For this Performance Task Assessment, you will analyze assessment ?data from case study documents regarding a two-year-old child and will ?create an action plan to support the
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Overview
For this Performance Task Assessment, you will analyze assessment data from case study documents regarding a two-year-old child and will create an action plan to support the child’s physical and social-emotional development. You will also develop a plan for communicating results to colleagues on the school’s Care Team and to her family and for building a collaborative partnership with her family members.
Professional Skills: Written Communication is assessed in this Competency.
Your Response to this Performance Task should reflect the criteria provided in the rubric and should adhere to the required length.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Case Study: Assessment Data Analysis and Partnership Building
Julia is a two-year-old child in Mr. Martinez’s class. She has captured his attention because of his concern about her development and learning. So far, Julia has taken the Peabody Motor Scale. Her teacher also has anecdotal records, has spoken with Julia’s mom, Ms. Song, and has met with the school’s Care Team in order to begin to determine how best to help Julia thrive.
For this Assessment, you will analyze assessment data from the case study and create an action plan to support Julia’s physical and social-emotional development. You will also develop a plan for communicating results to colleagues on the school’s Care Team and to her family and for building a collaborative partnership with her family members. Begin by reviewing the case study documents: “Julia’s Portfolio,” “Care Team Meeting Transcript,” and “Parent Interview Transcript.”
Using the Family Conference Planning Sheet Template, complete the following:
- Summary of Julia’s Assessment Results
- Use information from Julia’s Portfolio and the Care Team transcript to compose an analysis of Julia’s assessment data and to synthesize the perspectives of the colleagues involved in the meeting. (1–2 paragraphs)
- Explain three areas of knowledge and/or skills related to fostering collaborative partnerships that are important to keep in mind when sharing assessment data with colleagues. (1 paragraph each)
- Explain three areas of knowledge and/or skills related to fostering collaborative partnerships with families that are important to keep in mind when sharing assessment data with families. (1 paragraph each)
- Action Plan Template
- Create a research-based action plan, based on Julia’s assessment data, to support her physical and social-emotional development, explaining the following for supporting growth in each domain:
- One goal
- One activity in the classroom
- One activity at Home
- One assessment track progress
- Timeframe
- Create a research-based action plan, based on Julia’s assessment data, to support her physical and social-emotional development, explaining the following for supporting growth in each domain:
- Family Conference Planning
- Provide an overview of your agenda for the meeting.
- Explain how assessment information will be communicated with Julia’s mom at the conference, including an explanation of the action plan you created for Julia. Include an overview of key points, including relevant information about early intervention services and your plan for how you will share this information. (3–5 paragraphs)
- Provide at least three additional questions you have for Julia’s mom that would enhance your knowledge of Julia’s development and learning. (2–3 paragraphs)
- Explain at least three strategies you would use to promote an ongoing, respectful, collaborative partnership with Ms. Song. (2–3 paragraphs)
©2016 Walden University 1
AY3005: Communication and Collaboration to Support Effective Assessment: Communicate and collaborate with families and other stakeholders to promote meaningful assessment practices.
Assessment Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
Topic 1: Analyzing Assessment Results With Colleagues
Compose an analysis of a child’s assessment data and to synthesize the perspectives of colleagues involved in a team meeting. LO 1: Analyze assessment data.
Response is missing. Response is a vague, inaccurate, or incomplete analysis of assessment data.
Response provides a clear, accurate, complete, research-based analysis of assessment data and synthesis of colleagues’ perspectives.
Explain three areas of knowledge and/or skills related to fostering collaborative partnerships that are important to keep in mind when sharing assessment data with colleagues. LO 2: Explain areas of knowledge and/or skills important for sharing assessment data with colleagues
Response is missing.
Response is a vague, inaccurate, or incomplete description of areas of knowledge and/or skills important for sharing assessment data with colleagues.
Response provides a clear, accurate, complete, research-based description of areas of knowledge and/or skills important for sharing assessment data with colleagues.
Topic 2: Communicating Assessment Results to Families
Explain three areas of knowledge and/or skills
Response is missing. Response is a vague, inaccurate, or incomplete
Response is a clear, accurate, complete,
©2016 Walden University 2
related to fostering collaborative partnerships with families that are important to keep in mind when sharing assessment data with families. LO 1: Explain areas of knowledge and/or skills important for sharing assessment data with families
description of areas of knowledge and/or skills important for sharing assessment data with families.
research-based description of areas of knowledge and/or skills important for sharing assessment data with families.
Create a research-based action plan, based on assessment data, to support a young child’s physical and social- emotional development. LO 2: Create action plans for young children’s physical and social- emotional development
Response is missing. Response is a vague, inaccurate, or incomplete action plan to support a young child’s physical and social-emotional development.
Response is a clear, accurate, complete, research-based action plan to support a young child’s physical and social- emotional development.
Explain how assessment information will be relayed to the case study family. LO 3: Explain plans for sharing assessment information with families
Response is missing. Response is a vague, inaccurate, or incomplete description of plans to share assessment information with the family.
Response is a clear, accurate, complete, research-based description of plans to share assessment information with the family.
©2016 Walden University 3
Provide at least three questions for families designed to enhance knowledge of the child’s development and learning. LO 4: Explain questions for families to enhance knowledge of a young child’s development and learning
Response is missing. Response is a vague, inaccurate, or incomplete explanation of questions for families to enhance knowledge of the child’s development and learning.
Response provides a clear, accurate, complete, research-based explanation of questions for families designed to knowledge of the child’s development and learning.
Explain at least three strategies you can use to promote an ongoing, respectful, collaborative partnership with the young child’s mother. LO 5: Explain strategies to promote ongoing, respectful, collaborative partnerships with families
Response is missing. Response is a vague, inaccurate, or incomplete explanation of strategies to promote an ongoing, respectful, collaborative partnership with the mother.
Response provides a clear, accurate, complete, research-based explanation of strategies to promote an ongoing, respectful, collaborative partnership with the mother.
Written Communication: Write with clarity, coherence, and purpose.
©2016 Walden University 4
0 Not Present
1 Needs Improvement
2 Meets Expectations
LO1: Construct complete and correct sentences (AWE 2; Sentence Level Skills)
Sentences are incoherent and impede reader’s access to ideas.
Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas.
Sentence structure effectively conveys meaning to the reader.
LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills)
Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas.
Some inaccuracies in grammar and mechanics limit reader’s access to ideas.
Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.
LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills)
Paragraphs, or lack of paragraphs, impede reader’s access to ideas.
Construction of main idea and/or supporting paragraphs limit reader’s access to ideas.
Main idea and supporting paragraphs effectively convey meaning to reader.
LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence)
Supporting materials are not present.
Supporting material is used inconsistently or inappropriately.
Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable.
LO6: Identify sources (AWE 2; Credit to Source)
Sources are missing. Writing inconsistently identifies or misrepresents sources.
Writing clearly identifies the source of non-original material and/or ideas.
MASTERY RUBRIC
Exceeds Expectations: Analyzing Sources to Make Informed Conclusions
LO1: Apply multiple, appropriate, credible resources to analyze
The Family Conference Planning Template integrates information from multiple, appropriate, credible resources and assessment data to support effective, collaborative partnerships with a young child’s family and early childhood colleagues.
©2016 Walden University 5
assessment data as a tool to build partnerships with families and colleagues.
Yes
No
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