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EDC 354 Observ, Assess & Screening ECE
Ebright, Ladonna E.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDC 354 Observ, Assess & Screening ECE

Semester

SP 2008 HO

Faculty

Ebright, Ladonna E.

Title

Assistant Professor

Degrees/Certificates

MA
Certification: Elementary Education K-8; Special Education, LD, BD, MR K-12; School Psychological Examiner, School Psychologist

Office Location

911 Main, Suite 903, KC, MO 64105

Office Hours

By appointment

Daytime Phone

(816) 841-6182 x5532

Other Phone

Cell: (816) 210-4958

E-Mail

LaDonna.Ebright@park.edu

Semester Dates

January 14, 2008 - May 6, 2008

Class Days

--T----

Class Time

5:30 - 8:00 PM

Prerequisites

Admission to School for Education

Credit Hours

3


Textbook:
 

Curtis, D., & Carter, M. (2000). The art of awareness: How observation can transform your teaching. St. Paul, MN: Redleaf Press.

Puckett, M. B. & Black, J. K. (2008). 3rd  Edition.  Meaningful Assessments of the Young Child; Celebrating Development and Learning. Upper Saddle River, New Jersey, Pearson

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
 

Head Start Child Outcomes Framework. www.kaplanco.com/includes/content/classroom/UGCOF.pdf

Missouri Department of Elementary and Secondary Education. Missouri’s Framework for Curriculum Development. www.dese.state.mo.gov/divimprove/curriculum/frameworks/index.htmll

Missouri Department of Elementary and Secondary Education. Project Construct goals and objectives.

Missouri Department of Elementary and Secondary Education. Student Assessment. www.dese.state.mo.gov/divimprove/assess/content.html

Missouri PreK Literacy Standards. www.dese.state.mo.gov/divimprove/fedprog/earlychil/pdf/PREKSTANDARDS/literacy-Standards.pdf

Paglin, C. (1996). Caity’s conference: Kids show their stuff at student-led parent conferences. www.nwrel.org/nwedu/fall_96/article4.html

 

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
A Course exploring appropriate assessment procedures for evaluating, monitoring, reporting, and planning experiences to support and extend the development and learning of young children. Students will practice the skills of observation and assessment in each of the following settings: Infant/Toddler, Pre-K-Kindergarten, and Primary K-3.Prerequisite: Admission to the School of Education or the Early Childhood Education and Leadership Practicum. 3:0:3.

Educational Philosophy:
Adult learners bring a wide range of professional and personal experiences and knowledge to the University classroom.  Each student has a unique learning style, needs, and interests.  it is the instructor's role to create a community of learners who take ownership of their learning by helping the student make connections with current practice and new knowledge, and reflect on their own assumptions, beliefs, and practice.

Learning Outcomes:
  Core Learning Outcomes

  1. Observe, document, and assess children's development and learning.
  2. Plan individually and culturally appropriate learning opportunities based upon child observations and documentation, and program or district standards
  3. Organize and maintain evidence of children's development and learning, and communicate evidence with families.
  4. Examine and evaluate cultural, socio-economic, and linguistic factors in assessment.
  5. Compare and contrast different screening tools used to assess children's development and learning, and access specialized services.
  6. Examine current educational, ethical, and legal issues in assessment.
  7. Observe, document, and assess children's development and learning.
  8. Plan individually and culturally appropriate learning opportunities based upon child observations and documentation, and program or district standards
  9. Organize and maintain evidence of children's development and learning, and communicate evidence with families.
  10. Examine and evaluate cultural, socio-economic, and linguistic factors in assessment.
  11. Compare and contrast different screening tools used to assess children's development and learning, and access specialized services.
  12. Examine current educational, ethical, and legal issues in assessment.


Core Assessment:
Child Observations and Portfolio

Class Assessment:
 

CORE ASSESSMENT: (Objectives 1,2, 3, 4, 5, and 6))

 

1. Child Study: 100 points

During the semester you will arrange to participate for at least one hour per week at Northland Head Start (for a total of 10 hours). With the assistance of the classroom teacher, you will identify a child who you will study for the 10-week period. You must obtain written permission from the parent or guardian.  At this site you will have the opportunity to 1) practice the skills of observing and recording children’s accomplishments using a variety of techniques, 2) participate in the development of a child’s portfolio, 3) observe and/or participate in the screening of children, and 4) create an individually and culturally appropriate plan for a child based upon your assessment of the child’s strengths. 5) Include a well developed plan for sharing assessment and documentation with the family.   At the completion of your field experience you should submit 1) a portfolio that you have created with the child, 2) the plans you have implemented with the child, including a self-assessment, and 3) a final reflection on your learnings from the fieldwork. Please refer to rubric.   This will be due April 22, 2008. #1=25 points, #2= 25 points, #3= 25, Reflection = 25 points.

Additional Assessment:

 

2. Program Evaluation- Chapter 9- For this assignment, you will interview the director of the program to determine what child outcome measures are used to assess the effectiveness of the Head Start Program. You will be given an appropriate rating scale to use to rate the program in which your are working or completing your Pre-K practicum.  (25 points)

3. Activity for Chapter 9 – Activity #2. You will create a 5-column chart headed by Child, Family, School, Community and State. In each column, list 10 readiness indicators. Compare your chart with those of your classmates. What commonalities emerged? Did nay indicators reflect high priority? Discuss how these indicators can best be encouraged, supported, and assessed. (25 points)

 

4. Reading/ Writing: Reading should be completed before class meetings. Each week you will be asked to respond to at least one question from the chapter. Using e-companion, you will post your response and respond to at least one of your classmate’s postings.  (You will need to respond to a different classmate for each assignment).  From your classmate’s response and the instructor’s response, you will make adjustments in your response and drop it in the drop box for the instructor to grade. 5 points per question (8 postings= 40 points)

 

5.. Portfolio Essay: MoSTEP Standard 1.2.8 includes many of the concepts explored in EDC354. All students will write a well-developed essay addressing the content and relevant indicators (and EC competencies 4.1 and 4.3; NAEYC 3a, 3b, 3c, 3d) of Standard 1.2.8 =. 20 points

 

6. Class Participation and E-Companion participation 

            Class Participation – 16 weeks – 5 points each week = 80 points

            E-Companion participation – 8 postings – 5 points each = 40 points

Grading:
 

GRADING PLAN: The course requirements are all assigned point values. You will earn grades on the basis of total point earned in the course. All assignments must be turned in on time. Late assignments will not be given full creditEACH ASSIGNMENT MUST BE ACCOMPANIED BY A SELF-EVALUATION USING THE APPROPRIATE RUBRIC. ASSIGNMENTS WILL NOTBE ACCEPTED WITHOUT A COMPLETED RUBRIC. (You will receive the appropriate rubrics in class for each assignment)

 

A= 297-330

B= 264-296

C= 231-263

Late Submission of Course Materials:
 

Assignments must be submitted on time to receive full credit. Computers make writing and revising much easier and more productive however technology can also cause problems. Printers run out of ink and hard drives crash. You are responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to disk and print out paper copies for backup purposes. When turning in an assignment, be sure to provide the instructor with a paper copy rather than a disk or an e-mail attachment.

Classroom Rules of Conduct:
 

CLASS POLICIES:

·        Arrive promptly for class.

·        Attend all class meetings (excused absences for emergencies only).

·        Actively participate in class learning experiences.

·        Complete all reading assignments before the class for which they are assigned.

·        Complete all assignments on the date indicated in the syllabus. 

Each student will be an important part of the community of learners. Class participation and weekly questions constitute a major portion of the course. More importantly, the learnings created through discussion and group work will be essential to developing understandings of the course content. If you should have an emergency and are unable to attend, please be sure to call the instructor before the class meeting. Attendance will be considered in determining the final course grade.If you have more than five absences for the semester, your final evaluation will be lowered by one grade, for example, a “B” will become a “C.” Three late arrivals or early departures = one missed class.

Cell Phones: The use of cell phones has become increasingly disruptive. Please make sure family and friends understand that you are in class and they are not to call on your cell phones unless it is an emergency. Please place cell phone on a silent ring and leave the classroom if you must use your phone

Course Topic/Dates/Assignments:
 

Beginning with Week 2, there will be a question or activity posted on e-companion. You are to post your response to the question and respond to at least one of your classmates’ responses. You are to consider your classmates response and that of the instructor, make adjustments in your response and put it in the drop box for grading.

There will be activities and discussions in each class. You will receive participation points for each class.

Week

Date

Topics/Assignments

1

Jan 15

Orientation, Introduction and Activities in class to prepare you for observations.

2

Jan 22

Puckett & Black: Read Chapter 1: Assessments of Young Children: Srtiving for Meaningful Practices;

Curtis & Carter: Read Chapter 1: a new ay of Being with Chidren: Overview of the Study Sessions

3

Jan 29

Puckett & Black; Read Chapter 2; The Big Picture: Development, Diversity, and Standards

Curtis & Carter: Read Chapter 2; Study Session: Learning to See and Chapter 3, Study Session: Observing for Children’s Perspectives

4.

Feb 5

Puckett & Black: Read Chapter 3, A Planning Format for Meaningful Assessments I: Formal Assessments of Young Children

5

Feb 12

Puckett & Black: Read Chapter 4: A Planning Format for Meaningful Assessments II: Informal Assessments of Young Children

6

Feb 19

Puckett & Black: Read Chapter 5: Portfolio Development and Assessment

Curtis & Carter: Read Chapter 13: Making Observations Visible, Sample Documentation Displays

7.

Feb 26

Puckett & Black: Read Chapter 6: Collaborating with Young Children to Promote Their Self Assessment and Learning

8

March 4

Continuation of Puckett & Black, Chapter 6

March 11

SPRING BREAK – NO CLASSES

9

March 18

Puckett & Black: Read Chapter 7 Collaborating with Families to promote Meaningful Assessments

10

March 25

Puckett & Black- Read Chapter 8: Making readiness Assessment Meaningful

11

April 1

Continuation of Puckett & Black Chapter 8

12

April 8

Puckett & Black: Read Appendix F

13

April 15

Continuation of Appendix F

14

April 22

Puckett & Black: Read Chapter 9 Program Evaluation: an essential Component of a Meaningful Early Childhood Assessment System

Homework: Activity #2 p. 279

Child Study is Due

15

April 29

Share Activity #2 from Chapter 9 in class; Share Child Study

16

May 6

Write to the Standards in class

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2007-2008 Undergraduate Catalog Page 85-86

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2007-2008 Undergraduate Catalog Page 85

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  7. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2007-2008 Undergraduate Catalog Page 87-88

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:
 

Head Start Child Outcomes Framework. www.kaplanco.com/includes/content/classroom/UGCOF.pdf


Missouri Department of Elementary and Secondary Education. Missouri’s Framework for Curriculum Development. www.dese.state.mo.gov/divimprove/curriculum/frameworks/index.htmll


Missouri Department of Elementary and Secondary Education. Project Construct goals and objectives.


Missouri Department of Elementary and Secondary Education. Student Assessment. www.dese.state.mo.gov/divimprove/assess/content.html


Missouri PreK Literacy Standards. www.dese.state.mo.gov/divimprove/fedprog/earlychil/pdf/PREKSTANDARDS/literacy-Standards.pdf


Paglin, C. (1996). Caity’s conference: Kids show their stuff at student-led parent conferences. www.nwrel.org/nwedu/fall_96/article4.html

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:1/14/2008 12:54:14 AM