For this Assessment, you will demonstrate your ability to plan for ?effective collaboration in support of a young child who may be at risk ?of developing an exceptionality.
—PLEASE READ INSTRUCTIONS ENTIRELY BEFORE SUBMITTING A BID!!!—
Overview
For this Assessment, you will demonstrate your ability to plan for effective collaboration in support of a young child who may be at risk of developing an exceptionality. You will create a Collaboration Plan for the prereferral process by identifying the members of a Child Support Team and explaining essential elements of how they will collaborate with the child’s family to support the child.
Professional Skills: Written Communication and Applied and Collaborative Learning are assessed in this Competency.
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..
Preparing a Collaboration Plan
Step 1: Read the “Case Scenario” that follows:
Andrew is a 5-year-old boy in a full-day kindergarten program in Mrs. Brown’s classroom. During the first few weeks of school, Mrs. Brown notices that Andrew is struggling to adjust to the kindergarten day. In particular, he has difficulty following directions and making transitions from one activity to the next. However, other children are also having difficulty adjusting, so Mrs. Brown continues to observe Andrew. As the weeks follow and most of the class settles into the daily routine, Andrew’s difficulties seem to increase. Mrs. Brown’s observation notes identify concerns about Andrew’s behavior and development, including the following:
- Early Literacy Skills:
- Limited expressive vocabulary outside of his areas of interest, which include animals, and especially dogs
- Limited sight-word vocabulary for kindergarten
- Fine-Motor Skills:
- Poor fine-motor skills, especially with cutting
- Difficulties using a computer mouse
- Poor eye-hand coordination (also noticed by the P.E. teacher)
- Behavioral Concerns:
- Frequent interruptions, for example, Andrew will ask unrelated questions and change topics during daily group times
- Becomes frustrated when unsuccessful with both learning tasks and physical activities
Mrs. Brown also has the following anecdotal notes from her Fall parent-teacher conference with Andrew’s parents, both of whom attended the conference: “Andrew’s father, Mr. Unger, works full time. Since Andrew and his two younger siblings were born, his mother has stayed home to care for the children. Mrs. Unger’s native language is French. She appears to speak and understand English with little difficulty, although, she stated she is more comfortable with email and other written forms of communication. The family speaks both French and English at home. Mrs. Unger explained that Andrew’s experience with group programs before beginning kindergarten was mainly in family-based activities offered by the community, such as at the local library. She also noted that Andrew has always had a lot of energy, as do his siblings. Along with the family’s two dogs, she describes them as all ‘very lively’.”
Mrs. Brown draws on her experience to support and foster Andrew’s growth as best she can. However, after not seeing improvement, she shares her concerns with the school’s special education teacher and asks for a prereferral intervention for Andrew. In turn, Andrew’s parents are notified, and the prereferral process, including forming a Child Support Team for Andrew, begins.
Step 2
Based on the information in the Case Scenario on Andrew and research-based practices/strategies, use the Collaboration Plan Template document to develop a Collaboration Plan for Andrew’s Child Support Team. Follow the instructions on the template to complete all six parts of the Collaboration Plan.
Collaboration Plan for Andrew Unger
Age: 5
Grade: Kindergarten
1: Andrew’s Child Support Team
Identify at least five school-based members by title who will serve as the early intervening assistance Child Support Team to support Andrew and explain each professional’s role.
|
Team Member Title |
Role on the Team |
|
1. |
|
|
2. |
|
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3. |
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4. |
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5. |
2: Planning for Collaboration
Based on Andrew’s specific challenges and the titles and roles of the members of his Child Support Team, consider how team members can collaborate using coordination, consultation, and teaming to support Andrew. Briefly explain each form of collaboration, and analyze how two or more specific team members might apply each form to collaborate in support of Andrew.
|
Form of Collaboration |
Explanation and Application |
|
Coordination |
Explanation of coordination: (1–2 sentences) How two or more Child Support Team members might apply coordination in support of Andrew: (2–3 sentences) |
|
Consultation |
Explanation of consultation: (1–2 sentences) How two or more Child Support Team members might apply consultation in support of Andrew: (2–3 sentences) |
|
Teaming |
Explanation of teaming: (1–2 sentences) How two or more Child Support Team members might apply teaming in support of Andrew: (2–3 sentences) |
3: Maintaining Confidentiality
Explain at least three key guidelines for maintaining confidentiality regarding Andrew’s prereferral process that you would share in the first meeting of Andrew’s Child Support Team. (2–3 sentences each)
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Confidentiality Guidelines |
1.
2.
3.
4: Collaborating with Parents: Guiding Principles
Explain at least three guiding principles that you will communicate to school-based staff on the Child Study Team to foster respect, cooperation, and ongoing communication with Andrew’s parents. (2–3 sentences each)
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Guiding Principles for Collaborating |
1.
2.
3.
5: Fostering Effective Communication with Parents
Keeping in mind what you know about Andrew’s parents, recommend three effective ways to encourage an ongoing exchange of communication. Explain why you recommended each choice as a communication method tailored to Andrew’s parents. (1 paragraph each)
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Recommended Methods and Rationale for Encouraging Ongoing Communication |
1.
2.
3.
6: Next Steps: Suggestions for Andrew’s Parents
Explain two research–based strategies, including specific guidelines and benefits, Andrew’s parents can use to support Andrew’s development and learning at home. (1 paragraph each)
|
Research-Based Strategies to Support Development and Learning at Home |
1. Strategy:
2. Strategy:
,
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CE2007: Collaborating with Families and Other Professionals to Support Children: Analyze collaborative planning with the goal of supporting healthy development and learning for young children with exceptionalities.
Assessment Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
Topic 1: Collaboration and Teaming Between Early Childhood and Other Professionals
Identify at least five school-based members by title who will serve as the early intervening assistance Child Support Team to support Andrew and explain each professional’s role LO1: Identify school- based professionals on a Child Support Team for a young child in the prereferral process.
Response is missing.
Response is vague, inaccurate, and/or illogical, and/or incomplete when identifying the required minimum number of members of a Child Support Team for a young child in the prereferral process.
Response is clear, accurate, logical, and complete when identifying the required minimum number of members of a Child Support Team for a young child in the prereferral process. .
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LO2: Explain the role of each professional on a specific Child Support Team.
Response is missing.
Response is vague, inaccurate, illogical, and/or incomplete when explaining the role of each professional member of a Child Support Team.
Response is clear, accurate, logical, and complete when explaining the role of each professional member of a Child Support Team.
Briefly explain each form of collaboration, and analyze how two or more specific team members might apply each form to collaborate in support of Andrew. LO3: Explain coordination, consultation, and teaming as forms of collaboration in support of young child in the prereferral process. .
Response is missing.
Response is vague, inaccurate, illogical, and/or incomplete when explaining coordination, consultation, and/or teaming as forms of collaboration in support of young child in the prereferral process.
Response is clear, accurate, logical, and complete when explaining coordination, consultation, and teaming as forms of collaboration in support of a young child in the prereferral process. .
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LO4: Analyze how team members might apply coordination, consultation, and teaming to collaborate in support of a young child in the prereferral process.
Response is missing.
Response is vague, inaccurate, illogical, and/or incomplete when analyzing how team members might apply coordination, consultation, and teaming in support of a young child in the prereferral process. .
Response is clear, accurate, logical, and complete when explaining how team members might apply coordination, consultation, and teaming in support of a young child in the prereferral process. .
Explain at least three key guidelines for maintaining confidentiality regarding Andrew’s prereferral process that you would share in the first meeting of Andrew’s Child Support Team. LO5: Explain confidentiality guidelines for early childhood and other professionals involved in supporting a young child in the prereferral process.
Response is missing.
Response is vague, inaccurate, illogical, and/or incomplete when explaining confidentiality guidelines for early childhood and other professionals involved in supporting a young child in the prereferral process.
Response is clear, accurate, logical, and complete when explaining confidentiality guidelines for early childhood and other professionals involved in supporting a young child in the prereferral process.
Topic 2: Developing Partnerships with Parents/Families
Explain at least three guiding principles that you will communicate
Response is missing.
Response is vague, inaccurate, illogical, and/or incomplete when explaining
Response is clear, accurate, logical, and complete when explaining guiding principles that
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to school-based staff on the Child Study Team to foster respect, cooperation, and ongoing communication with Andrew’s parents. LO1: Explain guiding principles that foster respect, cooperation, and ongoing communication between school-based staff in support of a young child in the prereferral process.
guiding principles that foster respect, cooperation, and ongoing communication between parents/families and early childhood and other professionals in support of a young child in the prereferral process. .
foster respect, cooperation, and ongoing communication between parents/families and early childhood and other professionals in support of a young child in the prereferral process.
Keeping in mind what you know about Andrew’s parents, recommend three effective ways to encourage an ongoing exchange of communication. Explain why you recommended each choice as a communication method tailored to Andrew’s parents. LO2: Evaluate effective
Response is missing.
Response is vague, inaccurate, illogical, and/or incomplete in evaluating methods to encourage ongoing communication with specific parents involved in supporting a young child in the prereferral process.
Response is clear, accurate, logical, and complete in evaluating methods to encourage ongoing communication with specific parents involved in supporting a young child in the prereferral process.
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communication methods tailored to parents involved in supporting a young child in the prereferral process.
Explain two research– based strategies, including specific guidelines and benefits, Andrew’s parents can use to support Andrew’s development and learning at home. LO3: Explain research- based strategies parents/families can use to support a specific child’s development and learning at home.
Response is missing.
Response is vague, inaccurate, illogical, and/or incomplete when explaining research-based strategies parents/families can use to support a specific child’s development and learning at home.
Response is clear, accurate, logical, and complete when explaining research-based strategies parents/families can use to support a specific child’s development and learning at home.
Mastery Rubric In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.
MASTERY RUBRIC
Exceeds Expectations: In-Depth Analysis
LO1: Draw from The Collaboration Plan evidences in-depth analysis of multiple and relevant sources to
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multiple and relevant sources to analyze collaborative planning with the goal of supporting healthy development and learning for young children with exceptionalities.
demonstrate a thorough understanding of collaborative planning with the goal of supporting healthy development and learning for young children with exceptionalities.
.
Yes
No
Written Communication: Write with clarity, coherence, and purpose.
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, which limit the reader’s access to ideas.
Sentences structure effectively conveys meaning to the reader.
LO2: Demonstrate the effective use of grammar
Multiple inaccuracies in grammar and
Some inaccuracies in grammar and mechanics limit reader’s
Use of grammar and mechanics is straightforward and effectively
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and mechanics. (AWE 2; Sentence Level Skills)
mechanics impede reader’s access to ideas.
access to ideas. 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/or 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 nonoriginal material and/or ideas.
Applied and Collaborative Learning: Apply knowledge and skills in collaboration with others to solve authentic problems.
0 Not Present
1 Needs Improvement
2 Meets Expectations
LO1: Recognize how compromise, mutual respect, and shared responsibility help people achieve a common goal.
Evidence of recognition is not present.
Evidence of recognition is unclear or incomplete.
Response includes evidence that demonstrates recognition of how compromise, mutual respect, and shared responsibility help people achieve a common goal.
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