of the

materials needed make a logical decision and fix the problem.

4. Understand how to do the activity and what open ended comments and questions to ask the children as

you do the activity. Be sure you have your writing utensil to take down stories, wonderings and thoughts

the children have as they work.

5. When you are finished setting up your area, go around to the other learning centers and see if anyone

needs assistance.

6. Read all the other lesson plans/focus questions so you are prepared to move to other areas of the room

and know what is happening. This is the time to get clarification on anything that doesn’t make sense or

you have questions on.

7. Once you’re done setting up or helping, go over to the opening duty list on the duty board. Make sure

that all of the opening duties are checked off before preschool begins and families arrive.

Snack- (See the snack guideline page)

Communication Notebooks/ “My Day” Reports- Every Child Services student does this everyday that there is preschool.

Every day in which preschool is in session a “My Day” report will be done for each child and will be checked

off on the job board each day/period. The “My Day” report is a method of informing parents/caregivers the

following items in regards to their child’s day: behavior, enjoyed activities, concepts learned, skills utilized,

nutrition as well as serving size, and who spent time with the child. “My Day” reports are to be written in the

child’s Communication/Observation notebook located in his/her cubby basket. The “My Day” reports are to be

done towards the last part of the class period as we reflect on our day before snack and at the end of the day in

our closure activity. It is crucial to be very sure that grammar and spelling is correct, sentences are complete,

vocabulary choice is appropriate and the day reflection is accurate. There are several dictionaries in the

preschool and in the classroom to assist with this, remember when in doubt look it up or ask. “My Day” reports

MUST be put into the child’s cubby before you or the child leaves preschool for the day. A parent/caregiver

should leave each day with a minimum of two entries in the Communication/Observation notebook. After

turning the report into the cubby you will go over to the job board and sign off on the “My Day” report. This is

your accountability as it is checked each day by parents/guardians and the instructor.

Documentation Every day in which preschool is in session students will record at least one learning experience and story a child

has. Pieces of documentation may include transcriptions of children’s conversations, transcriptions of children’s

thought process or wonderings, their handwriting, their work/art, and the process that a child goes through in a

project. This is also a place in which you can place your or the child’s wonderings. This documentation will

assist in planning provocations, parent conferences, and be a source of dialog with parents.

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Welcoming/Name Tags – As a “Welcomer” you and your partner(s) will sit by the front door by the preschool nametags with the

Preschool roll sheet clipboard. As the children come in you smile and welcome them by name to the preschool.

You will assist the children in finding their nametags and feeling comfortable about entering school. As the

children come in you will mark them here for the day. You will take roll for the first 10 minutes of preschool.

When the 10 minutes are up you will bring the roll sheet clipboard to the morning meeting area and you will

take roll aloud. If children come in late you are also responsible for marking the children tardy so we have an

accurate head count at all times throughout the day.

Lead Cleanup– Be sure to check the clock. With 10 minutes before the scheduled clean up time go around to all the children

and individually ask each child how soon they will be ready to clean up. Tell the children how much time there

is left before morning reflection begins. Encourage children to finish their projects/work or put a “In progress”

sign with their name on or next to the work they haven’t finished yet. Assist children with wiping down tables,

putting items away and settling in at the meeting carpet to reflect.

Morning Meeting, Story Workshop , Math Explore, Project Assistant – As an assistant for Morning Meeting, Story Workshop, Math Explore or Projects, you need to go over and read

the appropriate lesson plan/provocation or focus question, know what materials are needed, gather the materials

and set up for the lesson/provocation. This job will be done long before it is time to lead the lesson/activity.

When Morning Meeting, Story Workshop, Math Explore or Project time is ready to commence, assist in getting

the children to the appropriate areas using positive guidance. You will either act as the lead teacher or assist the

lead teacher by handing out materials, reading if necessary, holding up flannel pieces, etc. If for some reason the

lead teacher must leave the group you will take the group and lesson over.

Explore Leaders – Each person in periods 1 will be assigned a learning center project area to be the leader of. It is important that

you know and understand the lesson/provocation/focus question for that area and are able to lead or guide the

children with this lesson. You are responsible for documenting through writing and pictures the learning

processes that occur during that lesson. You will keep a running record for that learning center that will be put

together as documentation to be shared with parents before the next preschool day.

Art Area Clean up – You will be responsible for assisting the children clean up the art area. Help children wipe down tables/floors,

brushes, easels, trays, etc. and put items in proper locations. Paint should be recycled back into the paint bottles

whenever possible. DO NOT POUR PAINT or ANY OTHER material other than water down the sink;

otherwise it will clog the drain. When cleaning use the sinks in CA 6. All art supplies MUST be washed, dried,

and put away in their correct spot before you leave. The sink, counter, and backsplash will be wiped down and

clean as well. When you finish cleaning up you will go back into the preschool and join into morning reflection.

Sensory Table Clean up – First check to see if the items in the sensory table will continue to be explored next preschool session. If the

items will be changed out for next class, take the tub from the table and take it into CA 6 and clean it up. DO

NOT POUR PAINT or ANY OTHER material other than water down the sink; otherwise it will clog the drain.

Please utilize paper towels, cloth towels, and the garbage can to get rid of any rubbish. If water is needed to

clean out the sensory table, use the sinks in CA 6 or better yet the hose in the greenhouse outside. When you

finish cleaning up you will put the sensory tub back into the table clean and dry. After this you will go back into

the preschool and participate in morning reflection.

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Head of table at Snack – The head snack people will put on an apron, pull hair up and out of face and wash his/her hands. The people

who are at the head of the snack tables are charge of making sure the students from period 1 have had the helper

children set the table with enough cups, napkins, serving utensil, plates, food, and whatever else is needed for

snack that day. Once the tables are all set and ready the head snack people will sit down at the table he/she is

responsible for. When all the children have washed their hands and are sitting down the leaders will begin

passing around plates, cups, etc. The head snack person is responsible for making sure that the children are all

taking appropriate portions and that they get whatever is needed while snack is happening. When snack is over

the head table folks will clean out the bowls if there is any leftover food by disposing of it in the garbage cans in

the preschool classroom. Food items that have been out on the table may NOT be re-used or eaten by high

school students. The leader will then bring their trays and items on the trays to the dish folks to wash. The head

table people will then sanitize and rinse the table and chairs they were sitting at.

Snack Clean up – The folks in charge of snack clean -up are responsible for sweeping the floors under and around the snack

tables, sink and garbage cans. This means chairs will need to be pulled out and stacked at each end of the tables,

no more than 5 chairs high. The snack clean up folks will also need to sanitize and rinse down the kitchenette

cupboards, counters, stovetop and the walls in and around the kitchenette, sink and garbage can. Please wear

gloves while cleaning as you will be using bleach water.

Dishes – Dishes consists of following the 5 step protocol for hand washing dishes; scrape, wash, rinse, sanitize and air

dry. Once dishes are cleaned, sanitized, and dry they will be put away in the cupboards and drawers in their

correct location. If in doubt of where something goes, look at the labels and pictures on cupboard doors and on

the drawers or ask someone. Only people doing dishes are allowed to be in the CA 4 classroom. The goal is to

get dishes done as quickly and efficiently possible so you can go and interact with the children.

Outdoor Setup/Clean up – When you are in charge of the outdoor setup/clean up you will follow the subsequent steps:

1. Go over to the lead day bin and read the outdoor/gross motor lesson plan.

2. If you have any questions clarify with the lead teacher or the instructor.

3. Get the keys from the Child Services II bulletin board in the instructor’s office under the sign

“Kitchenette/Shed Keys”.

4. Unlock the shed and set out the materials according to the lesson plan. Put the keys back where you

found them in the instructor’s office.

5. When it is time to come inside go and get the cow bell. Ring the bell and encourage the children to help

bring all the materials to the shed.

6. Go and get the keys and put everything back in the shed in an orderly manner so to avoid injury and so

all materials are visible and easily found.

7. Put the keys back in the correct spot.

Afternoon Reflection Leader – The leader of afternoon reflection will gather the children together on our meeting carpet and ask the children to

reflect on their day. The leader will listen to each child and ask clarifying questions. The leader will get around

to every child before he/she leaves for the day.

Goodbyes – As a “Goodbyer” there are three different jobs to do and this will be shared with one to two other people. When

parents begin to arrive get the preschool roll sheet clipboard. One person will stand by the door as the

parents/guardians exit with their children. At NO time should a child leave the front door without a

parent/guardian. One high school student will make sure the child has put his/her nametag in the name tag

holder and will check the child out on the roll sheet clipboard. When all of the children are gone you will go

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over and begin helping with the closing duties. If a person comes to pick up a child and we have never seen this

person before you must do the following:

1. Ask for the person’s name and I.D.

2. Check the person’s I.D. with the names of the approved people on the pick-up list on the registration form in

the child’s registration packet (located in the Instructor’s office)

3. Verify the person’s identity and give back the I.D.

4. If the person is on the verified list they may take the child with them; however, if they are not on the list

you CANNOT release the child to the person.

After Preschool Clean up/Closing Duties – Look on the duty sheet and find your name for the after preschool clean up. You are responsible for the area of the

preschool your name is next to as well as the other closing duties on the closing duty check off sheet. Be sure that all

materials are where they are supposed to be (check labels and pictures, ask questions if you’re not sure of the

location), sanitize all surfaces in your area, vacuum, sweep, and/or swiffer the floor in your area, and be sure there is

no paint or any other splatter on the surfaces around your assigned area. Use common sense when cleaning. When

you are done go to the closing duty list on the wall next to the duty board and do what needs to be done. When in

doubt take care of it. The more you work together the quicker things get done.

Snack

Snack activities can promote a variety of self-help skills. Serving themselves, children learn to take

responsibility for their own appetite as well as learning to coordinate a variety of skills such as pouring and

spreading. Social skills are also developed when children learn to take turns, share limited supplies, and

practice polite eating habits. Snack time is a challenge for teachers who can help pace a slow and relaxed

routine, model serving methods, and supervise the healthy presentation of the snack. In addition, teachers can

encourage children to talk and visit with one another.

Responsibilities of the “teachers”:

1. Be food handler certified

2. Snack preparation

3. Snack time monitor

4. Clean up

A “teacher” has several responsibilities during snack whether or not he/she is the head of the table or not.

When a “teacher” is the head of the table, according to the weekly duty list, he/she must follow the preparation

check off, the snack time service check list, and the snack/kitchenette clean up that is posted in the kitchenette

and is listed on the following page.

A “teacher” who is helping monitor snack must sit, not stand, close to his/her buddy. During this time the

“teacher” monitors his/her buddy and all children around him/her to be sure that no choking occurs, manners are

used, spills are cleaned up or avoided, dirty dishes are placed in the correct bins by children and that the

children use their skills to the best of their abilities. At no time should a “teacher” be daydreaming or be off

task during snack, as this can lead to dangerous situations.

It is also the responsibility of both monitors and the heads of the tables during snack time to monitor that the

children only take a serving of each of the items served for snack. It is completely appropriate for a child to

have another serving if he/she desires, if and only if every other child at the table has gotten a chance to have a

first serving. Children do not need to pile their plates high as it wastes food and is an inappropriate serving size.

Monitors and the heads of the tables will use positive communication while talking with children about this. At

no time shall a “teacher” eat off of a child’s plate or eat the preschool food.

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Snack

Snack activities can help children learn a variety of self-help and social skills:

Serving themselves

Responsibility over their own appetite

Coordination such as pouring and spreading

Take turns

Share limited supplies

Practice polite eating habits

Practice polite manners

WASH HANDS AND ALL FRUITS AND VEGETABLES.

OBSERVE APPROPRIATE HAND WASHING PROCEDURES.

Preparation Check off: _____ Check cupboard door for snack menu.

______ Find all food products

______ Count how many children are present that day (helps with the # of plates, trays, etc.)

______ Check food restrictions for the preschool. Ask about food alternatives for children

who cannot have certain foods.

______ Put out 3 bins for dirty dishes on the dish tray underneath the office window

______ Prepare food: Cut food small. Make food pieces easy to handle and chew for young

children.

______ Prepare a bowl of food for each tray or table of children.

______ Prepare 3 snack trays

______ Have the tables setters come over and set the tables

1 washcloth/towel

Extra spoons or forks if needed

Small pitcher of beverage

Tongs or Spoons for each item

Knife for spreading if needed

Snack Time Service: ______ Spray table with the bleach and water solution and rinse wipe clean before snack is

served.

______ Assist the preschool snack “Helpers” set the tables for snack (place settings)

______ Deliver snack to the tables.

______ Monitor snack service; assist with pouring of pitchers and serving as needed.

Snack/Kitchenette Clean up: ______ Clean and sanitize trays and return to their location in the kitchenette cabinets.

______ Spray tables and chairs with the bleach and water solution and rinse clean.

______ Scrap, Wash, and Rinse dishes before sanitizing them in the sanitizer in CA 4

______ Recycle cans, milk jugs, etc.

______ Discard all food that has been served and not eaten.

______ Wipe kitchen counter down with a clean towel using the bleach and water solution.

Be sure to rinse the counters afterwards with a new towel.

Make 2 trays like

this

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Food Handler Certification

As part of the requirements of this class you will be responsible for the preparation of food for the children in

the preschool. It is a requirement of the state of Oregon that any person who prepares or works around food for

the public must have food handler training and certification. In this course you will get the food handler

training and certification if you do not already have it. If you already hold your food handler certification you

will need to submit a copy of your food handler card to the instructor. Most of the training and all of the testing

will occur in a computer lab proctored by your instructor. If you would like to study the material at home

please go to the following website: http://www2.co.multnomah.or.us/foodhandlercard/

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Health and Safety

Illness

According to the State of Oregon Child Care Division, no child will be admitted into the center that has one of

the following symptoms, or a combination of symptoms:

Fever over 100 degrees F taken under the arm

Diarrhea (more than one abnormally loose stool per day)

Vomiting (not stress related or “spitting up”)

Nausea

Severe coughing

Persistent running nose with non-clear discharge.

Yellow color to the skin or eyes, dark urine, light colored stool

Skin or eye lesions or rashes that are severe, weeping or puss filled

Difficulty breathing or wheezing- except if under care of physician with protocol in place

Any of the communicable diseases, which are excludable by Oregon Administration Rules.

Child complaints of pain

Stiff neck of headache with one or more of the symptoms listed above

Head lice

If any child develops these symptoms while at the Little Spartan Preschool, parents will be contacted and asked

to take their child home within one hour of notification. All help will be given to assist parents with receiving

appropriate health care.

A child is ready to return when the child:

Shows no signs of illness as described above

Has had no fever, vomiting or diarrhea for 24 hours

Has been examined by the family physician and has a written statement from him/her, after an absence

of five or more days or after a contagious disease.

Accidents

When a child has an accident involving “wetting” their pants follow these procedures:

Reassure the child that everything is going to be okay and accidents happen

Find another Aide or director and ask them to supervise you.

Take the child and supervisor into the classroom and find them other clothes to wear

Take the child and the supervisor into the bathroom and ASSIST them in changing their clothes. (Always

be sure to be gloved when handling bodily fluids).

Put soiled clothing in the washer to be washed unless otherwise directed

When a child has an accident involving and injury follow the following procedures:

Report ALL injuries to the Director immediately and fill out an accident report!

Minor Injury:

Reassure the child that everything is going to be okay.

Complete “Accident Report” give white copy to parent in child’s cubby and file the yellow copy in the

child’s records.

If body fluids are present such as mucous or blood the first aid trained director will wear appropriate

gloves and attend to the minor injury.

When the injury is taken care of the gloves and materials used will be properly disposed of.

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If blood gets on the child’s clothes, such as from a nose bleed, the clothes will be placed in a plastic bag

and put into the child’s cubby. The parent will then be called in addition to the accident report.

Major injury and Emergency:

Report to the Director

The Director will administer First Aide and provide for the direct care of the injured child.

The Director will designate a student teacher to lead the supervision of the class and to call the child’s

parents.

The Director and/or advanced student teacher will:

o Call for emergency assistance:

o Call the main office and notify of the incidence and they will call 911.

o A student teacher will be directed to stand outside the building to direct the emergency vehicles.

o The Director will record appropriate information in the Accident Report Form, and will

coordinate the written reports of all individuals involved.

Fire and Emergency Procedure

The fire and emergency procedures have been created to promote an awareness of prevention and safety in the

occasion of an event that requires special care and attention in the management of the program. Emergencies

may consist of fire, earthquake, weather, bomb threat, and/or intruder.

The goal of the emergency procedures is to promote awareness on the part of the children, high school students,

and the director of the value of the planning for and implementation of emergency safety and evacuation

procedures.

The drill will be carried out as a part of the curriculum rather than a prescribed procedure. That is, class

presentations, discussion, and activities will support the child and high school student teacher’s development of

knowledge concerning safety and self and community awareness.

Escape routes will be posted in the classroom and in the preschool.

One emergency procedure will be practiced a month.

A high school student teacher will record the activity on the Fire-drill report form, which will be

maintained and posted in the preschool.

Fire/Emergency Evacuation Drill Procedure 1. The Director and advanced high school student teachers will instruct parents, other students, and

volunteers regarding the procedures and their role in the drill. This may be done during the preparation

time for preschool and/or during the Preschool Open House.

2. The Director will prepare the children for the first drill of the year through classroom discussion and

activities.

3. The Director will plan a “bell” or other method of announcing the beginning of the drill.

4. The children are to grab the hand of the nearest “student teacher” (high school student teacher) and line

up at the exit door.

5. The Director will get a count of the children and high school student teachers.

6. The specified advanced high school student teacher (Assistant II) will ensure that there are no other

children or high school students in the bathroom or adjoining classroom or office area.

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7. The Director will observe the attendance lists to obtain the total number of children and students present

that day and confirm the attendance with the head count. IF A CHILD OR STUDENT TEACHER IS

MISSING THE HEAD TEACHER WILL GO TO LOOK FOR THAT INDIVIDUAL LEAVING

THE SPECIFIED STUDENT TEACHER TO LEAD THE GROUP OUT OF THE BUILIDING. (In the event of a true emergency, the Director will search for missing persons as is prudent given the

location and severity of the fire or other emergency.)

8. The building will be evacuated and the group will go out to the football fields behind the building in an

orderly fashion. All assistants will take charge of the children they are responsible for and exit the

building.

9. Assistant II (Child Service II students) will be in charge of turning off lights and grabbing the school

radio as we exit the building.

10. The Director will do a “head count” at the time of arrival on the football fields and will report the

number of students and children in the group and any missing students or children to the designated

stations outside represented by orange flags.

11. Student teachers will talk with children about the purpose of the drill, and then return to the Preschool.

(In a true emergency, a return to the Preschool will not be made. The Director will contact parents to

pick up children when the okay is given by High School administration).

In the event that there is an intruder on the premises the following Hillsboro High School Guidelines will be

followed.

1. An announcement will be made over the PA system that will include the words this is a Lock-In.

2. All curtains/blinds will be closed.

3. The “teachers” will calmly escort the children into the adjoining classroom that has no windows.

4. The Director will lock all doors and follow the group into the classroom and lock the door.

5. The Director will read stories quietly or lead a “quiet” activity until the containment is over.

6. The doors are NOT to be opened until the all clear is given.

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Little Spartan Preschool

Incident Report

Child’s Name: __________________________________ Date: ______________________________________

Injury: ________________________________________ Where Incident occurred: ______________________

How Incident Occurred:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________

Treatment:_________________________________________________________________________________

_________________________________________________________________________________________

Witness of Incident: _________________________

Director’s Signature: _______________________

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SAMPLE “My Day” Report

Child’s Name _______Day of the Week and Date ________ Class Period _____ Observer’s Name ____

Child’s Disposition Today: ________________________________________________________________

Activities Enjoyed: _______________________________________________________________________

Skills Learned/Concepts Learned: __________________________________________________________

Snack today _____________________________________________________________________________

Amount eaten all of snack most of snack some of snack ____ helpings

Sally Spartan Monday, September 15, 2014 Period 1 Observer - Mrs. Purdy

Today Sally seemed to be in a very happy mood. She smiled and giggled during the activities and talked about

her projects to those around her.

For the majority of the morning Sally spent time in the writing center “writing” the words to the story she

created last week.

Sally worked on several skills today but the one skill/concept she really focused on was the sounds and shapes

of letters as she attempted to “write” the words to her story.

Sally Spartan Monday, September 15, 2014 Period 2 Observer - Mrs. Purdy

Today Sally seemed energetic and happy during snack and outdoor time but when she came in for Math Explore

she became quiet and reserved. From her report about her day today it seems that she didn’t want to come

inside she wanted to do math outside.

When outside today Sally used sidewalk chalk to draw on the sidewalk for over 30 minutes. She kept

describing events that were in her story and wanted pictures taken of her drawings so she could add them to her

story book.

The skills/concepts Sally worked on today was self-expression and narrative skills. Both of the skills are

important for her to develop because they are literacy skills.

Today snack was Ritz crackers, cream cheese, apple slices and milk. Sally ate all of her snack and had two

servings of the apple slices. She said, “Dees aw my favit!” [These are my favorite!]

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Preschool Child Developmental Profile Assignment

Objectives: After completing this activity you will be able to:

Assess which developmental areas of your buddy need to observed.

Describe the types of activities for which the child needs adult assistance.

Lead a parent teacher conference.

Directions:

Examine the information about your buddy in the beginning of the year. Review the developmental

characteristics of a child the age of the child you have been assigned from your Child’s World notes, your notes

from the Developmental Domain assignment, High Scope Preschool Key Developmental Indicators (KDIs), and

the milestones in the back of the Working With Young Children textbook.

Once you have reviewed the above information you will do the written assignment below, on a separate piece of

paper.

Written Assignment:

1. Describe in detail your child’s physical appearance.

2. Explain how the child’s weight and height compare with other children the same age.

3. Describe the child’s fine motor and gross motor skills.

4. Compare the child’s motor skills with those expected at this age.

5. What evidence of the child’s thinking processes have you observed?

6. Describe the child’s language skills.

7. Describe the child’s social and emotional development.

8. How does the child compare with other children in the same age group for language and social

emotional development?

9. Describe the child’s behavior. Note whether it appears typical or atypical of children this age.

[Remember to use the behavior continuum chart]

10. Analyze your answers to the questions above and explain what developmental areas need to be further

observed and why.

11. Collect evidence to back up answers given in numbers 1-10.

12. Using the answers to the questions above, describe the types of activities that would aide in the

development of your buddy.

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STUDENT CONTRACT The Hillsboro High School Little Spartan Preschool gives children ages 3-5 the foundation, attitude, and many of their first

experiences at school. In order to provide a safe and positive learning experience STUDENTS NEED TO WANT AND LIKE TO

WORK WITH CHILDREN.

Preschool children are in their formative years. This means they are forming the knowledge, attitude and behavioral basis for the rest

of their lives. Therefore, special care needs to be taken to assure that the children enrolled in the Hillsboro High School Little Spartan

Preschool (lab experience) have only experiences at Hillsboro High School, which are appropriate for their healthy growth.

The following guidelines MUST be followed:

1. APPROPRIATE LANGUAGE, BEHAVIOR, DRESS AND ROLE MODELING AT ALL TIMES.

2. Regular attendance. If you are going to be absent please call and notify another member of your group so they can

take over your responsibilities. Be prepared to make-up points.

3. Respect for teachers, children, parents, and peers.

4. Respect for the privacy of the children and their families. Family information and stories are not to be casually

shared with others outside of the Little Spartan Preschool.

5. Respect for other’s property. Theft and vandalism is a serious offense.

6. Be of a sober mind and body and have an awareness of personal hygiene.

7. Need to have taken Child’s World or a course similar to it.

8. Faithfully and accurately teaching developmentally appropriate lessons that are based on the weekly themes, letters,

and numbers. All lesson supplies and materials must be ready to use to teach the lesson one-week in advance. All

students need to understand the projects and be able to teach the information. ALL group members must help. The

lesson planned needs to be the lesson taught on the scheduled day.

9. Carefully using at all times in the presence of the preschoolers positive “discipline” techniques and personal role

modeling of the highest citizenship, and that which would be appropriate of a workplace where children are present.

10. High School Students must be mature, responsible, dependable, and able to make good decisions.

11. TOTAL EMPHASIS NEEDS TO BE ON THE CHILDREN– NO private conversations while children are present.

12. Displaying at all times (whether preschoolers are present or not) through words, actions, and attitudes of a

cooperative, positive, and dedicated nature.

The consequences of inappropriate behavior and not complying with the above rules may result in ANY of the following:

1. Verbal warning and / or possible parent contact.

2. Referral and / or Counselor notification.

3. Evaluation of suitability for class.

4. Removal from class.

List 5 goals you wish to accomplish this year while working in the Little Spartan Preschool. (These may include such things as

working effectively with children, learning the qualities of a good Preschool, learning what is developmentally appropriate for

Preschoolers, learning how to effectively plan and implement a lesson plan, learning how to relate to children, etc.). What do you

want to do as a result of having taken this class?

1. ___________________________________________________________________________________________

2. ___________________________________________________________________________________________

3. ___________________________________________________________________________________________

4. ___________________________________________________________________________________________

5. ___________________________________________________________________________________________

I have read and understand the above statement and agree to as an individual and team player abide by these guidelines and work

to make this class a valuable, positive experience for everyone involved.

_________________________________ ____________________________________

Student Signature Parent or Guardian Signature

There is no reason why my child can’t participate in this program.

__________________________________ ____________________________________

Teacher Signature Date

*A special Thank you to Mrs. Bergstrom from Wilson High School for sharing her contract as a model.

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Field Trip Planning Guidelines

When planning a field trip there are several aspects to keep in mind. Here is a checklist of what needs to be

done before, during, and after.

Before

Decide on a location and the learning objective of the fieldtrip.

Check the calendar and see where a field trip would be appropriate.

Create a proposal and turn it into the teacher. (The proposal should include where the field trip is going

be, why it was chosen, what goals the children will be learning while on the field trip, and a sample

agenda.) ALL FIELD TRIP PROPOSALS MUST BE TURNED IN AT LEAST ONE MONTH

PRIOR TO THE EVENT.

Gather a “Field trip request form” from the instructor and fill out the form on the computer.

Call the location and set up a time and date for the event.

Fill out the appropriate forms and then give to the teacher to turn into the Principal.

If the field trip is approved gather the number of permission slips needed for the highs school students and

the preschool children from the attendance office. Fill out the location and school information sections.

Decide if chaperones are needed. Create a sign up for chaperones if possible. Be sure to be fair and

honest when dealing with the parents.

Take a count of the high school students (CS I/II from both class periods), preschool students and parent

chaperones (if needed) who will be going on the field trip; don’t forget the instructor.

Create a detailed and grammatically correct description of the event for the monthly newsletter. Place the

a copy of the completed permission slip as part of the newsletter so parents have them on hand.

Plan a presentation time and day to go over the basic fieldtrip information with the Child Services classes.

Assist the students in filling out their permission slips.

Create a spreadsheet format that shows who is going on the field trip, who has turned in money (if

needed) and permission slips. Leave two spaces open for attendance of high school students and parent

chaperones the day of.

Two weeks prior to the event order food for children if needed. Decide on the carrying method of the food

and beverages and who is in charge of the lunches.

A week prior to the event call the Bus Barn to confirm the number and arrival time of buses.

Put children, high school buddies, and parents into groups for head counts and appropriate supervision.

Have this checked by the teacher for any necessary revisions.

Create a presentation (the audience are your peers) for the week before the event. The presentation will

explain the event, which groups people are in, and what the expectations are.

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During

The day of the fieldtrip come to the classroom half an hour before school starts.

Get lunches (if needed) in order and into the decided upon carrying method.

Be sure that each of the group leaders has one of the walkie talkies, a First Aid Kit, Kleenex, Field Trip

Head Count Checklist, a watch, a schedule, and snacks for the children.

Get children onto buses and appropriately buckled into seats.

Take head count and roll. Teacher will verify.

Be sure that all high school teachers are with the preschool buddies at all times.

Do assigned head checks and check in with the teacher.

Supervise children and make sure that all health and safety precautions are taken.

Have fun!

Take roll and head count on the bus, check in with teacher.

Buckle children into seats.

Teacher will take final head count and roll of preschool children and high school students.

After

Assist children out of seats and off of buses.

Hold the hands of the preschool children, along with their buddies, all the way to classroom.

Do not allow a child to leave until all are back in classroom and accounted for.

The students responsible for the Goodbye duty will go to the door and check children out as the parents

arrive.

Clean up preschool and materials before leaving to go to class or home.

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Guidance

1. Discipline/Guidance The word Discipline means: to train, or socialize. This is the attempts by parents or caregivers to alter a

child’s behavior or attitude. The Little Spartan Preschool follows positive guidance practices aimed at

helping the child develop the internal controls necessary to gain self-control, self esteem, the ability to

communicate with others, the ability to follow directions, and to learn and respect others. We work with

parents to incorporate family values within the guidelines of the State of Oregon Child Care Division.

A. Positive Guidance, Methods To Be Used

- Acknowledging appropriate behavior; Following at all times the Little Spartan

Preschool Discipline Philosophy

- Distraction/redirection-move to more acceptable activity/behavior

- Modeling behavior desired-example: We roll the ball

- Designing and maintaining a safe, comfortable and interesting environment to ensure

health while allowing exploration

- Setting clear limits that protect the child’s safety and welfare, the rights of others, the

environment and helping children learn to accept these limits

- Acknowledgment of feelings and frustrations, encouraging verbalization, and

discussing the rules and appropriate alternatives available

- Encouraging self-help skills and independence

B. Prohibited Punishments Include:

- Physical punishment- hitting, slapping, shaking, striking with a hand or object, pinching

or inflicting any form of corporal punishment

- Mental or emotional punishment such as yelling, name calling, ridiculing, or

threatening

- Confining a child in a locked area

- Forcing or withholding food, drink or necessary toilet use

- Punishing a child for lapses in toilet learning (accidents)

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Little Spartan Guidance Philosophy

We have found that discipline problems occur less frequently if we are generally positive and encouraging with children. It is

important to:

1. Greet each child pleasantly

2. Get down to eye level when interacting with children

3. “Catch them being good.” In other words, make frequent but genuine positive comments to children about the

appropriate things they are doing. This applies to preschool children as well as to infants and the older toddlers.

Our philosophy is based on mutual respect which means that we:

1. Get down to eye level with children

2. Listen carefully to children

3. Do not talk about any children, including infants, in front of them

4. Do not label children as “good” or “bad”

5. Do not refer to a child’s activity area as a “mess”

6. Do not laugh at children

7. Do not interrupt children

8. Carry children as little as possible

9. Do not describe children to other adults or high school students in negative terms-

Example: “He’s being awful”

If discipline problems do occur:

1. Get down to eye level

2. Put your arm around the child/children in a comforting way to indicate that you care

3. Encourage each child to explain what happened. We want children to learn to express themselves with words, not fists.

4. Listen equally to all children involved.

5. Explain what is acceptable and what isn’t –example: “It is not okay to hit,” “You may not throw blocks here,” “You need

to ask her if you want to play with that”

6. See if the child/children can come up with a solution to the problem

7. If not, you suggest a solution

Possible solutions include:

1. Helping one child verbalize to another child what he or she wants

2. Offering a choice to a child – example: “Do you want to clean up by yourself or with me?” “You have a choice, you can

either join large group or sit in a chair, laying under the table is not a choice.”

3. Giving more attention to the offending child

4. Redirection a child to another area

5. Find a second toy for a child to play with

If a child’s misbehavior is serious and cannot be dealt with effectively in another way we use logical consequences such as:

If a child is throwing rice and has been told not to, he or she may not play with the rice for a period of time.

We do not:

1. Force children to share

2. Tell children “to be nice”

3. Use any kind of physical punishment

4. Deprive a child of food at snack time

5. Ban a child from an area or toy for longer than one half hour

6. Tease, belittle, mock, or otherwise embarrass children

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Teacher’s Behavior Continuum (TBC)

TBC- Strategies to try in sequence when interacting with children.

Left side – least amount of intervention

Looking on Nondirective statement Directive statement Physical intervention

“James took the giraffe.” “What can you do/say “Tell James to

to get your giraffe back?” give your giraffe

back.”

Control: child Control: adult

Right side – the greatest amount of intervention

If there is a situation involves a dispute between two children deal with the “victim” (if there is one)

first.

Remember that the goal is give children the language tools to solve their own problems.

Physical intervention of the adult comes only after the child is unable to solve the situation on his/her

own.

Oken-Wright, P. (1992). “Tug of War to Let’s Make a Deal: The Teacher’s Role.” Young Children. National Association for the Education of Young

Children, Vol. 48, Number 1.

Active Listening Approach

STOP- what you are doing.

LOOK- at the person who is talking.

LISTEN- to what the person is saying.

RESPOND- to the person by:

Paraphrasing what they say

Asking clarifying questions

“I” Statement Formula

When (provide nonjudgmental description of behavior)

I feel (name your feeling)

Because (give the effect the behavior has on you or others).

What you want to happen next.

Or you may want to state your feelings first and follow this format:

I feel (name your feeling)

When (provide nonjudgmental description of behavior)

Because (give the effect the behavior has on you or others).

What you want to happen next.

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Songs

&

Finger plays

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Who Is Here Today? (Normal Tune )

Who is here today?

Who is here today?

Everybody clap their hands (Clap on clap their hands)

Who is here today?

Repeat the chorus but insert the names of the children

Repeat the chorus

Good Bye Song (Tune: Tune: Goodnight Ladies)

Goodbye children [insert child’s name]

Goodbye Children [insert child’s name]

Goodbye Children [insert child’s name]

We’ll see each other soon!

Head Shoulders Knees and Toes (Normal Tune)

Point to each body part as it is said.

Head, shoulders, knees and toes,

Knees and toes.

Head, shoulders, knees and toes,

Knees and toes.

Eyes and ears and mouth and nose.

Head, shoulders, knees and toes,

Knees and toes.

Bounce (Normal Tune- up and down scales starting at middle C)

Begin song by saying, “Who wants to bounce? Point to who you’re bouncing to.”

Pretend to bounce a ball with your hand.

Catch the child when the child bounces to you at the end of the song.

Bounce, bounce, bounce my rubber ball.

Bounce, bounce, bounce and do not fall.

Bounce, bounce, bounce and never miss.

Then I’ll catch you just like this!

Twinkle, Twinkle, Little Star (Normal tune)

Twinkle, twinkle, little star, how I wonder what you are.

Flash fingers in the air

Up above the world so high

Wave hands in the air above the head

Like a diamond in the sky

Make a D with fingers and touch your ring finger

Twinkle, twinkle, little star, how I wonder what you are.

Flash fingers in the air

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Thumbkin (Tune of Frair a Jacque)

Start out with both hands behind the back.

Where is Thumbkin? Where is Thumbkin?

Hands still behind the back.

Here I am. Here I am.

Bring out right thumb and then left thumb.

How are you today sir?

Wiggle right thumb at left thumb.

Very well I thank you.

Wiggle left thumb at right thumb.

Run away.

Put right hand behind back again.

Run away.

Put left hand behind back again.

Where is pointer? Where is pointer?

Repeat the same directions for each finger called.

Here I am. Here I am.

How are you today sir? Very well I thank you.

Run away. Run away.

Where is Tall man? Where is Tall man?

Here I am. Here I am.

How are you today sir? Very well I thank you.

Run away. Run away.

Where is Ring man? Where is Ring man?

Here I am. Here I am.

How are you today sir? Very well I thank you.

Run away. Run away.

Where is pinky? Where is pinkly?

Here I am. Here I am.

How are you today sir? Very well I thank you.

Run away. Run away.

Where is family? Where is family?

Bring out the fingers on both hands as you did for the individual fingers.

Here we are. Here we are.

How are you today sirs? Very well we thank you.

Run away. Run away.

Zoomin

(Tune – talked out)

Start out sitting on the floor with both legs out in front of the body.

Zoomin down the freeway. Zoomin down the freeway.

Make motions with both arms that brush down legs with each zoomin.

Up goes the drawbridge. Up goes the drawbridge.

Pull legs up towards chest as a drawbridge twice.

Under goes the tugboat. Under tugboat.

Make motions with your hands of going under your legs twice.

Down goes the drawbridge. Down goes the drawbridge.

Push legs back down on ground twice.

Zoomin down the freeway. Zoomin down the freeway.

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Make motions with both arms that brush down legs with each zoomin.

Errrrch!

Pretend to be turning a steering wheel as to get off the exit ramp.

Seven Days (Tune to “Oh My Darling Clementine)

Wave seven fingers in the air while singing the seven days.

Clap one clap per day of the week.

There are seven days, there are seven days.

There are seven days in a week.

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.

There are seven days, there are seven days.

There are seven days in a week.

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.

Siete Días (El aire a "Ah Mi Clementina de Querido)

Ondea siete dedos en el aire al cantar los siete días.

Aplauda uno aplaude por día de la semana.

Hay siete días, hay siete días.

Hay siete días en una semana.

Domingo, Lunes, Martes, Miércoles, Jueves, Viernes, Sábado.

Hay siete días, hay siete días. Hay siete días en una semana.

Domingo, Lunes, Martes, Miércoles, Jueves, Viernes, Sábado.

Weather Song (Tune- “London Bridge”)

Say to the children, “Get your binoculars out.”

Put hands to eyes to make binoculars and look out the window together.

What’s the weather like today, like today, like today?

What’s the weather like today?

Today it’s …..!

Have the children say aloud what they weather is like.

Capee la Canción (el Aire- "Puente de Londres")

Dice a los niños, "Obtiene su binocular fuera."

Puso manos a ojos para hacer binocular y la mirada fuera la ventana juntos.

¿Cómo es el clima hoy, clima hoy, clima hoy?

¿Cómo es el clima hoy, clima hoy, clima hoy?

¡Hoy es …..!

Que a los niños digan en voz alta lo que ellos capean está como.

Counting to Ten (Tune to “Ten Little Indians)

Put up the number of fingers as the numbers are sang.

One little, two little, three little numbers.

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Four little, five little, six little numbers.

Seven little, eight little, nine little numbers.

Now I can count to ten!

Butterfly Song

(Tune: Up on the Housetop)

First comes a butterfly and lays an egg.

Out comes a caterpillar with many legs.

Oh see the caterpillar spin and spin,

A little chrysalis to sleep in.

Oh, oh ,oh wait and see!

Oh, oh, oh wait and see!

Out of the chrysalis, my oh my,

Out comes a beautiful butterfly!

Five Little Monkeys (Tune- Talked out)

Flatten left hand as a bed.

Bounce fingers on right hand up and down on palm while singing.

Five little monkeys jumping on the bed.

One fell off and bumped his head.

Showing with right hand a falling motion off of the left hand and pat the head.

Mama called the doctor and the doctor said.

Put hand to ear as a phone.

No more monkeys jumping on the bed.

Point finger at each other.

Repeat hand motions during the song, but as the monkey numbers diminish so do the number of fingers

bouncing on the left palm.

Four little monkeys jumping on the bed.

One fell off and bumped his head.

Mama called the doctor and the doctor said.

No more monkeys jumping on the bed.

Three little monkeys jumping on the bed.

One fell off and bumped his head.

Mama called the doctor and the doctor said.

No more monkeys jumping on the bed.

Two little monkeys jumping on the bed.

One fell off and bumped his head.

Mama called the doctor and the doctor said.

No more monkeys jumping on the bed.

One little monkey jumping on the bed.

He fell off and bumped his head.

Mama called the doctor and the doctor said.

No more monkeys jumping on the bed.

No more monkeys!

Good Morning Song (Tune:If you’re happy and you know it)

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Good morning, good morning, how are you? XX

Good morning, good morning how are you? XX

How are you this [insert day of week]

We are glad you came today

Good morning, good mornin how are you? XX

The Fuzzy Caterpillar

(Tune: Itsy Bitsy Spider)

The fuzzy caterpillar

Curled up on a leaf,

Spun her little chrysalis

And then fell fast asleep.

While she was sleeping

She dreamed that she could fly,

And later when she woke up

She was a butterfly!

Choo Choo (Tune Normal)

Choo Choo the little train is going down the tracks.

Make choo choo chugging motions with both arms.

Stop, Look and Listen!

Put hand out in a stopping motions, then above eyes like looking for something, and lastly cup the ear.

Stop, Look and Listen!

Repeat motions.

Choo Choo the little train is going down the tracks.

Make choo choo chugging motions with both arms.

Stop! Chhhhhhhh!

Put hand out in a stopping motion and then pull the brake.

Letter Song (Tune – “The Wheels on the Bus”)

For example we are using the letter A, but any letter will fit.

The letter A makes the sound of Ah, sound of Ah sound of Ah.

The letter A makes the sound of Ah like in the word APPLE!

The letter A makes the sound of A, sound of A, sound of A.

The letter makes the sound of A like in the word Ape!

Have the children help find words to insert into the song.

Wheels On The Bus (Tune Normal)

The wheels on the bus go round and round, round and round, round and round.

Make circular motions with both hands.

The wheels on the bus go round and round. All through the town.

The wipers on the bus go swish, swish, swish, swish, swish, swish, swish, swish, swish.

Make back and forth motions with both hands.

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The wipers on the bus go swish, swish, swish, all through the town.

Have the children find other items to use on the bus and have them make up motions.

BINGO (Tune Normal)

Clap(X) when there is a missing letter.

There was a farmer had a dog and Bingo was his name Oh.

B-I-N-G-O

B-I-N-G-O

B-I-N-G-O

And Bingo was his name Oh.

There was a farmer had a dog and Bingo was his name Oh.

X-I-N-G-O

X-I-N-G-O

X-I-N-G-O

And Bingo was his name Oh.

There was a farmer had a dog and Bingo was his name Oh.

X-X-N-G-O

X-X-N-G-O

X-X-N-G-O

And Bingo was his name Oh.

There was a farmer had a dog and Bingo was his name Oh.

X-X-X-G-O

X-X-X-G-O

X-X-X-G-O

And Bingo was his name Oh.

There was a farmer had a dog and Bingo was his name Oh.

X-X-X-X-O

X-X-X-X-O

X-X-X-X-O

And Bingo was his name Oh.

There was a farmer had a dog and Bingo was his name Oh.

X-X-X-X-X

X-X-X-X-X

X-X-X-X-X

And Bingo was his name Oh

Months of the Year (Tune: Ten Little Indians)

January, February, March and April

May, June, July and August

September, October, November, December

Those are the months of the year!

Meses del Año

(el Aire: Diez indios Pequeños)

¡Enero, febrero, marzo y abril

mayo, junio, julio y agosto,

septiembre, octubre, noviembre, diciembre

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Esos son los meses del año!

Snack Song (Tune: Row Row Row Your Boat)

Snack, snack, snack time’s here won’t you have a seat?

Fold your hands right in your lap.

Let’s get set to eat!

Look around and check to see who is ready for snack!

Five Little Speckle Frogs (It’s own tune)

Five little speckled frogs.

Sitting on a speckled log.

Eating the most delicious bugs.

Yum Yum!

(Rub belly as you say this)

One jumped in the pool

(show with hands)

Where it was nice and cool.

Now there are four green speckled frogs.

Glub Glub!

(Continue song until there are no green speckled frogs)

Farmer in the Dell (It’s own tune)

The Farmer in the Dell

The Farmer in the Dell

High Ho the Dairy O The Farmer in the Dell

The farmer picks a wife

The farmer picks a wife

High Ho the Dairy O the Farmer picks a wife

The wife picks a child

The wife picks a child

High Ho the Dairy O the wife picks a child

The child picks the dog

The child picks the dog

High Ho the Dairy O the child picks the dog

The dog picks the cat

The dog picks the cat

High Ho the Dairy O the dog picks the cat

The cat picks the mouse

The cat picks the mouse

High Ho the Diary O the cat picks the mouse

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The mouse picks the cheese

The mouse picks the cheese

High Ho the Diary O the mouse picks the cheese

The cheese stands alone

The cheese stands alone

High Ho the Diary O the cheese stands alone

Turtle in a box!

(Chanted out)

There was a little turtle who lived in a box

He swam in the puddles, he climbed on the rocks.

He snapped at a mosquito, he snapped at a flea,

He snapped at a minnow and he snapped at me.

He caught the mosquito, he caught the flea,

He caught the minnow, but he didn't catch me!

Five Little Snowmen Fat! (no tune just spoken out)

Five Little Snowmen fat,

Each with a funny hat (point to head)

Out came the sun and melted one.

What a sad thing was that!

DOWN, DOWN, DOWN!

(exaggerated slowly, while melting to the floor)

Friend of Mine Sung to: " Mary had a little lamb"

Will you meet a friend of mine?

Friend of mine?

Friend of mine?

Will you meet a friend of mine?

This is my friend _____________. (Fill in Name)

If You're Friendly... Sung to: "If you're happy and you know it"

If you're friendly and you know it,

clap your hands.

If you're friendly and you know it,

clap your hands.

If you're friendly and you know it,

and you really want to show it,

If you're friendly and you know it,

clap your hands!

Different Friends Song Sung to: "Row, Row, Row Your Boat"

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Love, love, love your friends,

Different as they seem.

Playing, laughing, joking, helping,

True friends are like a dream!

Brush your teeth

Sung to: "Row, Row Row your Boat"

Brush, brush, brush your teeth.

At least two times a day.

Cleaning, cleaning, cleaning, cleaning,

Fighting tooth decay.

Floss, floss,floss your teeth.

Every single day.

Gently, gently, gently,gently,

Whisking Plaque away.

Rinse, rinse, rinse your teeth

Every single day.

Swishing, swishing, swishing, swishing,

Fighting tooth decay.

Got My Toothpaste

Sung to: "Twinkle, Twinkle, Little Star"

Got my toothpaste, got my brush,

I won't hurry, I won't rush.

Making sure my teeth are clean,

Front and back and in between.

When I brush for quite a while,

I will have a happy smile!

I've been Brushing Sung to: "I've Been working on the railroad"

I've Been brushing with my toothbrush,

Brushing everyday.

I've been Brushing with my toothbrush,

It's how I fight decay.

All my teeth are gonna sparkle,

How proud I will be.

Every time I want to smile, my

Teeth will Shine for me!

Always brush your teeth,

Every Single day.

Keep those cavities away!

Use your brush and paste,

Just the way you should,

Keep your smile a looking good!

Jack’s House (Its own tune)

This is the house that Jack built

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With a Roof, walls and a floor

These are the windows to Jack’s house

With a peep hole in the door

These are the keys to Jack’s house

That opens up the lock

If you don’t have a key

You’re going to have to knock

Knock, knock, knock, knock

You’re going to have to knock

Knock, knock, knock, knock

You’re going to have to knock

Pirate Song

(Own Tune)

When I was one [children insert what rhymes with one] over the deep blue sea

I jumped aboard a pirate ship and the captain said to me

Oh we go this way, that way, forward, backward, over the deep blue sea

When I was two [children insert what rhymes with one] over the deep blue sea

I jumped aboard a pirate ship and the captain said to me

Oh we go this way, that way, forward, backward, over the deep blue sea

Repeat up to 10

Going on A Trip (Original Tune)

I'm getting up in the morning,

I'm getting on an airplane today

I am going to Africa,

That’s the land where the elephants play

CHORUS

And it's so long, my mom,

Sorry but I cannot stay

I've got a big load and it's a long road

Gotta get on my way

[Insert Child’s Name] getting up in the morning

[Insert how they are traveling] today

She’s going to [Insert where they are going]

Cause that’s where the [insert the animal the child says] play

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Observations

Observations are a crucial part of understanding and assessing child development. In this course you will be

expected to do two observations per month. This means that you will need to manage your time wisely as you

also have additional responsibilities. The first month of preschool you will turn your observations into the

instructor. The instructor will evaluate and give feedback on the process. If corrections are necessary they will

need to be done within one week of receiving the feedback, corrected, retyped and put into the child’s

documentation notebook located in the preschool. You will print your name, date, and developmental domain

of the observation/assessment legibly on the check off sheet in the front of the child’s documentation notebook.

This notebook is a collection of formal and informal documentation of the preschool children.

The Documentation notebook is available on a daily basis for parents/caregivers to examine. Please be sure to

be accurate, neat, and timely when placing assessments into the notebook. Beginning the second month of

preschool you will put your finished observations directly into the notebook. The notebook will be evaluated on

a weekly basis to be sure that all children have updated records.

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Developmental Observation Form

Child’s Name: _________________ Observer’s Name: ________________ Date: ________________

Check off what applies to the context of this

observation:

_____ Child-initiated activity

_____ Teacher-initiated activity

_____ Familiar task for the child

_____ Done with adult

_____ Done with peers

_____ Done independently

Story behind the photograph – dialog – student work:

Area(s) of development that is being challenged or

measured:

How the developmental goal(s) is/are being

challenged or measured:

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Developmental Goals (Cheat Sheet For My Day Reports and Observations)

Fine Motor Development ____Shows ability to manipulate items with control, using

small muscles in hands

____ Coordinates eye-hand movement

____ Uses tools for writing and drawing

Gross Motor Development ____ Demonstrates basic loco motor skills (running, jumping,

hopping, galloping

____ Shows balance while moving

____ Demonstrates throwing, kicking and catching skills

Prosocial Behaviors ____ Recognizes the feelings of others and responds

appropriately

____ Shares and respects the rights of others

____ Uses thinking skills to resolve conflicts

Responsibility for Self and Others ____ Demonstrates self-direction & independence

____ Takes responsibility for own well-being

____ Respects and cares for classroom environment & materials

____ Follows classroom routine & rules

Sense of Self ____ Shows ability to adjust to new situations

____ Demonstrates appropriate trust in adults

____ Recognizes own feelings & manages them appropriately

____ Stands up for rights

Language – Listening & Speaking ____ Hears & discriminates the sounds of language; letters

____ Expresses self using words & expanded sentences

____ Understands & follows 3 step – oral directions

____ Answers questions, demonstrates comprehension

____ Asks questions when needed

Language Development – Reading ____ Knows the difference between letters, numbers, words

____ Knows written symbols convey meaning

____ Uses emerging reading skills – uses illustrations to retell

or convey meaning

____ Identifies letters of the alphabet

____ Illustrates knowledge that print is read from left to right,

top to bottom & front/back

____ Knows books have titles, authors & illustrators

Language Development – Writing ____ Uses drawing to express ideas

____ Uses descriptive words to convey ideas

____ Uses knowledge of letters to write or copy familiar words

such as his/her name

____ Writes letters/words from left to right

Language & Movement – Music ____ Sings familiar songs

____ Plays with a variety of musical instruments

____ Echoes short rhythms & melodic patterns

____ Responds to the tempo & rhythm of music through

purposeful movement

Representation & Symbolic Thinking ____ Engages in both fantasy & real-life roles & situations

____ Makes believe with objects

____ Creates props using available resources

____ Uses different media to communicate ideas

Cognitive Development – Problem Solving ____ Observes objects/events with curiosity

____ Shows persistence in approaching tasks, doesn’t give up

on the first attempt

____ Explores cause & effect to develop predictions

____ Applies knowledge or experience to a new context

Cognitive – Analyzing Data ____ Sorts objects by observable properties (color, size, texture,

shape)

____ Compares objects – notices details

____ Records information

____ Interprets data on a graph

Cognitive – Patterns ____ Understands by identifying patterns

____ Repeats & extends simple patterns

____ Creates own pattern

Cognitive – Measurement ____ Measures objects with nonstandard tools (cubes, links, own

feet)

____ Orders objects by attributes (size, weight)

____ Knows process to measuring weight

Cognitive – Geometry & Spatial Sense

____ Has language to names shapes

____ Knows shapes can be combined or taken apart to form

other shapes

____ Understands shapes are useful for describing &

representing real-world situations

Cognitive – Numbers & Operations ____ Understand numbers represent quantities

____ Counts by ones to 10 or higher

____ Demonstrates one to one correspondence

____ Identifies the written numbers of 0-10

____ By observing can identify more & less than

____ Can state the quantity of objects by adding or taking away

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Little Spartan Preschool (BE OBJECTIVE)

Anecdotal Record

Child’s Name:______________________________ Date:_____________________________

Child’s Age:________________________________ Setting:___________________________

Developmental Domain:_____________________ Observer:_________________________

Start Time:__________________________ AM/PM End Time:___________________ AM/PM

Incident: (Facts Only)

Interpretation:

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Observation / Interpretation Rubric

Score Content Organization Conventions

5

Observation narrative is detailed and

is objective.

Interpretation is well thought out and

supports the observation narrative.

Reflects application of critical

thinking

Has clear Concrete Detail (CD) and

Commentary (CM) that is related to

the topic

Interpretation is pulled from a variety

of sources (3 or more)

Narrative and interpretation are

accurate and interpretation shows

insight

Information is clearly focused

in an organized and thoughtful

manner.

Information is constructed in a

clear and logical pattern.

No spelling, grammatical, or

punctuation errors

High-level use of vocabulary

and word choice

4

Interpretation is well thought out and

supports the observation narrative.

Narrative is clear and detailed.

Has application of critical thinking

that is apparent

Has clear Concrete Detail (CD) and

Commentary (CM) that is related to

the topic.

Interpretation pulled from 2 or more

sources.

CM is clearly supported by CD.

Information has a focus.

Information is constructed in a

logical pattern.

Few (1 to 3) spelling,

grammatical, or punctuation

errors

Good use of vocabulary and

word choice

3

Interpretation partially thought out

Has application of critical thinking

that is apparent

Is accurate

Interpretation is pulled from a couple

sources.

CM is partially supported by the CD.

Information has a focus.

Information is in a formulaic

pattern.

2

Some support for opinions

Has no clear goal

Interpretation is pulled from a

limited number of sources

Has some factual errors or

inconsistencies

CMs loosely supported by CD

Has a focus but might stray

from it at times.

Information appears to have a

pattern, but the pattern is not

consistently carried out.

Minimal (3 to 5) spelling,

grammatical, or punctuation

errors

Low-level use of vocabulary

and word choice

1

Provides inconsistent information

Has no apparent application of

critical thinking

Has no clear goal

Interpretation is pulled from few or

no sources

Has significant factual errors,

misconceptions, or

misinterpretations

CM unsupported

Content is unfocused and

haphazard.

Information has no apparent

pattern.

More than 5 spelling,

grammatical, or punctuation

errors

Poor use of vocabulary and

word choice

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Lead Day and Lab Requirements

Every day that there is preschool is considered a lab day. Lab scores will be assessed according to the Daily

Lab Points Rubric. The maximum score to be earned in one day is an A. Lab scores will be assessed every lab

day, recorded, and officially entered into the computer at the end of each month.

Child Services II students will lead alone as head teacher for one preschool week at least twice during the

school year. The days, topics, focus questions, and project vary.

Child Service I students will lead as head teacher for at least one day during the year with a partner.

Lead days are very time consuming in both planning and implementing. It is therefore very important to pick a

partnership that will be complimentary and conflict free. The first lead day is the toughest and most frustrating,

please keep this in mind.

All brainstorming sheets, lesson plans, block plans, and material lists are due on the assigned due date. All late

lesson plans, etc. may lead to a forfeit in lead day opportunities.

At the end of each lead day/week the instructor will evaluate based on the lead day rubric and will also give

written feedback on the comment sheet. Each lead teacher will also evaluate his/her lead day based on the

rubric and then write a reflection of the planning process and lead day using the comment sheet questions as

guides. This reflection will be turned back into the instructor for a final grade to be given.

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Child Services I/II Daily Lab Points Rubric

Every day that there is preschool is considered a lab day. Lab points will be assessed according to the following

grading rubric. The maximum score to be earned in one day is 4. Lab points will be assessed every lab day,

recorded, and officially entered into the computer at the end of each month. The labs are connected to the

NAEYC and Essential Skills course standards.

A

Stays on task and gets things done. Encourages others to participate in a tactful manner.

Listens to others and behaves respectfully towards peers, parents, teachers, and children.

Shows enthusiasm and participates in activities. Follows through with responsibilities

and does things without being asked.

B

Stays on task and encourages others to participate. Behaves in a respectful manner

towards peers, parents, teachers, and children. Shows enthusiasm and participates in

activities. Follows through with responsibilities.

C

Moderately stays on task. Behaves in a respectful manner towards children and parents.

Participates in activities and follows through with responsibilities when asked repeatedly.

D

Rarely stays on task. Moderately shows a respectful manner towards children.

Participates when requested and rarely follows through with responsibilities.

F

Unable to stay on task, participate, or follow through with responsibilities.

MI

Absent (Students MUST schedule a time to make up labs that are missing or they will

turn into an F grade at quarter and end of semester.)

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Lead Day Rubric

A

All lesson plans and materials were turned in on time, pre-made and ready before the actual lead day. No

last minute lesson plan writing or material making. Student set up for the lesson/day without assistance from

people outside of his/her team. Student coached other team members and classmates on what to do and

assisted where needed and monitored the room for help. Student was tactful while leading and working with

team mates, peers and instructor. Learning targets and directions on the lesson and in when speaking were

clear, concise, and student was tactful in explaining things. Student made changes where needed, assisted

where needed and participated with the children in all the activities. Student made sure all preschool areas

were clean, orderly, and that student teachers and children were involved. Student took charge and led the

learning activities/songs that occurred during his/her class period(s); learning centers, meeting/reflection

times, snack, outside, story workshop, project, Math explore. Student documented the stories of the

children’s learning during the lead day. Student conferenced with instructor about the supplies and materials

needed for the lead day at least one week prior to the actual lead day date. Student submitted a formal supply

list to the instructor.

B

All lesson plans and materials were turned in on time, pre-made and ready before the actual lead day. No last

minute lesson plan writing or material making. Student set up for the lesson/day without assistance from

people outside of his/her team. Student assisted where needed was tactful while leading and working with

team mates, peers and instructor. Learning targets and directions on the lesson were clear, concise, and

student was tactful in explaining things. Student assisted where needed and participated with the children in

all the activities. Student made sure all preschool areas were clean, orderly, and that student teachers and

children were involved. Student took charge and led the majority of the learning activities that occurred

during his/her class period(s); learning centers, meeting/reflection times, snack, outside, story workshop,

project, math explore. Student documented the stories of the children’s learning during the lead day. Student

conferenced with instructor about the supplies and materials needed for the lead day at least one week prior

to the actual lead day date. Student submitted a formal supply list to the instructor.

C

All lesson plans and materials were turned in on time. Some materials were pre-made, but there was still

some last minute lesson plan writing or material making the morning of the leady day(s). Student set up for

the lesson/day but needed assistance from people outside of his/her team. Student assisted where needed but

had to be reminded to be tactful while leading and working with team mates, peers and instructor. Learning

targets and directions on the lesson were mostly clear, and student explained things. Student participated with

the children in all the activities. Student made sure some of the preschool areas were clean, orderly before

leaving for the day. Student needed assistance taking charge and leading the learning activities that occurred

during his/her class period(s); learning centers, meeting/reflection times, snack, outside, story workshop,

project, math explore. Student partially documented the stories of the children’s learning during the lead day.

Student conferenced with instructor about the supplies and materials needed for the lead day but turned in an

informal supply list or a formal supply list 1 or 2 days before the lead day(s) to the instructor.

D

Lesson plans and materials not turned in on time. Materials and lesson plans were still being made/created

and/or printed the morning of the lead day(s). Student relied on others to set up for him/her. Student told

others what to do or had to be told what to do on his/her lead day(s). Student had to be prompted by the

instructor or other teammates to lead and take charge. Student participated with the children and clean up

when requested. Student took pictures of lead day but did not other documentation. Supply list either not

turned in or only verbally given to instructor last minute.

F

Student was unprepared to lead on his/her lead day(s). Lesson plans were not formally submitted and final

drafts were not made.

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Teacher and Student Evaluation of Lead Week

Explore Activities Student Comments Teacher Comments

Children, especially target

children, were actively involved

and interested.

Teachers were prepared,

enthusiastic, and used proper

guidance.

What worked/why?

OR

What didn’t work/why

Morning Meeting Group

All parts of large group included-

children were actively involved

and interested.

Teachers were prepared,

enthusiastic, and used proper

guidance.

What worked/why?

OR

What didn’t work/why

Story Workshop Student Comments Teacher Comments

Project/plans were prepared, ready

and appropriate.

Appropriate directions, guidance,

supervision, and questioning

provided by teachers.

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Math Explore

Project/plans were prepared and

ready and appropriate.

Appropriate directions, guidance,

supervision, and questioning

provided by teachers with each

small group.

Outdoor/Large Motor

General Comments

Teamwork/collaborative skills are

evident…all team members

involved. Other general comments

and/or suggestions for the team.

Large motor skills and social skills

were involved…appropriate

directions and supervision from all

lead teachers…enthusiasm and

participation evident.

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Supplies & Materials

Please fill in the following items needed for your lead day/week.

Materials found in the preschool:

Materials that will be made by lead teachers:

Materials that will be needed from the store:

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Name (s): _____________________ Date:___________________ Period: ______________

Block Plan

FQ: ____________

Day: ___________

Activity

Goal

Target

Children

Materials

Morning

Meeting

Table Art

Easel Art

Dramatic Play

Writing Center

& Science Table

Free Choice

Library

Manipulative

Indoor

Sensory Table

Blocks

Outdoor

Sensory Table

Outside

Science Activity

Story Workshop

Math Explore

Ongoing Projects

Snack

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Name __________________________

Date ___________________________

Period _________________________

Learning Center Lesson Plan

Name of Activity

Focus Question

Learning Center

Developmental Areas

Target Children

Curriculum Areas

Learning Objective: The children will be able to:

Concept: The ideas/facts that children will learn are:

Materials

Procedure: How to set up the materials and do the activity:

1.

Open Ended Questions/Statements to Guide Learning:

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Parent Conferences

During the year you, with a partner, will lead a minimum of two parent conferences with your preschool

buddy’s parents. Parent conferences are a chance to get to know your buddy’s parents/caregivers, establish a

positive rapport with the family, as well as establish and update developmental goals. There will be additional

readings and preparation given during class time; however, the following page gives certain guidelines and

directions to follow.

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Parent Conference Directions

1. Copy down the Parent conference preparation notes

2. Read the “Parent Conference” article and answer the questions that go along with the article.

3. Gather observations, sample work from your buddy(ies), and any other information that will assist you

in talking with the parent(s) about his or her child’s development and progress with his or her goals.

4. Create a tentative agenda for the conference (a timeline for the conference for you to go off of).

5. Let the instructor see and approve the agenda.

6. Make a script for your phone contact with the parents

(Let the instructor approve this also) Example: “Hello Ms. Jones this is _______ I am your son/daughter’s buddy ______ at the Little

Spartan Preschool. We do parent conferences twice a year at the Little Spartan Preschool and I am calling

today to set up a time to meet with you and your husband/wife to talk about _______’s development. I have

______ and ______ time available on _______ day. When would be most convenient for you to come?

Please come with any questions or sample work of ______ that you would like to share to help get a full

understanding of how _____ is doing. Thank you and I look forward to meeting with you and your

husband/wife.”

7. Contact your buddy’s parents by phone and set up a conference time during the approved conference

days and times.

8. Write a brief reflection/summary of the conference meeting the following criteria:

What did you and the parent(s) talk about?

How did the conference go?

Did you feel prepared? Why or why not?

What plan did you and the parent(s) come up with?

How will you follow through with the plan for the child or children?

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Extended Application (Resume, Career Development, Projects & Portfolio)

In this course you will be updating your resume. Keeping an updated resume is good practice. Each year you

are involved in different activities and learn new job skills. Being sure to document this information while it is

fresh in your mind is helpful and can assist in acquiring a job. The following information is in regards to career

development and writing a resume. This information will be incorporated with supplemental readings and

resume analysis as well as guest speakers.

During the course of this year all Child Service students will do a mock interview and utilize the career and

teaching philosophy assignments from last year.

In addition you will a minimum of 2 projects this year that meet the State of Oregon Senior Project

requirements for graduation.

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Portfolio Requirements

Every Child Service 1/2 student will complete a portfolio of his/her work. The portfolio is a compilation of the

work that the student has done throughout the years of both Child Services 1 and 2.

Child Services2I will be presenting their portfolios and senior projects. There will be a Senior Showcase

Evening in which all Focus Programs will present senior portfolios. This showcase evening and the reception

that follows, concludes the Early Childhood Education Focus Program of Study and Senior Project

requirements for the Child Services II students. It is recommended that the Child Service 1 students attend.

The portfolio is a representation of the work the student has done throughout the years in the Focus Program

and is used in the assessment of the Essential Skills/Career Related Learning Standards the student has

mastered, the course objectives, as assessment for the Portland Community College Credit that may be issued,

as well as the assessment of the graduation requirements for extended application of knowledge and may be

used in job and technical school interviews.

The portfolio has flexible guidelines that allow the student to showcase work but allow for personal creativity.

All portfolio items must be typed, mistake free and turned in on assigned due dates. The due dates are in place

to allow for corrections to be made and to alleviate unneeded stress. The final portfolio is due prior to the last

week of the school year. All assignments that are included in the portfolio will be assigned throughout the year

beginning in the first trimester.

{Please refer to the portfolio rubric}

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DRAFT- Child Services 2 Portfolio Table of Contents

Section 1- Introduction Letter of Introduction

Philosophy Statement

Letters of Reference

Section 2 – Post Secondary Planning Self Reflection & Explanation of Artifacts (Context Paragraph)

Listed Artifacts such as State test Scores or ACT/SAT scores

Resume

Educational Plan and Profile with transcript

Records from Career Guidance Activities

Evidence of Post Secondary Preparation

Section 3 – Course Concepts & Standards Self Reflection & Explanation of Artifacts

Documentation of hours in Little Spartan Preschool

Standards/Objectives Grid

Evidence of Work (Lesson Plans, observations, information on

buddy, evidence of projects, other research and related

assignments, etc.)

Evidence and explanation of Essential Skills

Awards and Certificates anything else that you want to showcase

Section 4 – Extended Application Explanation of section and artifacts

Focus Question

Letter of Introduction

Journals

Research paper

Bibliography and Works Cited

Notes

Showcase Night Evidence

Closing Reflection

Section 1

Section 2

Section 3

Section 4

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Ch

ild S

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i Portfo

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ub

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– T

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nica

l Sk

ills Asse

ssmen

t

Stu

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t Na

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Ev

alu

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r’s Sig

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:

D

ate

:

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Career Related Learning Standard Evidence Explanation

Name

Standard---{List the State Standard here)

Skills-(List at least four skills you have acquired for this State Standard from the State CRLS Guidelines)

Explanation of Evidence-(Explain using concrete detail (CD) and commentary (CM) the evidence/product you are

using to meet the CRLS State Standard. Explain with CD and CM how the evidence meets or exceeds the State

Standards; be specific and give details. This should be at least a paragraph long (8-10+ sentences). The evidence will

be included in your portfolio.

Reflection/Explanation-(Explain using concrete detail (CD) and commentary (CM) what you learned from this

experience/evidence or what you might have done differently or better. This too should be at least a paragraph of 8-

10+ sentences.

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Education Plan and Profile

Graduation Requirement: Each student shall develop an education plan and build an education profile

(OAR 581-022-1130).

“Education Plan: A formalized plan and a process that involves student planning, monitoring, and managing their own learning

and career development during grades 7-12. Students create a plan for pursuing their personal and career

interests and post-high school goals connected to activities that will help them achieve their goals and

successfully transition to next steps.

Education Profile: Documentation of student progress and achievement toward graduation requirements, goals, and other personal

accomplishments identified in the student’s education plan.” – Oregon Department of Education

To meet this graduation requirement students will use the guidance software NAVIANCE – College and Career

Readiness Solutions. Items such as career and college searches, career and college planning, goal setting, and

resume writing to name a few will be housed in this program.

Students will access their information from NAVIANCE and include it in their portfolio.

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Project Letter of Intent: The Project Proposal

Letter of Intent

The Project Letter of Intent is a formal letter that is addressed to your Focus Program Instructor, and identifies

what you’ll be researching (your paper) and what you’ll be doing or creating (your project) this term. It also

includes your paper's thesis statement. The letter follows a predictable pattern:

1st Paragraph

The first paragraph of the Letter of Intent reflects your interest in the topic you’ve chosen and

clearly shows how what you’ll be doing is something new for you. In other words, not only must

you describe why the topic is interesting, you must also show how it is a departure from anything

you’ve done previously. Explain how this topic is relevant to you and your life.

2nd Paragraph

The second paragraph of this letter describes—in detail—what you will be researching for your

7-10 page paper. This paragraph should state your paper’s tentative thesis and begin to

identify the various sources you plan on using.

3rd Paragraph

The third paragraph of the Letter of Intent begins with a transitional sentence that shows the

correlation between your paper and your project. The rest of the paragraph describes your

fifteen-hour project in detail, including what you will be doing to achieve your desired goals,

who will be involved as your mentor, and any other information crucial to the success of this

project.

4th Paragraph

The final paragraph of the Senior Project Letter of Intent is your disclaimer against plagiarism

and fraudulent behavior. You are to include at least two sentences that touch on your

understanding of plagiarism and fraud, and explain that you know the repercussions for these

acts.

Salem Keizer School District, “Senior Project Letter of Intent: Your Project Proposal”, Salem Keizer School District. 8 September

2009. http://north.salkeiz.k12.or.us/old/Library/senior/intent.htm

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SAMPLE LETTER OF INTENT

1234 Pine Avenue

Pebble Beach, California 93953

February 3, 2011

Mrs. Karinne Gordon

Pacific Grove High School

615 Sunset Drive

Pacific Grove, California 93950

Dear Mrs. Gordon:

I have chosen the area of interior design to study and research. Since I was young, my mother and I have

watched Home and Garden Television together and read design and architectural books. Our favorite show,

Divine Design, featured Canadian designer Candice Olsen who used a plethora of chic styles to suit her

customers varying tastes. I have always loved to draw, paint, and take pictures, so interior design became

another medium in which to express myself creatively. I took the liberty two years ago to sketch my room

design and bring it to life.

In my research paper, I will discuss the history of interior design, the different classes or styles of interior

design, what the interior design business entails today, and any other interesting topic-related information I

come across. My resources will come mainly from design books, magazines, and articles, but I will use internet

resources as well. However, I do plan to take a day trip to the diverse city of San Francisco to take pictures of

architecture and find inspiration. My friend’s sister took interior design classes in college, so I hope to interview

her or any other student or established local interior designer.

For my physical project, I plan to draft and sketch a bedroom from my home (which we are currently

remodeling) and virtually plan a design. I will make a board of sketches, use swatches of chosen fabric, and

have pictures of the lighting and furniture I will use. I plan to also sketch and create three other rooms: a

kitchen, bathroom, and closet/office space. I will use varying styles (i.e. modern, eclectic) for each room to

demonstrate my knowledge of design.

I understand the importance of using my own words and the consequences of plagiarism. On presentation day,

when I show my sketch boards to my audience and show them all the hard work I put into my project, I will

know it was done by my own efforts. I cannot wait to receive an “A” on my project and graduate with the rest

of my class May 27, 2011, with a smile on my face.

Sincerely,

Stellar Student

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Selecting a Mentor A mentor is a person who knows a lot about your subject and is willing to help you as you learn. It is important

that you select this person carefully. This person should be:

an adult

someone who understands that being your mentor is a time commitment

someone with whom you can work well

an "expert" in your project field (licensed or certified if required), with years of experience

willing and able to meet with you at least three times

able to verify, in writing your work and product development time of at least 15 hours

someone who is not an immediate relative

Turn in the name and phone number of your mentor on the Mentor Selection Form. Your project does not

officially begin until this form has been turned in to your senior seminar teacher!

Important! You must contact the School to Work office (in the Counseling Department) before initial contact of

your potential mentor IF THEY WORK FOR:

• Police, sheriff, hospital, ambulance, major local business and your project is

connected to their employment or business

(OR)

• If you need help finding someone to be your mentor in your field.

**Note to school: Use these 3 pages to select and document a mentor, or use the Internship/Senior Project

Packet found in the Career Center.

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Sample Letter to Prospective Mentor

[Street Address]

[City, ST ZIP Code]

November 9, 2006

[Recipient Name], [Title]

[Company Name]

[Street Address]

[City, ST ZIP Code]

Dear [Recipient Name]:

Thank you for agreeing to help a student complete the Senior Project. You are joining a team of students,

teachers, parents/guardians, and other mentors, in a unique learning experience that will bring together the

efforts of the school and community in a positive way.

Your effort, time, and knowledge, are key factors to the student's success. You will assist, advise, and

encourage the senior as he/she completes this student-selected project, and fulfills this graduation requirement.

It is important that you be available to the student for help and consultation throughout the product development

phase of the Senior Project.. The student will need to actually meet with you at least three times:

• To discuss the project plans and receive your suggestions; to have you suggest books, magazines, trade

publications, manuals, or videos, that could be used for ideas, guidance and instruction, and research.

• To discuss the development of the product; to ask questions and make sure everything is progressing in

a satisfactory way. The student should have the product about half-way completed by mid-March. You

will receive a phone call from a high school staff member to verify that all is going well at the mid-point

of the project development.

• To see and evaluate the completed project; to fill out an evaluation form verifying that the student did

the work and spent a minimum of 15 hours on his/her project.

If you have any questions, please call the high school at 503-84X-XXXX and ask for

___________________________.

Sincerely,

(Your signature)

[Type Your Name]

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Source Evaluations

As you read for intrinsic or for research purposes you will find a surplus of resources including books, articles,

web sites, and journals. Not all of the information available to you is going to be useful or suitable. It is

important to make sense of what is out there by evaluating sources you find for suitability, appropriateness and

authority. Use the information below to help assess your resources.

When evaluating a resource ask yourself several questions: who, what, where, when, and why1. These

questions will help you with all types of media not just written text information.

Who First ask, who is the author? In asking this question you will be looking at the authority of the author. Is this

person someone who has appropriate qualifications? What are his/her credentials? What else has he/she

written?

The next who question should be; who is the intended audience? In asking this question you will be looking for

any bias and the type of language that is used. Does the language used show an intention for the audience to be

professionals in the field? Who will understand what is written?2 Who will benefit from this resource?

What What, refers to content. Again in asking what, just as asking who the intended audience is, you are looking for

any bias. Is the author showing objectivity? What point of view does the author represent? “Is the article an

editorial that is trying to argue a position? Is the website sponsored by a company or organization that advocates

a certain philosophy? Is the article published in a magazine that has a particular editorial position? Consult

resources which indicate whether a publication is known to be conservative or progressive, or is affiliated with a

particular advocacy group."1

When Asking when is very important at this has to do with the timeliness of the information. When was the source

published? If it’s a website, when was it last updated? Try to avoid websites that do not have a posting date.

As a rule of thumb, use only sources that have been written in the last ten years. If using older resources

indicate as to the reason; such as, no new research in this field.

Where Where is this resource recognized by others? Where did the author get his/her research and information? Be

sure to look for a bibliography or links to verify this information.

Why

This is an important question to ask. Why was this source created or published. Is it a primary or secondary

source? Primary sources present findings for the first time or original research. Secondary sources do not

provide new information but a compilation or evaluation of previously existing material/research.

Your source evaluations need not be lengthy but of quality information. Be sure to follow the SpartsWRITE

format of topic sentence (TS), concrete detail (CD), and commentary (CD). Be sure to use appropriate CM in

your evaluations.

1 Ohio State University English 110 Research Skills 2 “Critical Evaluation of Resources.“ University of California Berkley Library. 10 March 2008. University of Berkley. 18 Nov. 2008

<http://www.lib.berkeley.edu/instruct/guides/evaluation.html>

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Project Journal Guidelines Objective:

Maintain a neat, thorough, and well-organized record of progress on the Senior Project.

You will turn in your journal on a weekly basis in order for the instructor to check on your progress and assist in

whatever is needed.

The final copy of your log must be typed and properly formatted. The journal is part of the senior project

section of your portfolio.

Be sure to PACE yourself. Try to distribute your project work evenly over the weeks. Take a look at a

calendar with your mentor before you begin work. Take into account common obstacles to the project: costs,

weather, and other commitments such as school, extra-curricular activities, work and family.

Your journal entries are meant as a reflection on your work and what you have accomplished. Use the

questions and statements below as a guide to writing your entries, answer what applies.

1. Describe the progress you made. Explain using appropriate commentary and concrete detail. (Who did

you speak with? Where did you go? What did you learn? What did you see? What was helpful or not

helpful?)

2. Did you meet the goals you and your mentor set for the week? Please review the goals and explain.

3. What obstacles did you come across? Explain what you’ve have found interesting or helpful. What kinds

of “risks” did you take? In other words, how did you stretch yourself by experiencing something new

and different?

4. Assess and explain the amount of effort you have put forth this day or week.

5. Explain what your next goals are and how you plan to achieve them.

Sample Journal Entry Format and Content

Sally Spartan

Senior Project Journal

Project: Researching IDEA Individuals with Disabilities Education Act (Brief Summary/Description)

Date: Monday, September 29, 2008 (Date)

Amount of Time: 5:00pm-6:00pm 1 hour (Start time – End time – Total time spent)

The woman I spoke to from Early Intervention agreed to be my mentor and we met last week as per my last

journal entry. I followed her advice and began researching about the Individual’s with Disabilities Education

Act (IDEA) today. The Oregon Department of Education and US Department of Education websites were very

helpful and had a lot of information. I had no idea that some students had Individual Education Plans (IEPs).

This seems like a really interesting idea. I am not exactly sure what IEPS and 504s are really about so I think

that I’ll need to interview some Special Education teachers as well as Regular classroom teachers and see how

these IEPs are used in both types of classrooms. My mentor would be a good resource to ask as well. I’ll need

to set up time to meet and set up interviews. I don’t know any elementary or junior high school teachers so I’ll

ask Ms. Jett to help me find teachers to interview. In reading the IDEA information I really am having a hard

time understanding what some of the language means or I guess making sense of what it all means. The

wording is a bit confusing so I wrote down my questions and highlighted the parts that were confusing. I hope

that the people I interview will be able to help me make sense of it all. My goal is to get my questions answered

and interview people by the end of next week.

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Child Services II –Community Project

Focus Questions:

What is community? What communities are you a part of? How can you contribute positively to your

community? What can you do to make a positive difference for the youth in your community?

Context:

All people are a part of one or more types of communities and play a role in said communities. Service learning,

learning that provides service to a community, not only enhances a community but also enhances student

learning. Service learning promotes a sense of civic responsibility and self awareness.

Learning Targets:

Practice leadership, teamwork, and professional employment skills.

Relate human development theories to education in the classroom.

Learn and demonstrate customer service skills.

Demonstrate general operational procedures required for preschool profitability and success.

Explore possible career opportunities dealing with children (Internship/Mentorship

Oregon Essential Skills:

Listen actively and speak clearly and coherently

Think critically and analytically

Use technology to learn, live and work

Demonstrate civic and community engagement

Demonstrate global literacy

Demonstrate personal management and teamwork skills

IB Learner Profile Habits:

Students will:

Develop metacognition by reflecting on personal beliefs and learning;

Take responsible risks by sharing opinions and beliefs orally and in writing;

Apply past knowledge in analyzing situations;

Show intellectual openness while researching;

Act with integrity while working with diverse populations;

Demonstrate empathy, compassion and respect towards the needs and feelings of others;

Make a positive difference to the lives of others;

Give thoughtful consideration to their own learning and experience.

Assignment Objectives: Students will be able to:

1. Answer the focus questions for the project;

2. Propose an idea for a service learning project;

3. Explain how the project will benefit a community and one’s own learning;

4. Make a difference for others in their community;

5. Document through accurate notes and citations what has been learned;

6. Journal throughout the learning process and evaluate personal progress and learning gains;

7. Create community connections;

8. Demonstrate collaboration and teamwork.

Process:

You will:

1. Answer the focus questions and then brainstorm ways you can make a positive contribution to the lives

of youth in your community.

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2. Write a project proposal letter [letter of intent].

3. Journal about your research, learning and community service throughout the entire project.

4. Conduct research that will help you with your project.

5. Keep accurate bibliography information (MLA) throughout your research process (books, magazines,

internet, interviews, movies, etc.)

6. Create interview questions for people in your community that will help you with your project.

7. Use your “Interview Questions” to interview individuals from your community that will help you

complete your proposed project.

8. Volunteer your time and services in the community.

9. Write a narrative reflection paper based on your research, learning and community service.

10. Give a speech based on your project and experience.

Paper Criteria:

MLA format

7-10 page paper (reference page included), double spaced, 12 point font, 1 inch margins

Speech Criteria:

Be 5-8 minutes in length.

Give credit for information, in the speech, which someone else came up with or wrote.

Prove a visual but visual must have a purpose.

Must be based on your research, learning and project. Must follow your paper in organization.

Note cards must be turned in and given the okay by Ms. Jett one week before due date.

SCORING: Oregon Speaking Rubrics

Oregon Senior Project Paper Writing scoring Guide

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Summative Product Rubric for the - Research, Journaling, Note taking, and Interviews

EXEMPLARY

5

ADVANCED

4

PROFICIENT

3

DEVELOPI

NG

2

BELOW

STANDA

RD

1

Teacher

Commen

ts

Information

Seeking/

Selecting &

Evaluating

Student(s) gathered

information from a

variety of quality

electronic and print

sources, including

appropriate licensed

databases. Sources

are relevant, balanced

and include critical

readings relating to

the thesis or problem.

Primary sources were

included.

Student(s) gathered

information from a

variety of relevant

sources – print and

electronic

Student(s) gathered

information from a

limited range of

sources and displayed

minimal effort in

selecting quality

resources.

Student(s)

gathered

information that

lacked relevance,

quality, depth and

balance.

It is obvious

student did not

gather data and

displayed little

no effort in

selecting

quality

resources.

Analysis Student(s) carefully

analyzed the

information collected

and drew appropriate

and inventive

conclusions

supported by

evidence. Voice of

the student writer is

evident.

Student(s) product

shows good effort

was made in

analyzing the

evidence collected.

Student(s)

conclusions could be

supported by stronger

evidence. Level of

analysis could have

been deeper.

Student(s)

conclusions simply

involved restating

information. Little

to no evidence to

support evidence.

Lacking

conclusions or

no evidence to

back up

statements.

Synthesis Student(s) developed

appropriate structure

for communicating

product,

incorporating variety

of quality sources.

Information is

logically and

creatively organized

with smooth

transitions.

Student(s) logically

organized the

product and made

good connections

among ideas.

Organization of final

products and notes in

attempted.

Student(s) work is

not logically or

effectively

structured.

No

organization

present

Documentati

on

Student(s)

documented all

sources, including

visuals, sounds, and

animations. Sources

are properly cited

both in-text/in

product and on

Works-Cited/Works

Consulted

pages/slides.

Documentation is

error-free.

Student(s)

documented sources

with some care.

Sources are cited,

both in-text/in

product and on

Works Cited/Works

Consulted

pages/slides. Few

errors noted.

Student(s) need to

use greater care in

documenting sources.

Documentation was

poorly constructed or

absent.

Some attempt at

documentation but

not complete.

Student(s)

clearly

plagiarized

materials.

Product/

Process

Student(s) effectively

and creatively used

appropriate

communication tools

to convey their

conclusions and

demonstrated

thorough, effective

research techniques.

Product displays

creativity and

originality.

Student(s)

effectively

communicated the

results of research

to the audience.

Student(s) need to

work on

communicating more

effectively.

Student(s) showed

little evidence of

thoughtful

research. Product

does not

effectively

communicate

research findings.

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Paper Rubric

5 4 3 2 1

Understanding Demonstrates an

excellent

understanding of both

prompt & the material

Demonstrates

originality &/or

independence of

thought.

Demonstrates a

good understanding

of both the prompt

& the material.

Demonstrates an

adequate

understanding of

both the prompt

& the material.

Demonstrates

and inadequate

understanding of

the prompt &/or

the material.

Demonstrates

little

understanding of

the prompt &/or

the material.

Development CDs are well chosen

CMs are clear &

logical

Overall development

is thorough, accurate,

and quite informative

CDs are well

chosen

CMs are clear &

logical

Overall

development is

thorough &

accurate

CDs are

adequate

CMs are

adequate

Overall

development is

adequate

Demonstrates

inadequate

support, e.g. a CD

that does not

adequately

support a TS, or a

TS that does not

adequately

support a thesis

Demonstrates

faulty support, e.g.

a CD that does not

support or

contradicts a TS, or

a TS that does not

support or

contradicts a thesis

Organization Clear purpose stated

in thesis &/or TS

Excellent CD:CM

ratio

Clear purpose

stated in thesis

&/or TS

Good CD:CM

ratio

Structure,

although

noticeable, does

not overwhelm

content

Adequate purpose

stated in thesis &/or

TS

Adequate CD:CM

ratio

Demonstrates

some lack of

clarity in a thesis

or TS and/or

Inadequate

CD:CM ratio

Demonstrates a

lack of clarity in a

thesis or TS

Inadequate

CD:CM ratio

Conventions Document is

superbly proofread,

with no errors in

conventions- okay,

maybe one per page.

Document is well

proofread, with very

few errors in

conventions

Document is

adequately

proofread, showing

few errors in

conventions

Reading is not

significantly slowed

by the errors

Document not

adequately

proofread

Number of errors

slows down

reading

Document looks

like a rough draft,

i.e. not proofread

Number of errors

makes reading very

difficult

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Writing Tool

Narrative Paper – Career-Based Model

Part I:

(Describe your overall goal.) Example: The overall goal of my project is

(Introduce and describe your Extended Application.) Example: I chose to…

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

because it correlates to my educational/career goal of…

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Part II:

(Discuss your interactions with your mentor and how those interactions helped you focus your collection of

evidence.) Example: When I met with my mentor, he/she helped me by…

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

(Describe the academic knowledge and skills that you used on this experience.) Example: As I was

completing my experience, I demonstrated skills that I’d learned while in school. (example of a

connecting sentence) Example: Academic skills that I used were…

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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(Describe the specialized knowledge or skills that you used especially during this particular experience.)

Example: Specialized knowledge/skills that I used were…

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Part III.

(Identify the activities that demonstrate evidence of the Essential Skills & Career Related Learning

Standards and provide examples of support.)

For each Career Related Learning Standard, check the activities that you engaged in (i.e., which ones did

you do?) and provide a supporting example:

Personal Management: Exhibits appropriate work ethic and behaviors in

school, community, and/or workplace.

Identifies tasks and initiates a plan of action to complete tasks.

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Completes tasks on time and meets established standards of quality.

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Takes responsibility for actions and anticipates consequences.

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Maintains regular attendance and is on time.

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

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Interacts appropriately with others.

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Problem Solving: Applies decision-making and problem-solving

techniques in school, community, or workplace.

Accurately identifies problems.

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Locates information that leads to solutions.

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Identifies and evaluates alternative solutions.

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Selects a solution and a course of action.

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

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Plans and carries out a course of action.

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Assesses results.

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Communication: Demonstrates effective and appropriate communication

skills to give and receive information about school, community, and/or

workplace.

Communication (e.g. written, oral, visual) is clear, accurate, organized, and

appropriate to audience.

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Uses traditional and technological methods to locate and convey information.

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Uses technical and instructional materials for information and to carry out a

task.

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Listens attentively and summarizes key elements of verbal and non-verbal

communication.

Example:__________________________________________________________

____________________________________________________________

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Gives and receives feedback in a positive manner.

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Teamwork: Demonstrates effective teamwork in school, community, and/or

workplace.

Identifies and assumes roles within a team.

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Works productively with others (e.g., negotiates, compromises, builds consensus, shares

decision-making, sets goals, manages conflict).

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Employment Foundations: Demonstrates academic, technical, and

organizational knowledge and skills required for successful employment.

Applies academic and technical knowledge and skills in a career context.

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Selects, applies and maintains tools and technologies appropriate for the work-place.

Example:__________________________________________________________

____________________________________________________________

____________________________________________________________

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Identifies parts of an organization or system and how work moves through an

organization/system.

Example:_________________________________________________________

___________________________________________________________

___________________________________________________________

Describes how changes in the workplace affects individuals and a work

organization/system.

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Follows safety, regulatory, and/or ethical practices in the workplace.

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Demonstrates appearance and hygiene appropriate for the workplace.

Example:__________________________________________________________

___________________________________________________________

Career Development: Demonstrates career development skills in

planning for post-high school experiences.

Assesses personal knowledge and skills related to education and career goals.

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Shows evidence of post-high school planning (e.g., researches careers and

educational options, develops a plan to achieve goals).

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Evaluates education and career goals to determine if they should change.

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Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Utilizes job-seeking skills (e.g., writing resumes, completing applications,

participating in interviews).

Example:__________________________________________________________

___________________________________________________________

___________________________________________________________

Part IV.

(Highlight the benefits [the good things] of the Extended Application experience.) Example: Some of the

benefits of the Extended Application experience are…

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

(Identify and describe your final product of your experience.) Example: As part of my documentation of

evidence, I chose to make a/do…

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

(Describe the challenges that you faced with this experience.) Example: There were many challenges that I

had to work through…

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

(Describe any new skills that you learned because of this particular experience.) Example: New skills that

I learned were…

__________________________________________________________________________________________

__________________________________________________________________________________________

(Reflect on the learning process you experienced. Were you able to learn the things that you wanted to

using this process? How much learning do you feel that you gained through this experience?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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Part V.

(Show a connection between the Extended Application that you experienced and your future goals.)

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

(Think about your new learning. Reflect how the Extended Application experience helped you in your

new learning. Was it a good way for you to learn? If so, why?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Do you like a student-directed, community-based way of learning? Why or why not?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

How did it make you stretch and grow as a person?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

_________________________________________________________________________________________

Would you recommend this way of learning for others? Why or why not? What are the best things

about this way of learning?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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Child Services II – Children with Special Needs Research Project

Focus Questions:

How do we learn? How do people with special needs learn and develop differently from typically developing

peers? How can a teacher, caregiver and/or parent assist a person with special needs? What are the laws that

protect the rights of people with special needs?

Context:

Children with special needs are in every classroom and are a part of the world around us. It is important to

understand what special needs are all about.

You will research the Individual’s with Disabilities Act (IDEA), The Americans with Disabilities Act (ADA)

and either a specific area of talented and giftedness (TAG), a specific kind of learning disability (LD), or a

specific physical disability (PD). You will research your topic and write a well thought-out informative paper

and speech on the subject. DUE: ________________

IB Learner Profile Habits:

Students will:

1. Develop metacognition by reflecting on personal beliefs and learning;

2. Take responsible risks by sharing opinions and beliefs orally and in writing;

3. Apply past knowledge in analyzing situations;

4. Show intellectual openness while researching;

5. Act with integrity while working with diverse populations;

6. Demonstrate empathy, compassion and respect towards the needs and feelings of others;

7. Make a positive difference to the lives of others;

8. Give thoughtful consideration to their own learning and experience.

Assignment Objectives:

Students will be able to:

9. Analyze the laws that govern over the rights of people with special needs;

10. Articulate the complexities of a specific area of TAG, LDD, or PD.

11. Examine the role that IDEA & ADA have in relation to children and adults’ education and life.

12. Document through accurate notes and citations what has been learned;

13. Journal throughout the learning process and evaluate personal progress and learning gains;

14. Create community connections;

15. Demonstrate collaboration and teamwork.

Process:

Using valid primary and secondary sources research child development theories using the focus questions,

“How do we learn? How do people with special needs learn and develop differently from typically developing

peers? How can a teacher, caregiver and/or parent assist a person with special needs? What are the laws that

protect the rights of people with special needs?” as your guide.

You will:

11. Journal about your research and learning throughout the entire project.

12. Research about both laws IDEA and ADA and the OARs for Talented and Gifted.

a. Individual’s with Disabilities Act (IDEA)

i. What it is all about

ii. The history of the law

iii. Responsibilities of parents, school districts, schools and teachers

iv. Services available at Hilhi and other schools

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v. Etc.

b. American Disability Act (ADA)

i. What it is all about

ii. The history of the law

iii. Responsibilities of individuals, school districts, schools and teachers

iv. Services available at Hilhi, Post Secondary Institutions and Work Places

v. Etc.

c. Oregon Administrative Rules (OARs) for Talented and Gifted

i. What it is all about

ii. The history of the OARs for Talented and Gifted

iii. Federal laws about TAG students

iv. Responsibilities of parents, school districts, schools and teachers

v. Services available at Hilhi, Post Secondary Institutions and Work Places

13. Compare and contrast the laws/rules.

14. Research a special area of TAG, LDD, or PD and take notes with appropriate MLA

citations/bibliography.

a. Identification of special needs

b. How children act, learn, etc. with that special need

c. Parental responsibilities, teacher/school responsibilities, workplace responsibilities, etc…

d. Any other important information about the special need researched

15. Create interview questions based on your research for individuals that work with TAG, LDD or PD

children and adults.

16. Use your “Interview Questions” to interview individuals that work with TAG, LDD or PD children

and/or adults.

17. Volunteer your time and services in the community at a location that works with people who are TAG,

LDD or PD in the area you researched.

18. Document your community service experience through journals.

19. Write either a position paper or an analytical research paper based on your research.

20. Give a speech based on your research and paper.

Paper Criteria:

Paper in MLA format

7-10 page paper (reference page separate), double spaced, 12 point font, 1 inch margins

Must be based on your research and follow your thesis statement in organization

Speech Criteria:

Be 5-10 minutes in length.

Give credit for information, in the speech, which someone else came up with or wrote.

May use a visual but only if the visual has a purpose.

Must be based on your research and follow your thesis statement in organization

Note cards must be turned in and given the okay by Ms. Jett one week before due date.

SCORING: Please see the Oregon Speaking Rubric for scoring.

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Summative Product Rubric for the - Research, Journaling, Note taking, and Interviews

EXEMPLARY

5

ADVANCED

4

PROFICIENT

3

DEVELOPI

NG

2

BELOW

STANDA

RD

1

Teacher

Commen

ts

Information

Seeking/

Selecting &

Evaluating

Student(s) gathered

information from a

variety of quality

electronic and print

sources, including

appropriate licensed

databases. Sources

are relevant, balanced

and include critical

readings relating to

the thesis or problem.

Primary sources were

included.

Student(s) gathered

information from a

variety of relevant

sources – print and

electronic

Student(s) gathered

information from a

limited range of

sources and displayed

minimal effort in

selecting quality

resources.

Student(s)

gathered

information that

lacked relevance,

quality, depth and

balance.

It is obvious

student did not

gather data and

displayed little

no effort in

selecting

quality

resources.

Analysis Student(s) carefully

analyzed the

information collected

and drew appropriate

and inventive

conclusions

supported by

evidence. Voice of

the student writer is

evident.

Student(s) product

shows good effort

was made in

analyzing the

evidence collected.

Student(s)

conclusions could be

supported by stronger

evidence. Level of

analysis could have

been deeper.

Student(s)

conclusions simply

involved restating

information. Little

to no evidence to

support evidence.

Lacking

conclusions or

no evidence to

back up

statements.

Synthesis Student(s) developed

appropriate structure

for communicating

product,

incorporating variety

of quality sources.

Information is

logically and

creatively organized

with smooth

transitions.

Student(s) logically

organized the

product and made

good connections

among ideas.

Organization of final

products and notes in

attempted.

Student(s) work is

not logically or

effectively

structured.

No

organization

present

Documentati

on

Student(s)

documented all

sources, including

visuals, sounds, and

animations. Sources

are properly cited

both in-text/in

product and on

Works-Cited/Works

Consulted

pages/slides.

Documentation is

error-free.

Student(s)

documented sources

with some care.

Sources are cited,

both in-text/in

product and on

Works Cited/Works

Consulted

pages/slides. Few

errors noted.

Student(s) need to

use greater care in

documenting sources.

Documentation was

poorly constructed or

absent.

Some attempt at

documentation but

not complete.

Student(s)

clearly

plagiarized

materials.

Product/

Process

Student(s) effectively

and creatively used

appropriate

communication tools

to convey their

conclusions and

demonstrated

thorough, effective

research techniques.

Product displays

creativity and

originality.

Student(s)

effectively

communicated the

results of research

to the audience.

Student(s) need to

work on

communicating more

effectively.

Student(s) showed

little evidence of

thoughtful

research. Product

does not

effectively

communicate

research findings.

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Paper Rubric

5 4 3 2 1

Understanding Demonstrates an

excellent

understanding of both

prompt & the material

Demonstrates

originality &/or

independence of

thought.

Demonstrates a

good understanding

of both the prompt

& the material.

Demonstrates an

adequate

understanding of

both the prompt

& the material.

Demonstrates

and inadequate

understanding of

the prompt &/or

the material.

Demonstrates

little

understanding of

the prompt &/or

the material.

Development CDs are well chosen

CMs are clear &

logical

Overall development

is thorough, accurate,

and quite informative

CDs are well

chosen

CMs are clear &

logical

Overall

development is

thorough &

accurate

CDs are

adequate

CMs are

adequate

Overall

development is

adequate

Demonstrates

inadequate

support, e.g. a CD

that does not

adequately

support a TS, or a

TS that does not

adequately

support a thesis

Demonstrates

faulty support, e.g.

a CD that does not

support or

contradicts a TS, or

a TS that does not

support or

contradicts a thesis

Organization Clear purpose stated

in thesis &/or TS

Excellent CD:CM

ratio

Clear purpose

stated in thesis

&/or TS

Good CD:CM

ratio

Structure,

although

noticeable, does

not overwhelm

content

Adequate purpose

stated in thesis &/or

TS

Adequate

CD:CM ratio

Demonstrates

some lack of

clarity in a thesis

or TS and/or

Inadequate

CD:CM ratio

Demonstrates a

lack of clarity in a

thesis or TS

Inadequate

CD:CM ratio

Conventions Document is

superbly proofread,

with no errors in

conventions- okay,

maybe one per page.

Document is well

proofread, with very

few errors in

conventions

Document is

adequately

proofread, showing

few errors in

conventions

Reading is not

significantly slowed

by the errors

Document not

adequately

proofread

Number of errors

slows down

reading

Document looks

like a rough draft,

i.e. not proofread

Number of errors

makes reading very

difficult

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Child Services II Field Trip/Event/Project Assignments 2013-2014

Child Services II Newsletter/Snack Calendar

Assigned Months for 2013-2014

Career Related Learning Experiences As part of the graduation requirements students must document and reflect on career related learning

experiences. Please use the forms below to do this.

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Name _______________________________________

Date ___2013-2014_____________________________

Period ______________________________________

Career Related Learning Time Log

Date Times

Total

Minutes Description of activity Reflection

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Community Service / Service Learning Documentation

Name of student: ______________________________________________________________

Start time: ____________________ AM / PM End time: __________________ AM / PM

Description of experience:

__________________________ ___________________________

Signature of Student Signature of Supervisor

Community Service / Service Learning Documentation

Name of student: ______________________________________________________________

Start time: ____________________ AM / PM End time: __________________ AM / PM

Description of experience:

__________________________ ___________________________

Signature of Student Signature of Supervisor

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Bibliography

Please use the following page to write down the resources you use for the duration of the year in this class.

Please follow the MLA format for citations and bibliography documentation. Please see your Portland

Community College MLA Bibliography handout to format your sources appropriately.

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