Collaborating with families and other professionals to support young children( Written Communication)
Twilliams32
CE2007_Rubric.pdf
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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.
