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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

F6J 2010 DN

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

Tuesday and Wednesday 10 am- 2 pm, Thursday 3pm-5pm or by appointment

Daytime Phone

(816) 559-5632

Other Phone

Cell: (816) 210-4958

E-Mail

LaDonna.Ebright@park.edu

Semester Dates

August 16 - December 10, 2010

Class Days

--Thursday----

Class Time

5:30pm- 8:00pm - Room 931 downtown

Prerequisites

Admission to School for Education

Credit Hours

3


Textbook:

 

Foliotek 

All students seeking a degree in Education must purchase Foliotek as a required text. Contact carol.williams@park.edu to purchase. Students seeking Missouri Teacher Certification must purchase the MO-STEP portfolio. Students who are seeking Early Childhood Teaching Young Children and Early Childhood Education and Leadership will need to purchase the NAEYC portfolio. All work must be saved for input.


 As purchasing and accessing Foliotek is a multi-step process, please follow these instructions: 

1.      Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation. 

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year

 $30.00

$30.00

 2 years

 $59.00

$29.50

 3 years

 $87.00

$29.00

 4 years

 $112.00

$28.00

 5 years

$120.00

$24.00

6 years

$125.00

$20.83

2.      Send an email to Carol Williams (carol.williams@park.edu) with the following information:

1.      Your Name

2.      The Contract Period you wish to purchase

3.      Your student identification number

3.      Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.

4.      Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!

 
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 are included in assignments)

   Child Study: 100 points (This is a major project and will last over 10 weeks)

During the semester you will arrange to participate for at least one hour per week at your practicum site (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/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,
    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 teacher and family,

At the completion of your field experience you will submit:

1.      a portfolio that you have created with the child

2.      plans you have implemented with the child, including a self assessment, and

3.      a final reflection on your learnings from the fieldwork. 

A checklist will be given to you to guide you for this project.

  1. Training for and administration of 2 standardized tests:
    1. Denver II –(25 points) The Denver II is designed to be used with apparently well children between birth and six years of age and is administered by assessing a child’s performance on various age-appropriate tasks. The test is valuable in screening asymptomatic children for possible problems, in confirming intuitive suspicions with an objective measure, and in monitoring children at risk for developmental problems, such as those who have experienced perinatal difficulties.

For this child, you may choose any child between 3 and 5 years old. This may be a child at your practicum site, your own child, or a friend’s child. (permission required)

    1. Early Childhood Environment Rating Scale- (25 points) This scale will be completed at your practicum site with the help of your teacher and director on some questions. The ECERS is designed to be used with one room or one group at a time, for children 2 ½ through 5 years of age. A block of at least 3 hours should be set aside for observation and rating. The ECERS is used in a number of ways as a program improvement tool in many different settings, including those serving culturally diverse populations and in inclusive programs. You will participate in a training video, be given a Video Guide and Training Workbook and be given a copy of the rating scale to use.
  1. Activity for Chapter 8 – Activity #2 (page 248 modified):  25 points  Each of you will survey one (1) parent and one (1) kindergarten teacher regarding their beliefs about the following characteristics that are often associated with child readiness for kindergarten. Ask them to rank the following child characteristics on a scale from 1 to 4 (1=important and 4 = essential):

                  SURVEY

Statement

1

Important

2

3

4

essential

Is physically healthy, well nourished, rested

Manages personal needs (clothing, toileting, eating, and obtaining and using learning materials)

Speaks in complete sentences (in first language)

Is curious and enjoys new experiences

Enjoys pretend play

Follows directions and conforms to rules

Sits still and pays attention

Takes turns and shares

Shows a caring attitude toward classmates

Manages crayons, paints, pencil/paper

Knows letters of the alphabet

Phonetically sounds out some words or letters

Writes name

Knows full name, address and phone

Number

Recognizes numerals

Counts to 20

When this assignment is complete, you are to bring it to class. At that time, the results will be shared and compiled on a master grid (one for parents and one for teachers) to determine a total class survey. Results will be discussed and each class member will write a short reflection of these results in class. 

  1. Program Evaluation – Chapter 9 – 25 points. For this assignment, you will interview the director of the program or your cooperating teacher to determine what child outcome measures are used to assess the effectiveness of the Head Start Program. You will also want to find out what activities or methods are used to include parents in the education of their child. Besides information in Chapter 9, you will want to review The Head Start Child Outcomes Framework in chapter 8 (p225-230). You will be given a list of suggested questions to help you frame this assignment.
  2. Reading/Writing/Participation in class and e-companion:
    1. There will be a question or an activity posted each week in the discussion section of e-companion. You will post your response and respond to at least one of your classmate’s postings.  (5 points x 15 weeks = 75 points)
    2. There will be an activity each week in class. (5 points x 15 weeks = 75 points)
  3. Portfolio Essay: 25 points

MoSTEP quality indicator 1.2.8 and performance indicators 1.2.8.1 and 1.2.8.2 OR NAEYC Portfolio Standard 3 including 3a, 3b, 3c, and 3d. You will be given a copy of each of these portfolio rubrics and we will discuss possible contents in class before you begin writing.

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 NOT BE ACCEPTED WITHOUT A COMPLETED RUBRIC. (You will receive the appropriate rubrics in class for each assignment)

Child Study                                          100 points
Denver II                                                25 points
ECERS                                                   25 points
Chapter 8 Activity                                   25 points
Chapter 9 Program Evaluaton                  25 points
e-companion discussion   15 @ 5 ea.       75 points
Class activities  15 @ 5 each                   75 points
Portfolio Standard                                   25 points
TOTAL                                                 375 points 
 
A= 337-375
B= 300-336
C= 262-299
D= 225-261
F= Below 225

 

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, you should submit your assignment through the drop box in you e-companion OR you may provide the instructor with a paper copy.

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:

Week

Date

Topics/Assignments

1

August 19

Orientation, Introductions and activities in class to prepare you for observations

2

August 26

Reading: (prior to class)

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

Curtis & Carter: Chapter 1; A new way of Being with Children; Overview of the Study Sessions.

 In class training for the ECERS

3

September 2

Reading: (prior to class)

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

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

Choose your child for your child study

4

September 9

Reading: (prior to class)

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

 

5

September 16

Reading: (prior to class)

Puckett & Black: Chapter 4: A Planning Format for Meaningful Assessments II: Informal Assessments of Young Children
ECERS due reflection written in class
Training for the DENVER II in class

6

September 23

Reading: (prior to class)

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

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

Permission for Child Study due

7

September 30

Reading: (prior to class)

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

 

8

October 7

DENVER II due reflection written in class

9

October  14

Fall Break- no class

10

October 21

Reading: (prior to class)

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

 

11

October 28

Reading: (prior to class)
Puckett & Black: Chapter 8: Making Readiness Assessment Meaningful.

Assignment: Activity for Chapter 8- be prepared to share information so it can be combined with other students information.

12

November 4

NO CLASS - NAEYC conference
Reading
: (prior to class)

Puckett & Black:  Appendix p251-256  and Appendix F & G p307-313.

Independent work on Child Study and Portfolio standards

13

November 11

Reading: (prior to class)

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

Assignment: Activity #2 for Chapter 9

Instructor will share Information from NAEYC conference 

14

November 18

Demonstration of individualized Standardized Tests i.e. Stanford Binet Intelligence Test. Discussion of EC Special Education and ethics in evaluations. (NAEYC and IDEA) 
PORTFOLIO Standard DUE

15

November 25

No Class - Happy Thanksgiving

16

December  2

Child Study DUE- share in class

Finals

December 9

Complete sharing Child Study if not completed 12/2

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

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, but unexcused absences may carry further penalties.
  3. 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".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. 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.
  6. 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 2010-2011 Undergraduate Catalog Page 95-96

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:

 

Copyright:

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

Last Updated:8/12/2010 10:15:54 AM