Child Study Portfolio Part 3

Due Date: 11:59 pm EST Sunday of Unit 5 Points: 20 Overview: This week you will use conversations and time samples to observe language and executive function. You will use a checklist to document what you learned through the conversation and will consider what the information you collected tells you about this child’s learning and development. You will consider what next steps in learning are for this student and will plan some strategies or an activity to further their learning and development. Finally, you will reflect on the method of collecting information and the value of the information you gathered. Instructions: Conduct the observation focused on the specified areas of development. Document observations using the assigned method. Complete the Portfolio Part 2 form that is provided. Requirements:

• Submit the completed form for Portfolio Part 2. Be sure to read the criteria by which your work will be evaluated before you write and again after you write.

CHS450 – Observation, Assessment & Individualization

Unit 5 Assignment: Child Study Portfolio, Part 3

Evaluation Rubric for Unit 5 Assignment

Portfolio Parts 1 -5 4 3 2 1

Standard 1c Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children

Documentation, summary and reflection demonstrate appropriate use of the assessment method in a manner that yields valuable information for planning next steps for learning.

Documentation and reflection demonstrate appropriate use of the assessment method in a manner that yields some information for planning next steps for learning.

Documentation and reflection demonstrate appropriate use of the assessment method in a manner that yields general information about the child.

Documentation and reflection demonstrate less than appropriate use of the assessment method and/or information is not relevant or helpful for planning purposes.

Standard 3a Understanding the goals, benefits, and uses of assessment- including its use in development of appropriate goals, curriculum, and teaching strategies for young children

Applies at least two developmentally appropriate teaching strategies to the area of development and creates a rich plan for an engaging learning experience to support child’s next steps in learning.

Applies one to two developmentally appropriate teaching strategies to the area of development and creates a rich plan for a learning experience to support child’s next steps in learning.

Applies one to two developmentally appropriate teaching strategies to the area of development and creates a general plan for supporting child’s next steps in learning.

Strategies and/or plan are not well developed and/or are not appropriate to the child’s developmental level.

Standard 5c Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child

Identifies appropriate next steps for learning clearly based upon observation data, own knowledge and early learning standards, plans developmentally appropriate ways to support learning, and reflects upon current strategies in place as appropriate.

Identifies next steps for learning based upon observation data and own knowledge, plans strategies to support learning, and reflects upon current strategies in place as appropriate.

Identifies next steps for learning based, plans strategies to support learning, and reflects upon current strategies in place as appropriate.

Next steps for learning are general in nature and strategies and plans for support are not clearly connected or may not be appropriate based upon data or best practice.

Standard 6a Identifying and involving oneself with the early childhood field

Performs as a professional by reflecting upon the assessment method and determining strengths and limitations of the method within the context of their observation.

Performs as a professional by reflecting upon the assessment method and considers strengths and limitations of the method within the context of their observation.

Performs as a professional by reflecting upon the assessment method in a general way.

Minimal reflection on the assessment method and context.

SS3. Candidates have effective skills in written and verbal communication. Candidates are technologically literate.

Highly polished project: no grammar or spelling errors.

Polished project: Minimal grammar and/or spelling errors.

Adequate project: Several grammar and/or spelling errors.

Many grammar and/or spelling errors.

Due Date: 11:59 pm EST Sunday of Unit 5 Points: 20 Overview: This week you will use conversations and time samples to observe language and executive function. You will use a checklist to document what you learned through the conversation and will consider what the information you collected tells you about this child’s learning and development. You will consider what next steps in learning are for this student and will plan some strategies or an activity to further their learning and development. Finally, you will reflect on the method of collecting information and the value of the information you gathered. Instructions: Conduct the observation focused on the specified areas of development. Document observations using the assigned method. Complete the Portfolio Part 2 form that is provided. Requirements:

• Submit the completed form for Portfolio Part 2. Be sure to read the criteria by which your work will be evaluated before you write and again after you write.

CHS450 – Observation, Assessment & Individualization

Unit 5 Assignment: Child Study Portfolio, Part 3

Evaluation Rubric for Unit 5 Assignment

Portfolio Parts 1 -5 4 3 2 1

Standard 1c Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children

Documentation, summary and reflection demonstrate appropriate use of the assessment method in a manner that yields valuable information for planning next steps for learning.

Documentation and reflection demonstrate appropriate use of the assessment method in a manner that yields some information for planning next steps for learning.

Documentation and reflection demonstrate appropriate use of the assessment method in a manner that yields general information about the child.

Documentation and reflection demonstrate less than appropriate use of the assessment method and/or information is not relevant or helpful for planning purposes.

Standard 3a Understanding the goals, benefits, and uses of assessment- including its use in development of appropriate goals, curriculum, and teaching strategies for young children

Applies at least two developmentally appropriate teaching strategies to the area of development and creates a rich plan for an engaging learning experience to support child’s next steps in learning.

Applies one to two developmentally appropriate teaching strategies to the area of development and creates a rich plan for a learning experience to support child’s next steps in learning.

Applies one to two developmentally appropriate teaching strategies to the area of development and creates a general plan for supporting child’s next steps in learning.

Strategies and/or plan are not well developed and/or are not appropriate to the child’s developmental level.

Standard 5c Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child

Identifies appropriate next steps for learning clearly based upon observation data, own knowledge and early learning standards, plans developmentally appropriate ways to support learning, and reflects upon current strategies in place as appropriate.

Identifies next steps for learning based upon observation data and own knowledge, plans strategies to support learning, and reflects upon current strategies in place as appropriate.

Identifies next steps for learning based, plans strategies to support learning, and reflects upon current strategies in place as appropriate.

Next steps for learning are general in nature and strategies and plans for support are not clearly connected or may not be appropriate based upon data or best practice.

Standard 6a Identifying and involving oneself with the early childhood field

Performs as a professional by reflecting upon the assessment method and determining strengths and limitations of the method within the context of their observation.

Performs as a professional by reflecting upon the assessment method and considers strengths and limitations of the method within the context of their observation.

Performs as a professional by reflecting upon the assessment method in a general way.

Minimal reflection on the assessment method and context.

SS3. Candidates have effective skills in written and verbal communication. Candidates are technologically literate.

Highly polished project: no grammar or spelling errors.

Polished project: Minimal grammar and/or spelling errors.

Adequate project: Several grammar and/or spelling errors.

Many grammar and/or spelling errors.