University of Alaska Southeast School of Education Special Education Course: EDSE 605 JD1,JD2 Early Childhood Special Education Mode of Instruction: Weekly audio conference and UAS Online Instructor: Jill Burkert, Ph.D. Office : Hendrickson Annex Room 103 Email : jill.burkert@uas.alaska.eduPhone : 907-796-6033 FAX : 907-796-6059

I. Catalog Description: Survey of the philosophical, legal, and programmatic foundations of early childhood special education; characteristics of young children with disabilities; strategies to support young children with disabilities in inclusive setting; development, implementation and evaluation of Individual Family Services Program (IFSP) plans. Emphasizes the development, implementation, and evaluation of culturally responsive services for young children with disabilities in Alaska’s remote, rural and Native communities. II. Prerequisites: Admission to a graduate special education program or instructor permission. Requires Internet access. http://www.uas.alaska.edu/helpdesk UAS Library: 796-6466 0r 1-888-550-6167 Texts: MBS Direct http://direct.mbsbooks.com/ualaska.htmOr call 1-800-325-325 III. Texts for this course: *Brazelton,T.B., & Greenspan,S. (2000). The irreducible needs of children. What every child must have to grow, learn, and flourish. Cambridge,MA: Da Capo Press. *Small,M. (2001). Kids: How biology and culture shape the way we raise young children. New York: Anchor Books. *Media: The following movies will also be part of the Requirements: “Babies”, “My Left Foot”. *Early Learning Guidelines for the State of Alaska *Additional readings posted on UAS Online Homesite

IV. Technology Information and Class Meeting times To join the audio conference: Dial in number for audio conferences 1-800-570-3591 Participant Pin 7797550 Instructions for audio conferences: Dial in using the toll free number. When prompted, enter the pin number. You will hear music until the instructor logs in and you will be automatically connected to the conference. Please try not use cell phones (if this is the only choice please let me know). Skype connections also can create a lot of static in the phone lines. Please explore the use of landline connections in your area. Audio conferences will be from 5:30 -8:00 PM. Section JD1 will meet on Mondays Section JD2 will meet on Tuesdays Note: This class will have guest speakers every week. The dates for the speakers alternate between Monday and Tuesday. A schedule will be posted. It would be preferable for everyone to dialin and listen to the speakers on the date they are going to talk to the classes. The speakers will talk from 6-7PM at which point students who are not in that section can leave. If this creates a conflict with another class, I can record the sessions and you can access on the telephone. I believe listening to the actual live presentation is best since we will have discussions following the talks. If this is not possible, for valid reasons, then please contact me in advance and I will tell you how to access the audio recording.

It is also important that all students pay attention to announcements. You must be linked to the UAS system (call help desk for assistance) . My primary method of communication is by announcements. I may need to alter the class meeting days due to speaker schedules so please pay attention to announcements to avoid confusion. This class goes by quickly and due to the volume of information presented, it can be confusing at times. Please let me know if there are difficulties with schedules. I will accommodate in the event of unforeseeable events or events such as moving, that will be problematic. UAS Help desk for Technology Support: 907-796-6400 1-877-465-6400 http://www.uas.alaska.edu/helpdesk. UAS Technology Management Go to the UAS home page at http://www.uas.alaska.edu and click on Students under WebTools and work through the four items listed:

1. ELMO : Use ELMO to find your UAS username and change your password

2. Webmail: If you are not using your UAS email log into UAS Messenger Express at : http://mail.uas.alaska.edu/. Click on Options and then select setting to forward your UAS email to your preferred email address.

3. UAS Online: This is where course information will be posted as well as discussion boards. The items you will need to access for the course will be under Resources.

4. UA Online: This is where you can retrieve grades, transcripts, and other information from the UA system.

V. Alignment Matrix

Course Objective

The candidate will demonstrate the knowledge and skills necessary to:

SOE (Conceptual Framework)

Standard Met

SPA , INTASC or National Board

Standard Met

Assessment Ensuring that the Objective has been met

Describe the issues in definition and identification of individuals with exceptional learning needs including those from culturally and linguistically diverse backgrounds

Goal 3 Diversity and Differentiation Goal 4 Content Knowledge

CEC 1 Foundations CC1K5 CEC 2: Development and Characteristics of Learners, CC2K5

Response papers Discussion board Case discussions IFSP/IEP project

Develop meaningful instructional practices based on knowledge of the child, family, community and the curriculum

Goals 4 Content Knowledge, Goal 7 Parent and Community Involvement

CEC 3 Individual Learning Differences CC3K1, CEC 4 Instructional Strategies EC4S1

IFSP/IEP Project

Gather and analyze relevant background information from a variety of sources that can be used in the development of intervention strategies

Goal 5 Student Learning and Assessment

CEC 7 Instructional Planning EC7S3 CEC 8 Assessment CC8S1

IFSP/IEP Project

Discuss and develop methods for collaborating and communicating effectively with families

Goals 7 Parent and Community Involvement

CEC 10 Collaboration CC10S10

IFSP/IEP Project

Conduct self evaluation and reflective practice in all areas of practice particularly as it relates to diversity, and personal biases.

Goals 1 Teaching Philosophy

CEC 9 Professional and Ethical Practice CC9K1,

Reflective response papers based on reading and

CC9S11 class discussion

VI. Relationship of the Conceptual Framework to Standards An increasing emphasis on professional standards for educators reinforces the relevance of the School of Education’s vision of an informed, reflective and responsive professional educator as the grounding tenants of our Conceptual Framework. As the lists of expected achievement indicators, competencies, and dispositions issued by government and professional groups become more extensive, only an informed professional who actively reflects on his/her teaching and is responsive to student, family and community needs will be capable of meeting the intent of those standards. The general theme of our vision is that each of these areas strives to nurture and prepare professional educators so that they can meet the needs of diverse learners. Efforts include continuous endeavors to creatively incorporate technology throughout individual subject area fields, promoting understanding and appreciation for diversity, and support of the development of literacy skills needed in an increasingly complex society. VII. Basis for Student Evaluation:

Assignment Points Due Date

Response Papers (3) 30 See syllabus Discussion Board 30 See syllabus

IEP/IFSP Project 100 See syllabus

IEP/IFSP (separate scoring rubric) See syllabus

VIII. Explanation of Assignments: Class Policies:

The focus of this course is to provide a foundation and forum for discussion for early childhood developmental issues, with particular emphasis on cultural beliefs and systems of knowing that inform practice in public schools. There will be a variety of assignments that are designed to encourage discussion. The texts and articles that are posted on the UAS Online Homesite, will be integrated into the discussion. The assumption is that you will read the texts and materials and be ready to discuss applications of the content. Although you will need to produce a IFSP/IEP the focus is not on just how to fill out forms but on the most theoretically sound and culturally responsive programs for children with and without disabilities. Class attendance and participation is very important. This is a fast paced class and the amount of information that will be discussed is substantial. If you are not able to attend class, you must let me know in advance. The discussion board questions are meant to be timely responses to discussions in class. In addition there is a group project that will be posted on the discussion board. It is not helpful to post comments at the end of the class and in fact you will not receive credit if you do that. You will not receive full credit for postings that are late since the purpose of the discussion board is just that …discussion. A good response is not simply a one line comment with no responses to comments from other students. Since this class has several speakers integrated into the format and content, you will need to either attend the speaker’s presentation (preferable) or listen to the recording. The recordings are not always reliable so I would encourage active participation. Consider the speakers as you would a reading assignment… required and useful information.

COURSE ASSIGNMENTS Overview: The format for this course and the assignments is designed to maximize discussion, reflection, and application of theories and philosophical concepts related to issues in early childhood education. Due to the time limitations and the amount of information, you will be expected to utilize the resources on UAS Online to supplement discussions and readings. We will be synthesizing , evaluating, and analyzing information which will require you to have read the material in the texts and other resources. You should bring the texts to class because we will be referencing the texts in discussions. It is also a good idea to have access to a computer since I will be making reference to items on the UAS Reources section of the Homesite. NOTE: I use UAS online extensively and will expect that you use that format to submit your assignments. There are many reasons for this. If you send things via email, I may not receive it due to spam blockers. Secondly UAS Online allows me to track what I have done and what you have done so there is less likelihood of misunderstanding. Third, it is a way to integrate information that will serve the whole class. Finally, be sure to check that your email account for UAS is linked to the email you check most regularly. I send group messages via UAS online and if you are not linked in, you will not get the message. IF YOU HAVE TECHNOLOGY ISSUES CONTACT THE HELP DESK IMMEDIATELY. IF YOU ARE STILL EXPERIENCING DIFFICULTIES CONTACT ME AND I WILL FIND SOMEONE WHO CAN HELP. I AM FULLY AWARE OF THE LIMITATIONS AND STRENGTHS OF TECHNOLOGY AND AM FLEXIBLE IN NOT PENALYZING STUDENTS FOR TECH PROBLEMS. WE WILL DISCUSS TECHNOLOGY DURING THE FIRST CLASS .

Description of Assignments

1. Response Papers: There will be a variety of “experiences” or readings listed in the syllabus where you will be asked to post a response. A response is meant to be a reflective reaction to the topic. It is not a summary and a recitation of information. You are expected to analyze and synthesize information for the response paper. You will not be evaluated by whether I agree with your comments, but by the quality of the discussion .( See rubric for response papers) Some of the responses will involve summarizing observations, thoughts on the issues raised by speakers, and topics that are discussed in class. The responses will be listed in the syllabus and on the Task menu on the homesite. TO POST A RESPONSE, TYPE YOUR RESPONSE AS A WORD DOCUMENT, SAVE IT. OPEN THE APPROPRIATE TASK ON THE HOMESITE. ON THE LOWER RIGHT SIDE OF THE TASK BOX IS AN “ADD ATTACHMENT” LINK THAT WILL GUIDE YOU THROUGH THE PROCESS OF ATTACHING YOUR RESPONSE. PLEASE DO NOT TYPE THE RESPONSE DIRECTLY INTO THE BOX. I cannot make comments if you do this and it takes up an inordinate amount of space. Please help me out and just follow the directions… no exceptions.

2. IFSP/IEP project: You will be assigned to a group on the discussion board and will be given some cases to discuss collectively. The cases are meant to highlight issues that we will be discussing in class. After discussing all of the three cases, your group will decide on one, and develop the foundation for the IEP/IFSP based on that case. You may ask me questions for more information that you would need to develop the IFSP/IEP. This will be the basis for the ISFP or IEP project that you will individually develop. The purpose of this activity is not only to produce an IFSP/IEP for a young child, but to develop an appreciation and understanding of the issues that need to be considered when developing instructional strategies and interventions. The IFSP/IEP is only part of the assignment. It is important to set the context, discuss the issues and what needs to be considered, and to describe the perspectives of the parents caregivers. Below is an outline of what should be included in the final product. Tell the story of this child and his/her family.

Please use this outline in this order when developing your paper.

a. OVERVIEW of the child’s presenting issues, family dynamics. (I will post a Breeze presentation/power point describing some of the issues that come up in writing an IFSP). Since your group will be discussing a case, you will also have the opportunity to discuss the case with me and ask for additional information that you can use in the development of the IEP/IFSP. This is meant to be interactive so once you have discussed the case, ask me questions. In addition, each case presents an aspect of working with children with disabilities that may need further research. For example, what needs to be considered when working with families ? How does language acquisition occur

and how should that be integrated into intervention strategies? So in addition to the story behind the case, there are some developmental issues that need to be addressed. That can be part of what you discuss in the group.

b. PARENT PERSPECTIVE: Describe the issues from

the parent’s perspective (I want you to actually try to discuss these issues AS IF you are actually the parent.) If there are other caregivers involved, include their perspectives using their voice. You may have to imagine what the parent might be thinking. I DO NOT WANT YOUR VOICE, I WANT THE VOICE OF THE PARENT(S). This part is to be written as if the parent is writing it. Try this and hopefully you will experience a shift.

c. OTHER PERPSECTIVES :Describe the issues from

the perspective of the caregivers/teachers or other service providers, again using the first person. USING THE TEACHER’s VOICE.

d. RESOURCES AND SUPPORTS : Describe

community and family resources that could be available for the child if the child and family lived in your community. What cultural dynamics should be considered? Your group can talk about services that would be available in Alaska but be sure to tell me where you are developing a support system.

e. IEP/IFSP :Develop and write an IFSP/IEP.You can use the sample forms on the UAS site, or you can use the forms your district uses. There will also be a Breeze presentation describing the process.

When you submit the paper, please use these categories in this order. Write the paper as a WORD document ,save it, and attach it to the Task Menu on the homesite. I will not accept papers submitted through email or in any other format than WORD attachments. If you are having technical problems, tell me or call the helpdesk. ESSENTIAL QUESTIONS: There are several “essential questions” that will be the focus of the discussions in class and for the response papers. Your reflective papers will be focused on these essential questions. When I ask you what you have learned from a presentation or discussion, I am asking you to not only reflect on the reading to demonstrate your understanding, but to also consider one or more of these essential questions. *How does culture and biology shape the way we raise young children? *What are the irreducible needs of children ? *What social policies and social trends impact outcomes for young children? *How does this culture define normal and why is that important? *How does a child with disabilities impact the family? *What services are available for families with young children with disabilities? *What kinds of assessments are most appropriate for young children? *What is meant by the phrase “developmentally appropriate practice?” I will use a rubric and scoring guide to assess the assignments.

COURSE OUTLINE Week One May 23 JD1 Audio Conference 5:30 to 8PM May 24 JD2 Audio Conference 5:30 to 8 PM Monday May 23: Speaker Paul Sugar, State Director of Head Start with the Department of Education and Early Development ( From 6 PM until 7). Class members from Tuesday’s class should join the audio conference for the speaker portion of the class. A brief summary of what will be addressed will be posted on the Forum for UAS Online for both classes. Please be thinking of things you may want to ask about what is going on with Early Childhood Education in the State. Following the speaker: Monday class will stay and the discussion will continue. Topics for this week:(Both sections ): Overview of Disability and Public Policy using an Historical perspective Discussion : “My Left Foot” (Be ready to discuss the issues that were brought up in the Movie. We will focus on Family Dynamics, culture, and changing views of disability) Assignments for Week One: (The discussion for this reading will be next week.) 1. Reading : Small, Introduction, Chapters 1 and 2 Brazelton and Greenspan, Introduction, Chapter 1.

2.Response Paper #1: What did you learn from the readings in Small and Brazelton & Greenspan? ( Due Friday before next class, May 27). Some questions to think about are:

• How is normal defined? • Who decides what is normal? • When interacting with parents, what cultural issues do we

need to pay attention to? • Is there a best way to treat a child? • What specific experiences are most important to developing

children? 3. Discussion Board: What did you learn from the talk by Paul Sugar? Due Wednesday May 25 Week Two May 30 JD1 No Class due to Memorial Day May 31 JD2 Audio Conference from 5:30-8PM Tuesday : Speaker: Erin Kinavey, Director of Infant Learning

Program with the Office of Children’s Services. (Part C provider under IDEA). The speaker will present from 6-7PM. Both sections are encouraged to attend.

Topics: Social Construction of Childhood and Implications for

Practice

Discussion of Small, Introduction , Chapters 1 and 2 Brazelton and Greenspan, Introduction, Chapter 1

Discussion of Movie: Babies (See essential questions.)

Assignment for Week 2 :

1. Reading : *Small, Chapters 3 and 4 (We will discuss this next week) * Brazelton and Greenspan, Chapter 3

*Article by Sue Wortham, “ Assessing and Reporting Young Children’s Progress”, Breeze presentation “Summary of Brain Development”, Brain Development link on Homesite Development and section from the Assessment Textbook

2. Discussion Board (Whole class): What are your reactions to the discussion so far? What did you learn about Infant Learning? (Due Wednesday June 1)

3. Discussion Board Groups: You should read the cases that your group has been assigned and begin discussing them in this order: Falling Through the Cracks, Cycle of Conflict, Is it Fair.

Week Three June 6 JD1 Audio Conference 5:30-8 PM June 7 JD2 Audio Conference 5:30-8 PM Monday: Speaker Millie Ryan and Amy Simpson from the Governor’s Council on Disabilities and Special Education. Discussion from 6-7 PM. Tuesday students are encouraged to listen to the live conference and then can leave. Topics: Assessment and Neurobiology of Learning In addition to the reading assigned, there are some postings on the homesite on UAS Online. One is about Brain Development, a

Breeze presentation on the Ecology of Development, and some samples of assessments that are used for early childhood. I have also scanned a chapter from the Assessment course for those who have not taken that course yet. There is also an article by Sue Wortham, “Assessing and Reporting Young Children’s Progress: A Review of the Issues.”

Discussion: We will discuss Small Chapters 3 and 4, and Brazelton and Greenspan Chapter 3. The focus will be on how kids learn.

Assignments Week 3: 1.Response Paper 2: The reading and discussion for this week focuses on the interplay of nature and nurture. Both authors contend that development is the result of a complex interplay of multiple factors. What do both authors have to say about this process? What does Greenspan say about the fundamental building blocks that are part of an individual’s learning profile? How does this compare or contrast with what Small is talking about in terms of cultural expectations. (Due Friday June 10) 2. Reading: Assessment links posted on UAS Online, Small, Chapter 5, “What kids Know”, Brazelton and Greenspan Chapter 3 (continued discussion) (These readings will be the focus of discussion for next week) 3. Discussion Board: What did you learn from the speakers this week? (Due June 8) Note: You should be also talking with your small group on the discussion board and asking me questions about your case.

Week 4: June 13 Audio Conference JD1 June 14 Audio Conference JD2 Speaker: Tuesday, June 14 Bev Ingram Alaska Transition Training Initiative. This is also something that the students in EDSE 685 will want to hear. Topics: The Assessment Process and writing IFSP/IEP’s For this class you should have reviewed the Breeze presentations and other materials on the Homesite. We will discuss the areas that need to be included in assessing young children.

Discussion: Small Chapter 5, “What kids Know”, and continued discussion of Brazelton and Greenspan, Chapter 3

Assignments Week 4:

1. Reading: For the next class we will discuss Small, Chapters 6, 7. Brazelton and Greenspan Chapter 4 Developmentally Appropriate Experiences.

2. Discussion Board; Work with small groups and continue to develop IEP/IFSP

Week 5: June 20 Audio Conference JD! June 21 Audio Conference No Guest speaker scheduled for this week Topics: Developmentally Appropriate Practices

Discussion of Small Chapters 6 and 7, and Brazelton and Greenspan Chapter 3

Assignments:

1. Response Paper #3: What were your reactions to the readings from Small and Greenspan? (Due June 24)

2. Discussion board: Continue to work with small groups on IEP/IFSP project

3. Reading: Small Chapter 8: The Dark Side of Childhood, Brazelton and Greenspan, Chapter 5, “The Need for Limit Setting, Structure and Expectations.

DUE Date for IFSP/IEP Project. You should submit that on the Task Menu no later than June 25. It takes me a LONG time to read through them and provide feedback. I would suggest submitting it sooner, rather than later. Each person is responsible for submitting their own IEP/IFSP… this part is not a group project. You may use some of the information you obtained from the group discussions, but it is an individual project. ___________________________________________________

Week 6 June 27 Audio Conference JD1 (we may combine the classes since this is the last week. This will be announced.) June 28 Audio Conference JD2 Tuesday June 28: Speaker Shirley Pitt, Early Childhood Comprehensive Systems Manager with the Office of Children’s Services. Topic: Working with Parents and Communities We will also discuss the Chapters from Small and Brazelton & Greenspan. Discussion: Small Chapter 8 Additional Resources: Are posted on the UAS Homesite to supplement what we discuss. Please take the time to read them and to use them in the response. There is a power point presentation on the ISFP/IEP and a sample at the end. I will also end class early on some occasions and have sessions to discuss how to work with certain issues individually. You can best reach me through email. Breeze presentations are also posted so please take the time to listen to the content. I will make references to these presentations in the discussion.

There is a power point presentation posted on the homesite that addresses the components of the IFSP/IEP. There is a sample there as well. Below is more information. Sample formats will be on UAS Online for both the IFSP and the IEP. Please also listen to the Breeze presentation

SECTION 9 INDIVIDUALIZED FAMILY SERVICE PLAN

In the case of a child with a disability who is age three through five, an individualized family service plan (IFSP) may serve as the IEP for the child if using that plan as the IEP is agreed to by the District and at least one of the child's parents. If use of an IFSP is being considered, the District must provide the child's parents a detailed explanation of the differences between an IFSP and an IEP. If either parent chooses an IFSP, the District must obtain written, informed consent of that parent. The IFSP shall be in writing and contain:

1. A statement of the infant's or toddler's present levels of physical development, cognitive development, communication development, social or emotional development, and adaptive development, based on objective criteria;

2. With the agreement of the family, a statement of the family's resources, priorities, and concerns relating to enhancing the development of the family's infant or toddler with a disability;

3. A statement of the major outcomes expected to be achieved for the infant or toddler and the family, and the criteria, procedures, and timelines used to determine the degree to which progress toward achieving the outcomes is being made and whether modifications or revisions of the outcomes or services are necessary;

4. A statement of specific early intervention services necessary to meet the unique needs of the infant or toddler and the family, including the frequency, intensity, and method of delivering services;

5. A statement of the natural environments in which early intervention services shall appropriately be provided, including a justification of the extent, if any, to which the services will not be provided in a natural environment;

6. The projected dates for initiation of services and the anticipated duration of the services;

7. The identification of the service coordinator from the profession most immediately relevant to the infant's or toddler's or family's needs (or who is otherwise qualified to carry out all applicable responsibilities) who will be responsible for the implementation of the plan and coordination with other agencies and persons; and

8. The steps to be taken to support the transition of the toddler with a disability to preschool or other appropriate services.

The individualized family service plan must be evaluated at least annually and the family must be provided a review of the plan at six-month intervals (or more often where appropriate based on the child's and the family needs). Scoring Rubrics for EDSE 605 Response Papers(3) Total of 30 possible points (Refer to syllabus for description of response papers) The response papers are meant to be reflective and a discussion with me about class and what you may or may not be getting from the discussion. Just writing something in the box is not a reflection. Reflections are also feedback that I can use to refine what I am doing in class. Rubric for responses. (30 points possible) RUBRIC FOR EVALUATING RESPONSE PAPERS Exceeds expectations Meets expectations Did not meet

Understanding Of Concepts Score___/4

Demonstrates ability to think critically and to link knowledge and concepts in ways which add new dimensions to concept

Demonstrates ability to link ideas and concepts central to understanding

Demonstrates basic understanding of concepts and critical analysis.

Application Score__/3

Proactive in seeking application and integrates ideas and practical concepts

Applies content and makes some connections with discussions and reading

Is minimally engaged with topics and activities, does not readily apply content

Reflection

10-9 points A

Score__/3

Demonstrates relevant reflection which adds depth to concepts and which integrates personal constructs with ideas presented in class

Demonstrates reflection which connects ideas presented in class with personal beliefs

Makes connections when assisted. Does not integrate personal ideas with content

8 B 7 C 6 D Below 6 Conference Rubric for IEP/ISFP Project : This is the scoring guide for the full project. The scoring rubric for the IEP/IFSP is another document which shows the evaluation criteria for each section Scoring guide for the Whole Project Criteria Excellent Proficient Adequate Content Score___/50

The content contains relevant, complete descriptions of the presenting issues, community, and family dynamics. The study demonstrated perspective taking that enhanced the meaning of the interventions. All sections are completed and used as part of the process of developing an IEP/IFSP

The content contains relevant, complete information relating to the presenting issues. The information is sufficient but does not demonstrate in depth knowledge and synthesis of the components of the case study. All sections are completed but the information is not detailed enough to create an IEP/IFSP

Content and explanations are not complete. Information is not integrated well and does not demonstrate that the student clearly synthesized information / content.

Written Proficiency ___/10

Excellent written expression which is technically proficient, clear, well organized and demonstrates a thorough grasp of the topic through synthesis of information

Written expression is technically proficient, demonstrates clear, well organized thought

Written expression is lacking in technical proficiency with support needed in the areas of logical cohesiveness and organization

IFSP/IEP ____/40

The IFSP/IEP was complete and interventions were realistically relevant to presenting issues and parent concerns. The form was completed and demonstrated an understanding of family needs and dynamics.

IFSP/IEP was complete and the interventions were relevant to presenting issues and parent concerns. The interventions were not well aligned with the needs of the family and the dynamics.

IFSP/IEP was not complete or aligned with expressed needs of the family.

EARLY CHILDHOOD SPECIAL EDUCATION RUBRIC for IEP/IFSP PROJECT CRITERIA TARGET MET NOT MET aSOE and CE

Description of presenting issues and context

*Candidate clearly and thoroughly identifies presenting issues and relevant background information *Candidate clearly and thoroughly describes the educational and social issues with sensitivity to cultural dynamics that may impact relationships between school and family.

* Candidate identifies presenting issues and relevant background information. * Candidate describes the educational and social issues that relate to cultural dynamics and relationships between school and family.

* Candidate does not clearly describpresenting issues and relevant background information. * Candidate does not include discussion of issues relating to family and community, or cultural dynamics that impact relationships between school and family.

SOE Goal 2Teachers understand hhuman deveaffects learnapply that understandinpractice CEC StandAssessmentCC8S1 Gathrelevant bacinformationCEC StandDevelopmenCharacterisLearners CC2K4, Famsystems andof families supporting developmenEC2K4 Imp

of socio-culand politicalcontexts for developmenlearning

Collection and Summary of Data

*Candidate has demonstrates the ability to use of a variety of assessment data to develop instructional goals and interventions *Candidate demonstrates and understanding of the use of assessment and background information in the development of individually and developmentally appropriate curriculum. * Candidate understands the use and limitation of assessment instruments in an early learning environment

*Candidate demonstrates the ability to use assessment data in developing instructional goals and interventions. * Candidate demonstrates understanding of assessment in developing individualized curriculum

* Candidate does not demonstrate the ability to used assessment data effectively in developing instructional goals and interventions.

SOE Goal 5Teachers facstudent learnusing assessguide planniinstruction amodificationteaching pra CEC StandAssessmentCC8S1 Gathrelevant bacinformationCC8K4 Uselimitations oassessment mEC8S2

Identification of learning needs for young children

*Candidate has identified the individual learning needs of the child clearly and thoroughly. *Candidate has

*Candidate have identified individual learning needs of the child but needs to develop a more detailed description * Candidate

*Candidate has not clearly identified the individual learning needs of the child *Candidate has

SOE Goal Teachers understand hhuman deveaffects learnapply that understandin

presented a clear understanding of the impact of individual learning differences on the educational context * Candidate descriptions indicate knowledge of developmentally appropriate practices for young children and a clear statement of how these practices will be integrated into the educational plan for the child and family. *Candidate demonstrates sensitivity to cultural needs of families and communities when addressing individual learning needs of the child.

demonstrates understanding of how individual learning differences can impact the educational setting *Candidate descriptions allude to developmentally appropriate practices without a clear statement of how that will be integrated into the plan for the child. * Candidate demonstrates awareness of the culture of the family and community

not adequately addressed the impact of individual learning differences on the educational context *Candidate has not integrated the concept of developmentally appropriate practice into strategies and plan development. *Candidate does not clearly address the cultural issues relating to family and community.

practice CEC StandDevelopmenCharacterisLearners CC2K4, Famsystems andof families supporting developmenEC2K4 Impof socio-culand politicalcontexts for developmenlearning CEC StandInstructionPlanning EC7S2 Planimplement developmenand individuappropriate

Collaboration with parents and community

*Candidate has clearly demonstrated understanding of the importance of parent participation in the development of plans and strategies. *Candidate clearly demonstrates the importance of culturally responsive communication and respect for parent

* Candidate demonstrates understanding of parent participation in the development of plans and strategies *Candidate demonstrates the importance of culturally responsive communication and

* Candidate has not demonstrated that communication with parents and community is an important part of instructional planning. * Candidate does not demonstrate understanding of the importance

SOE Goal 7:Teachers wpartners withparents, famand the com CEC StandCollaboratiEC10S2: Communicaeffectively wfamilies abocurriculum a

perspectives. * Candidate has clearly developed methods for integrating parents and community in the development of goals and intervention strategies.

respect for parent perspectives.

of culturally responsive communication with parents and community.

child’s progEC10S5 Estand maintainpositive collaborativrelationshipfamilies

Development of Instructional Strategies and Interventions

*Candidate uses data to individualize and adapt practices to meet child’s changing needs *Goals are based on a clear and concisely written statement of present levels of academic achievement and functional performance (PLAAFP) * Strategies are developmentally appropriate and include a variety of activities that integrate cooperative learning, inquiry experiences, and systematic instruction. * Intervention strategies demonstrate sensitivity to cultural and linguistic diversity. *Candidate uses

*Candidate uses data to individualize and adapt practices to meet the child’s changing needs * Goals are based on a PLAAFP statement * Strategies are developmentally appropriate * Intervention strategies demonstrate understanding of issues relating to cultural and linguistic diversity. *Candidate uses consideration of family as part of the process for developing strategies and interventions

*Candidate does not clearly use data to individualize and adapt practices *Goals are not based on a PLAAFP statement. *Strategies are not clearly developmentally appropriate * Issues relating to family are not integrated into the development of strategies and interventions.

SOE Goal 5Teachers facstudent learnusing assessguide planniinstruction amodificationteaching pra CEC StandInstructionStrategiesEC4S1 Use strategies baknowledge ochild, familycommunity curriculum CEC StandInstructionPlanning EC7S2 Planimplement developmenand individuappropriate CEC StandAssessmentCC8S6 Use

knowledge of child, family and community as an integral part of the process.

assessment information making deciwith individwith ELN EC8S4 Assifamilies indentifyingconcerns, reand prioritie