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


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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 inECE

Semester

S6T 2013 DL

Faculty

Ebright, Ladonna E.

Title

Assistant Professor School for Education

Degrees/Certificates

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

T- 9am-1pm, W- 9am- 1pm R- 9am-2pm, or by appointment

Daytime Phone

office: 816-559-5632,

Other Phone

cell 816-210-4958

E-Mail

LaDonna.Ebright@park.edu

Semester Dates

January 14, 2013 - May 10, 2013

Class Days

Distance Learning

Class Time

Distance Learning

Prerequisites

Admission to School for Education

Credit Hours

3


Textbook:
  Foliotek 

Please note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification) must purchase Foliotek, the School for Education's electronic portfolio system.   As purchasing and accessing Foliotek is a multi-step process, please follow these instructons: 

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:

a.      Your Name

b.      The Contract Period you wish to purchase

c.      Your student identification number
 
d.      Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and Leadership, need to request purchase of the NAEYC portfolio.

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!!
 
 TEXTBOOKS:   Curtis, D., & Carter, M. (2013, 2nd ed). The art of awareness: How observation can transform your teaching. St. Paul, MN: Redleaf Press. ISBN 978-16055-0863
 
 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  ISBN 13-978-0-13-223759-8

 Frankenburg, W., Dodds, J. et all (2009). Denver II Training Manual, Denver. CO, Denver Developmental Materials, Inc.Catalog ISBN 2116

 Harms, T., Clifford, R., & Cryer, D. (2005). Early Childhood Environment Rating Scale Revised Edition (ECERS-R)., Teachers College Press, New York, NY ISBN 978-0-8077-4549-6

 Harms, T., Clifford, R., & Cryer, D. (2005). Video Guide and Training Workbook for the Early Childhood Environment Rating Scale Revised Edition, Teachers College Press, New York, NY ISBN 0-8077-3835-2
 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Missouri Department of Elementary and Secondary Education.  Missouri's Framework for Curriculum Development.
www.dese.state.mo.govdivimprovecurriculumframeworksindex.html
 
Missouri Pre K Literacy Standards: www.dese.state.mo.govdivimprovefedprogearlychil/pdf/PREKSTANDARDS/literacy-standards.pdf
 
 

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
EDC354: Obervation, Assessment & Screening in Early Childhood Education: A course exploring appropriate assessment precedures for evaluating, monitoring, reporting, and planning experiences to support and extend the development and learning of young children. Prerequisite: Admission to the School for Education. Concurrent Enrollment in: EDC355, EDC363, EDC358, EDC373, or EDC383 or permission of Coordinator or Chair. 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.


  Instructor Learning Outcomes
  1. 1.Observe, document, and assess children's development and learning.
  2. 2. Plan individually and culturally appropriate learning opportunities based upon child observations and documentation,k and program or district standards
  3. 3. Organize and maintain evidence of children's development and learning, and communicate evidence with families
  4. 4. Examine and evaluate cultural, socio-economic, and linguistic factors in assessment.
  5. 5. Compare and contrast different screening tools used to assess children's development and learning, and access specialized services.
  6. 6. Examine current educational, ethical, and legal issues in assessment.
Core Assessment:
Child Observations and Portfolio

Class Assessment:

 Core Assessment: Proctored Final Exam  50 points
 
Class Assessments:
  1.  Denver II –(35 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. You will view the training video and then use a copy of the evaluation found on page 6 and 7 of your Denver II Training Manual. 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 from the child’s parents/guardians is required)
  2. Early Childhood Environment Rating Scale- (35 points) This scale will be completed at your practicum site with the help of your cooperating teacher and/or 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, using your Video Guide and Training Workbook for the training video and then using the Early Childhood Environment Rating Scale Revised Edition to rate and help you interpret scores. 
  3. Child Study (100 points)  Starting with week 7 , you will arrange to participae for at least one hour per eek at your practicum site (total 10 hours) assessing a child.  With the assistance of your cooperating teacher, you will identify a child in your practicum classroom to study for the remainder of the course.  You will get written permission from the parents or guardians to complete this study.  You will complete the "Background Information" using a combination of checking what information is available at school from the classroom teacher or child's records and you wil interview the parents to complete this portion.  Beginning the week following Spring Break, there will be a section of the Child Study due each week. At your practicum site, you will have the opportunity to;   a) Practice the skills of observing and recording children's accomplishments using a variety of techniques; b) Participate in the development of a child's portfolio; c) Observe and/or participate in the screening of children; d) Create an individually and culturally appropriate plan for a child based upon your assesment of the child's strengths; e) Include a well-developed plan for sharing assessment and documentation with the family.  At the completion of your field experience, you will submit; a) A copy of yur Child Study that you have created with the child; b) The plans you have implemented with the child including a self-assessment and c) A final reflection on your learning's from the field work.  You will post your final produce to shar with the class.
  4. Weekly Threaded Discussions-  (14 at 10 points and 2 at 20 points each)   Each week you wil be asked to respond to a specific question or situation from your readings or your observations for the week.  You are to respond to at least one of your classmate's postings each week.  (Try to respond to a different classmate for each week).
  5. Class Activities (45 points).  There will be 2 (two) observation activities you will complete and post as a discussion.  You wil respond to at least one of your peers for this activity .  One of the activities is a Proram Evaluation.   for this assignent, you wil interview the director.  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 Practicum Site 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 (p.225-230). You will be given a list of suggested questions to help you frame this assignment.
  6.  Relative  National and State Professional Standards:

            National Association for the Education of Young Children   (NAEYC)

            Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families
            Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are /central to the practice of all early childhood professionals.  They know about and use sysematic observations, documenttion, and other effective assessment strategies in a esponsible way, in partnership with families and other professionals, to positively influence the developent of every child..
Key elements of Standard 3:
3a: Understanding the goals, benefits, and uses of assessment - including its use in development of appropriate goals, curriculum, and teaching strategies for young children
3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.
3c: Understanding and practicing responsible assessment to promate positive outcomes for each child, including the use of assistive technolgy for children with disabilities.
3d: Knowing about assessment partnerships with families and with professional colleages to build effective learning environments.
 
Council for Exceptional Children (CEC)
Standard 8: Assessment
ICC8K2: Legal provisions and ethical principles regarding assessment of individuals
ICC8K4: Use and limitations of assessment instruments
ICC8S1: Gather relevant background information
ICC8S2: Administer nonbiased formal and informal assessments
ICC8S5: Interpret information from formal and informal assessments
 
Missouri Model Teacher and Leader Standards (MoSPE)
Standard 7: Use of Student Assessment Data to Analyze and Modify Instruction
Quality Indicator 1: Effective use of assessments.  The teacher candidate describes, develops, analyzes and implements formal and informal assessments.
Quality Indicator 2: Assessment data to improve learning.  The teacher candidate demonstrates an understanding of how assessment data can be accessed and appropriately used to improve learning activities.
 
 

Grading:

The course requirements are all assigned point values.  The teacher candidate will earn grades on the basis of total points earned in the course. All assignments must be turned in on time.  Late assignments will not be given full credit.  Each assignment must be accompanied by a self-evaluation using the appropriate rubric.  Assignments will not be accepted without a completed rubric.  The appropriate rubrics can be found in the "Rubric" menu.
 
Child Study - 10 parts at 10 points each                                    100 points
Denver II w/reflection                                                                35 points
ECERS-R w/reflection                                                               35 points
Activities  1 at 25 points and 1 at 20 points                                45 points
Weekly Discussion 14 @ 10 points each 2 @ 20 points            180 points
Proctored Final                                                                            50 points
 
TOTAL                                                                                       445 points
 
A=400-445
B= 356-399
C= 311-355
D= 267-310
F= below 267

Late Submission of Course Materials:
A class week is defined as the period of time between Monday and Sunday.  The first week begins the first day of the semester (January 14, 2013 and ends on May 10, 2013).  Assignments must be submitted by 11:50 CST on Sunday of each week to receive credit.  Writing assignments must be completed and successfully submitted to the Discussion thread, Drop Box or Doc Sharing (as directed by the instructor).  If you have any problems posting your assignments, contact the instructor immediately by E-Mail or by phone to get the problem solved.

Classroom Rules of Conduct:

General Online participation rules:
  1.   You  should use E-mail for private messages to the instructor or to your classmates.  The class conference area is to be used for public messages only.
  2. You must participate in all conference area topics and discussions.  Conventions of "online etiquette", which include courtesy to all users, will be observed
  3. Assignments will be given each week, and discussion questions will be presented.  You are expected to complete all assignments and actively participate in all weekly online discussions
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.
   .
 
 
 
 
 

Course Topic/Dates/Assignments:

Week

Topics/Assignments

1

Jan 14

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

Homework - observation activity 10 points

Threaded Discussion 10 points

2

Jan 21

Reading: (prior to class)

  • Puckett & Black: Chapter 9: Program Evaluation - 25 points (Readiness Indicators)
  • Curtis & Carter: Chapter 1; A new way of Being with Children; Overview of the Study Sessions.

Video training for the ECERS

Threaded Discussion - 10 points

3

Jan 28

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

Assignment: Art of Awareness Activity, Page 36  20 points

Threaded Discussion- 10 points

Administer ECERS at your practicum site

4

Feb 4

Post copies of your ECERS Score Sheet-Expanded Version p.1-11 in Drop Box

Post your reflection of the ECERS in Drop Box – 35 points

Video training for the DENVER II

 Threaded Discussion- 10 points

5

Feb 11

Administer the DENVER II

Activity - 10 points

Threaded Discussion - 10 points

6

Feb 18

Post copies of your Denver II Score Sheet Page 6 in Drop Box- 35 points Post your reflection of the Denver II in Drop Box

Threaded Discussion - 20 points

Choose a child for Case Study

7

Feb 25

Secure permission from Parents/Guardians for Child Study

Complete Background Information with parents and practicum site information 10 points

Threaded Discussion - 10 points

8

Mar 4

Post copy of permission for child study and background information. 15 points

Threaded Discussion - 10 points

9

Mar 11-17

No Class this week- University Break

10

Mar 18

Case Study Health Screening 10 points

Read: Art of Awareness: Chaper 4 Observing Children’s Lively Minds and Chapter 5 Observing How Children Use their Senses.

Puckett & Black Chapter 3: AA Planning Format for Meaningful AssessmentsI: Formal Assessments of Young Children and Chapter 4: a Planning Format for Meaningful Assessments II: Informal Assessments of Young Children

Threaded Discussion – 10 points

11

Mar 25

Case Study- Cognitive Development 10 points

Case Study- Social/Emotional Development 10 points

Art of Awareness – Chapter 9 Children’ Eagerness for Drawing, Symbolic Representation, and Literacy and Chapter 10: Observing how Children Form Relationships and Negotiate Conflict.

Puckett & Black pages 80 and 86

Threaded Discussion.- 10 points

12

April 1

Case Study – Language Development 10 points

Read:  Art of Awareness- Chapter 7 Observing How Children Connect with the Natural World

Puckett & Black pp34, 35, 184-186

Supplemental material provided for language found in Doc Sharin

Threaded Discussion – 10 points

13

April 8

Case Study- Literacy 10 points

Read: Art of Awareness Chapter 8: Observing How Children Seek Power, Drama, and Adventure

Supplemental Material provided for literacy in Doc Sharing

Threaded Discussion- 10 points

14

April 15

Case Study – Mathematical and Logical Thinking 10 points

Supplemental material provided for math in Doc Sharing

Threaded Discussion 10 points

15

April 22

Case Study- Music/Art (artistic development) 10 points

Readiness Assessment 10 points

Puckett & Black pp 78, 254-55 (4 year olds p 225-229)

Supplemental material provided for music/art in Doc Sharing

Threaded Discussion 10 points

 

16

April  29

Case Study- Summary for Parent/Teacher 10 points

Your reflection of the whole process summary 10 points

Portfolio Essay 20 points

Presentation of child Study to Class –Threaded Discussion 10 points

17

May 6

Proctored Final Exam 50 points

 







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 2011-2012 Undergraduate Catalog Page 95-96

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 2011-2012 Undergraduate Catalog Page 95

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.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 98

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 .

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Last Updated:1/11/2013 1:31:16 PM