child services i -...
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HSD
Child Services II
Introductory Manual
HILHI
2012-2013
Name: __________________
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Focused Program of Study…………………………………………………………………………………………………3-5
Course Plan Statement/Syllabus ……………….………………………………………...........................……………..6-13
LSP Statement of Purpose…………………………………………………………………………………………………14
Job Description / Aide I Requirements ............................................................................................................................ 15-16
Schedules/Routines & Calendar ............................................................................................................................................ 17
Duties & Responsibilities………………………… ......................................................................................................... 18-20
Health & Safety ................................................................................................................................................................ 21-23
Incident, Buddy Reports & Milestone Cheat Sheet…..………………………………………………………………...24-27
Buddy Profile……………………………………………………………………………………………………………….28
STUDENT CONTRACT…………………………………………………………………………………………………29
Snack & Snack Activity ................................................................................................................................................... 30-32
Field Trip Guidelines ....................................................................................................................................................... 33-34
Communication & Guidance/Discipline Philosophy ....................................................................................................... 35-37
Songs & Finger Plays ....................................................................................................................................................... 38-48
Observations .................................................................................................................................................................... 49-51
Lead and Lab Day Requirements ..................................................................................................................................... 52-57
Lesson Plans ..................................................................................................................................................................... 58-59
Conferences ...................................................................................................................................................................... 61-61
Extended Application ....................................................................................................................................................... 62-96
Porfolio……………………………………………………………………………..……………63-66
Career Related Learning Standards ................................................................................................ 67-68
Education Profile……………………………………………………………….………………..69-71
Project Letter of Intent ……………………………………………………………….………….72-75
Mentors……………………………………………………………………………….…………..74-75
Source Evaluations………………………………………………………………..………………….76
Journals…………………………………………………………………………….…………………77
Community Project……………………………………………………………….………………78-89
Special Needs Project…………………………………………………………….………………90-93
Self-Selected Project and Newsletter Sign up……………………………………….……………….94
Career Related Learning Experiences…………………………………………….………………95-97
Bibliography Information ..................................................................................................................................................... 81
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Hilhi Early Childhood Education Focused Program of Study
Do you ever wonder why people do what they do or say what they say? Answers to these and other questions
can be found by studying how people develop. Having an understanding of the developmental domains, the
theories about development and methods of guidance assist many professionals in their careers; such as, Health
& Human Protective Services, Care & Education, Entertainment, Design, Advertising, Marketing, &
Management, and Research & Consulting.
The Early Childhood Education Focused Program of Study is a course of study to explore the world of early
childhood education and development. In the introductory Child’s World course students learn how children
develop and why they do what they do. This is a theory based class that is articulated with Portland Community
College (PCC). That means if a student shows a high level of understanding of the content he/she can earn 3
PCC Early Education and Family credits. You can also earn PCC credits through the advanced courses, Child
Services I and II. In these courses students learn to create developmentally appropriate curriculum/activities,
take and interpret accurate developmental observations, and assist in the running of the onsite Little Spartan
Preschool by putting into action the concepts learned in the introductory course.
During the capstone year students have the opportunity to research an area of personal relevance that involve
youth and development. Some of the topics being researched this year are; “How have fashion trends for young
children changed over the past two and a half decades?” “What are the differences in prenatal care for a high
risk pregnancy versus a typical pregnancy?” “How can pet therapy be affectively incorporated in the home of
children with disabilities?” “How do different cultures celebrate youth’s coming of age?”
To complete this focused program of study students must complete the required course work with a C average,
complete 30 hours of Extended Application of the focused area academic knowledge, do a senior project of
personal relevance within the subject matter, document and present their portfolio work, and fulfill two full
school years working in the on-site Little Spartan Preschool.
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Early Childhood Education Focus Program of Study
There are six main career paths that require background knowledge of Early Childhood Development. These
career paths are:
1.Health & Human Protective Services
2. Care & Education
3. Entertainment
4. Design
5. Advertising, Marketing, & Management
6. Research & Consulting
Some of the careers under these pathways are Pediatrician, Nurse, Speech Pathologists, Social Worker, Child
Development Specialist, Physical Therapist, Teacher, Preschool Teacher, Child Psychologist, Juvenile
Probation Officer, Nanny, Teacher’s Aide, Consultant, Furniture/Play Center Designer.
How to Complete this Focus Program of Study
Complete course work with a C average
Complete 30 hours of Extended Application (Part of Child Services 2)
Score a 3 in all of the Essential Skills/Career Related Learning Standards
Score a 4 or 5 in all the course objectives for both Child Services 1 & 2
Work for two school years in the Little Spartan Preschool (Child Services 1 & 2)
ENDORSEMENT
AREA
EXPLORATORY (9-12)
Select 2 or more
of the following
FOUNDATION (11)
Complete all classes
listed
CAPSTONE (12)
Complete all classes
listed
EARLY
CHILDHOOD
EDUCATION
Required
Optional
0)
(1.0)
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Student’s Name __________________________________________________________________________
Focused Program of Study Applying for: _____________________________________________________
Required Classes for the Focused Program of Study (Minimum ‘C’ Grade or Better)
Freshman or
Sophomore Year: Course_______________________________ Grade_______
Course_______________________________ Grade_______
Junior Year: Course_______________________________ Grade_______
Course_______________________________ Grade_______
Senior Year: Course_______________________________ Grade_______
Course_______________________________ Grade_______
Career Related Learning Experiences
Junior Year: Job Shadow Placement ___________________________Completed___________ Senior Year: (Complete One of the following Four)
Internship Placement _________________________________________Completed__________
Mentorship Placement _______________________________________ Completed __________
Site Based Enterprise ________________________________________ Completed __________
Extended Service Learning____________________________________ Completed __________
Essential Skills/CRLS Requirements Met:
Through documentation of evidence & reflection as well as test scores
Personal Management Score: ______________________________________
Problem Solving Score: __________________________________________
Teamwork Score: _______________________________________________
Communication Score:___________________________________________
Employment Foundations Score: ___________________________________
Career Development Score: _______________________________________
Reading Score: _________________________________________________
Writing Score: _________________________________________________
Extended Application Requirement Met _________________________________________________
Student’s Signature __________________________ Date _______________________________
Jr. Instructor _______________________________ Sr. Instructor _______________________
Parent Signature ____________________________ Date _______________________________
Hillsboro High School
Focus Program of Study
Check Off Sheet
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Hillsboro High School
Child Services II– planned course statement
Course Number TBA
Articulated with PCC as part of ECE 132 – Field Work
High School Credit: 1.5 PCC Credit: 2
COURSE DESCRIPTION: Child Services II is the advanced level course in Hillsboro High School’s Early Childhood Education focused
program of study. Under the supervision of the teacher, students assume management responsibilities in the
Little Spartan Preschool, assist in the planning and organization of the preschool operations, participate in the
marketing and business aspects of the program and complete a senior project with an internship/mentorship
directly related to a post high school interest.
PRERQUISITES: Child Services I with a C or better & Application with Teacher Approval
INSTRUCTOR INFORMATION:
Instructor: Kelly Purdy
Office Location: CA 5
Office Phone: 503-844-1980 x.3888
Email: [email protected]
Office Hours: Semester 1: Day 1 - 2:10-3:30pm Day 2- 12:40-1:45pm
Before or after school hours; During Access Time
COURSE INFORMATION:
When: First or Second Semester, 2012-2013;
Either First or Second Periods
Where: CA 5 & 6
COURSE TEXTS: Decker, C.A. (2004).
Children The Early Years (fifth edition). Tinley Park: The Goodheart-Wilcox
Company, Inc.
Herr, J. (2004). Working with Young Children (fifth edition). Tinley Park:
The Goodheart-Wilcox Company, Inc.
ADDITIONAL REFERENCES:
Videotape/DVD
Magazine and journal articles
Internet resources
Hilhi Moodle - http://connect.hsd.k12.or.us
CLASS: HHS 114 Child Services_Jett
(All course materials, PowerPoints, and assignments are on the
class Moodle)
Google Docs
REQUIRED SUPPLIES: Basic Supplies (pens, pencils,
& paper, etc.) Internet access,
3" Three ring binder, flash drive, senior presentation materials (display board,
glue sticks, paper, scissors, etc.)
INTENDED OUTCOMES/OBJECTIVES FOR THE COURSE:
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1. Be knowledgeable of the emotional, social, physical, and intellectual stages of growth and development of
three, four, and five year olds.
2. Plan and implement developmentally appropriate activities in the preschool to accommodate the needs of
the children.
3. Articulate the difference and the rational for emphasizing process over product in art, music, movement and
physical skills and dramatics.
4. Follow health and safety guidelines to provide a safe and healthy environment for children.
5. Demonstrate skills for positively guiding and disciplining children.
6. Demonstrate the ability to observe, record, and assess children’s behavior.
7. Practice leadership, teamwork, and professional employment skills.
8. Examine learning, physical, and medical disabilities and how they affect children.
9. Explore possible career opportunities dealing with children (Internship/Mentorship).
10. Prepare menus according to nutritional guidelines and individual and cultural diversities.
11. Relate human development theories to education in the classroom.
12. Learn and demonstrate customer service skills.
13. Demonstrate general operational procedures required for preschool profitability and success.
CHILD DEVELOPMENT ASSOCIATE (CDA) Competency Areas and Functional Skills
Goal 1: To establish and maintain a safe, healthy learning environment.
Goal 2: To advance physical and intellectual competence; physical, cognitive, communicative, and creative
Goal 3: To support social and emotional development and to provide positive guidance; self, social,
guidance
Goal 4: To establish positive and productive relationships with families
Goal 5: To ensure a well-run, purposeful program responsive to participant needs
Goal 6: To maintain a commitment to professionalism
NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN (NAEYC) Standards
Standard 1: Promoting child development and learning
Standard 2: Building family and community relationships
Standard 3: Observing, documenting and assessing to support young children and families
Standard 4: Teaching and learning
Standard 5: Becoming a professional
OREGON SKILL SETS - Human Resources – Early Childhood Education Focus Area
ERZ01.01 Demonstrate consideration of ethical and legal accountability in providing support and
services for others.
ERZ02.01 Understand human development and interpret behavior to assist in determining
appropriate support and services for others.
ERZ03.01 Evaluate social systems and institutions within the educational setting for the
appropriateness and quality of services and support they provide.
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ERZ04.01 Display dignity and respect for others, especially when working with people from a
variety of backgrounds, cultures, and experiences.
ERZ05.01 Use responsive interpersonal and communication skills for determining and providing
support and services for others.
ERZ06.01 Analyze staff qualifications and workplace environments for careers within the field of
education and related programs.
ERPD02.01 Uses grammatically correct standard English and competent reading skills to
communicate.
ERPD02.02 Listen respectfully and attentively to children, parents, and staff members to collect input.
ERPD03.01 Apply problem solving and critical thinking skills to provide solutions.
ERPD05.02 Create working relationships with parents and family members to maintain involvement.
ERPD06.01 Follow through with safety and sanitation procedures to assure compliance and readiness.
ERPD07.01 Create an inviting and encouraging atmosphere to encourage parent and family
participation.
ERPD08.01 Adhere to ethical and legal responsibilities to protect children and families.
ERPD10.01 Apply principles of child growth and development, including social, emotional, physical
and cognitive milestones to provide comprehensive program offerings.
ERPD10.02 Incorporate play and other activities to develop children’s social, emotional, physical and
cognitive skills.
ERPD10.03 Evaluate activities and curriculum for inclusiveness of cultural diversity.
OREGON ESSENTIAL SKILLS/CAREER RELATED LEARNING STANDARDS ES1: Read and comprehend a variety of text/demonstrate effective communication skills to give and
receive information in school, and/or workplace.
ES 2: Demonstrate personal management and teamwork skills
ES 3: Think critically and analytically
CRLS: Career Development: Demonstrate career development skills and plan for post high school
experiences
CRLS: Employment Foundation: Demonstrate academic, technical, and organization knowledge and skills
required for successful employment.
OREGON COMMON CORE STANDARDS – College & Career Readiness Standards - Literacy
11-12.RST.1 Cite specific textual evidence to support analysis of science and technical texts, attending to
important distinctions the author makes and to any gaps or inconsistencies in the account.
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11-12.RST.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes,
or information presented in a text by paraphrasing them in simpler but still accurate terms.
11-12.RST.3 Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on
explanations in the text.
11-12.RST.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or
discussing an experiment in a text, identifying important issues that remain unresolved.
11-12.RST.7 Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
11-12.RST.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a
coherent understanding of a process, phenomenon, or concept, resolving conflicting
information when possible.
11-12.WST.1 Write arguments focused on discipline-specific content.
11-12.WST.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
11-12.WST.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
11-12.WST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience.
11-12.WST.6 Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
11-12.WST.7 Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
11-12.WST.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of
the specific task, purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
11-12.WST.9 Draw evidence from informational texts to support analysis, reflection, and research.
11-12.WST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,
and audiences.
COURSE CONTENT: 1. Personal and Professional Practice
2. Parent, Family, and Community Involvement
3. Relationships with Children
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4. Environment and Curriculum/Pedagogy
5. Management and Supervision.
6. Community
COURSE OUTLINE
1. Systems/Professionalism (Focus questions: “What role does a system have in society?”)
IB learner profile, Design Cycle, Food and program safety, State regulations, Business Etiquette, PCC
articulation, Schedule, Roles and responsibilities, (Guest Speakers from PCC and Community Action
Child Care Resource and Referral)
2. Pedagogy (Focus questions: “What is the role of the teacher? How can I be an efficient teacher?)
Review of last year’s theories/theorists, especially the Reggio Emelia and Lev Vygotsky theories.
Students will delve deeper into teaching styles, observations, lesson planning, and leading preschool.
Students will explain both through a speech and an essay what they learned and experienced.
3. Environments (Focus questions: “What role does environment have in development? “How might an
educator or parent develop an environment that assists both typically developing children and children
with special needs?”)
Environments, theories, public policy/law, public agency provided services, school provided services, array
of special needs researched by the students, identification of special needs, differentiation (Guest Speakers:
Early Intervention teachers and occupational therapists, PCC - Disabilities Services Staff, Hillsboro School
District 1j - LaDonna Hughs, community member parents), observations, lesson planning, leading
preschool, self evaluation
4. Community (Focus question: “What is community? What is my role in community? How can I aid or
enhance the lives of the youth in my community?”)
Research based on focus questions, internships based around focus questions, paper and presentation of
research and internship.
MAKE UP WORK AND LATE WORK: Whenever a class is missed, it is the student’s responsibility to see their teachers concerning make-up
assignments. It is important that this be done the day the student returns to school so that he/she does not fall
behind the rest of the class. Students are allowed one more day than the number of days absent to complete
their make-up work which may entail doing an alternative assignment after conferencing with the instructor. If
family/medical extenuating circumstances have prevented the student from attending class, the student should
contact the teacher the day an assignment/project/assessment is due and arrangements can be made.
All material is to be turned in on time. Late work/projects/assessments will be accepted, but will not be graded
and returned as quickly as material turned in on time.
Students have until the week before finals to turn in any missing work/projects/assessments. After that time no
late work/projects/assessments will be accepted. A student who submits zero material for the course will
fail the course.
Students must show basic proficiency (a C grade or an average score of 3) in the course objectives 2, 3, 4, 6, 8,
9, 10, & 13, in order to pass the class.
An (I) Incomplete grade will be given to a student whom is either missing evidence to demonstrate proficiency
in 1to 2 of the mandatory course objectives, or does not demonstrate a proficient understanding/score in 1 to 2
of those objectives. Students who earn an (I) Incomplete grade will have 2 weeks after grades are posted to
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demonstrate proficiency in the objectives he/she is deficient in. After that 2 week period if there is no evidence
submitted the (I) Incomplete will be changed to an F grade. Students who demonstrate proficiency will have
the (I) Incomplete changed to a proficiency grade of a C and no higher.
TARDIES:
Students are expected to be in their seats when the final bell rings. Tardies are a disruption to the education
climate in classes. Our Tardy Sweep system was created to help us ensure that students are in class on-time and
ready to engage in learning. All students not in their assigned class on-time will report to the Guided Study
Room for a tardy pass. Any student that has more than two unexcused tardies will be assigned detentions and
or other disciplinary consequences as appropriate.
Once the student receives the late slip he/she is required to come directly to the classroom and the tardy will be
recorded. Any student who takes longer than 5 minutes to get to class from the stamped late slip time will be
marked absent for the day and a parent contact will be initiated.
The following protocol will be followed for students who are tardy to class:
• First and second tardy – verbal warning from teacher to student – recorded on a referral form.
• Third tardy– Teacher contacts parent/guardian & possible in-school discipline – recorded on a referral form.
• Fourth tardy – Administrative Referral.
REQUIREMENTS: (Percentage = weight of grade) Your grade will be based on formative and summative assessments of the expected learner outcomes/course
objectives; such as, course assignments, class participation (lab days and projects), observations, lead days,
planning and implementing age appropriate activities, essays, speeches, and portfolio completion. You are
responsible for keeping a portfolio of all of your work. Extra Credit is not offered.
Grading Criteria: Grading Scale:
FORMATIVE ASSESSMENTS
Homework:
The Homework category consists of writing prompts, note taking, class discussions, reading of text(s),
supplemental readings assigned by the instructor, reading evaluations, and collaborative work. Much of this
work will need to be worked on and/or completed outside of class.
Lab Points:
Every day that there is preschool is considered a lab day. Lab points will be assessed according to the Lab Day
grading rubric. The maximum amount of points to be earned in one day is 5 and 10 points maximum in a week
Formative Assessments
Homework
Lab Points
Warm ups
Notebook
Work Graded for Accuracy
Rough Drafts
Project Planning
40%
Summative Assessments
Observations
Parent Conference Leading
Lead Teacher Day(s)
Essays/Speeches
Projects/Portfolio
60%
A = 5= 100-90%
B = 4 = 89-80%
C = 3 = 79-70%
D = 2 = 69-60%
F = 1 = 59-50%
0 = Missing (50%)
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Lab points will be assessed every lab day, recorded, and officially entered into the computer at the end of each
week.
Warm ups:
Every day that is not a preschool day, students learn new material, work on current projects and debrief on
preschool sessions. At the beginning of each of these classroom days the class begins with a warm up. Warm
ups are worth 2 points and are recorded in the gradebook after there have been 10 class warm ups. Warm ups
consist of a review of prior knowledge and course objectives.
Notebook: Students will keep a daily journal of reflections and personal assessment of the daily learning targets and larger
course objectives. In addition students will keep a daily research journal log while they work on projects.
Work Graded For Accuracy: Work Graded For Accuracy is exactly that. Anything that falls under this category is in the rough draft phase of
a bigger project. Work Graded For Accuracy is about receiving feedback so that the final product meets the
course standards/objectives.
SUMMATIVE ASSESSMENTS
Parent Conference Leading Students will schedule appointments with the targeted child’s parents/guardians and utilizing the collected and
analyzed data, lead a professional parent conference. Students will self-assess and parents will assess the
student on the course objectives and standards for this authentic experience.
Leady Teacher Day(s)
Students will lead as head teacher as a part of a team and facilitate the developmentally appropriate lessons,
activities and they planned. At the conclusion of each lead teacher day students will conduct a thorough self
and team evaluation.
ESSAYS/SPEECHES (SUMMATIVE ASSESSMENT): Essays and speeches will be done at the conclusion of each trimester’s assigned project. Essays will be graded
using a grading rubric based on the Hilhi SpartsWrite. All essays will be typed, double spaced, 12 point font,
with 1 inch margins. Speeches will be assessed based on the Oregon Speaking scoring rubric. Students will
have the opportunity to make revisions on essays and speeches if they do not meet the required standards.
Projects Each senior must complete 3 research projects during the school year. Each project deals with youth and a
personal point of interest for the student. A spring exhibition night is a crucial part of the senior year whereas
the student will showcase the portfolio and all of the year’s projects for community members.
Portfolio
Every Child Service II student will complete a portfolio of his/her work. The portfolio is a compilation of the
work that the student has done throughout the current year and the junior year. The portfolio should represent
the process and progress the student has undergone the past two years of high school. The portfolio is the final
cumulative assessment for the Human Resources Early Childhood Education Focus Program of Study, the
course standards the student has mastered, the extended application graduation requirement and is also used in
the assessment for the Portland Community College Credit that may be earned.
ACADEMIC STANDARDS/STUDENT EXPECTATIONS/ETHICS: This course is the first part of the articulated ECE 132 “Field Work” course with Portland Community College
(PCC). This means if a student chooses to, he/she can earn community college credit as well as high school
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graduation credit by taking Child Services 1 as a junior and Child Services 2 as a senior. Both enrollment in the
PCC articulation program and the PCC credits earned as a high school student through this program are free.
Please turn off all electronic equipment: cell phones, Ipods, MP3 players, etc. during class and put them
away. Please leave all food and drink, with the exception of water, out of the classroom. Students are to
conduct themselves in a mature and responsible nature showing high regard for students, staff, property of
others, and displaying Spartan P.R.I.D.E. at all times, which includes the following behaviors:
1. Have excellent attendance and be on time every day
2. Treat everyone with respect:
Teachers
Peers (inside and outside of class)
The children and parents of the Little Spartan Preschool
Guest (Substitute) Teachers
Guest Speakers
Other guests and volunteers
4. Come to class prepared. This means equipped with a pen/pencil, paper, notebook and other material
needed for projects and activities.
5. Stay in the designated course rooms, and leave all food and drinks outside of class.
6. Leave Ipods and Cell phones in lockers or in school bags – not have them out in class.
7. Use appropriate language and attire at all times and at all school functions.
8. Never do anything that could physically or emotionally harm your peers or any child in the preschool.
9. Keep the preschool and classroom clean and organized.
10. Students will socialize after class and focus time and attention on the class material and preschool
students.
11. Respect the confidentiality of the preschool children and their families - Do Not repeat stories or
personal information outside the preschool.
12. Sign and follow the Student Contract.
PLAGERISM:
It is the responsibility of the school to strongly promote academic honesty and integrity. Cheating will not be
tolerated. Any student caught cheating will receive a grade of zero on the assignment or exam. Subsequent
occurrences may result in removal from the class with loss of credit.
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Little Spartan Preschool Statement of Purpose
In the Little Spartan Preschool, we believe that each child has immense potential. To achieve this potential
students/children construct their knowledge through hands on, relevant projects and activities that are both
independent and collaborative. The children’s interests, natural inquisitive disposition and developmental
abilities help guide the curriculum. In our classroom you will see constructivist and sociocultural methods,
concepts, and theories in action. Learning through play, independent as well as collaborative
learning/experimenting and role modeling from adults is what you will see. Through this children will be
developing in each of the developmental domains. Listed below are some key goals we focus on.
1. To develop a positive attitude toward school and learning.
2. To develop a sense of high self-esteem in our children.
3. To develop habits of concentration for lifelong study skills.
4. To foster an abiding curiosity.
5. To develop habits of initiative and persistence.
6. To foster inner discipline and a sense of order.
7. To develop sensory-motor skills and sharpen the ability to discriminate and judge.
8. To develop socially acceptable behavior.
9. To acquire the basic skills necessary for a lifetime of learning.
10. To help develop each child’s innate, ultimate potential through high self-expectations.
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Child Services Job Description
It is the duty of each member of staff at the Little Spartan Preschool to assist in the development of children
ages three to five years old. They must always do this with competence, sound judgment, and self control while
working with children. They must be mentally, physically, and emotionally capable of performing assigned
duties related to preschool activities, and must also have the required training and/or experience for the position
for which they hold. It is required that each member complete the Child’s World Course, attend academic
training days, and complete the required assignments.
Plans and implements a program of instruction that adheres to the district philosophy, goals and
objectives as outlined in the adopted course study.
Makes purposeful and appropriate lesson plans that provide for effective teaching strategies and
maximize time on task.
Plans and implements a program of study designed to meet individual needs of students.
Creates a classroom environment conducive to learning by employing a variety of appropriate teaching
strategies.
Encourage student enthusiasm for the learning process and the development of good study habits.
Provides progress and buddy reports, observations, parent conferences, and lesson plans.
Demonstrates a strong grasp of subject matter.
Uses effective oral and written expression.
Keeps current in subject matter knowledge and learning theory.
Maintains a safe and clean environment.
Finishes all assigned preschool maintenance and supervisory duties
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Child Services II (Aide II) Duties and Responsibilities
Be on time to class every day. (This is important to meet child/teacher ratio) Always stay with your buddy that is assigned to you. Be sure to know your assigned clean-up/ set-up duty every day Fill out a buddy report for your assigned buddy every day and put them in your buddies bin. Fully participate in all songs and activities Show enthusiasm while working with children When speaking to a child, get down to eye level Always follow the Little Spartan Discipline Philosophy Complete all assignments required for the class Complete and turn in lesson plans on time DO NOT use the restroom facility while preschool is in session (ORS 414-300-0190) To open cupboards and outside shed, get keys from office wall and return them when finished Always lock the cupboards after opening them Refrain from any off-topic conversation with other High School Students Absolutely NO Swearing or inappropriate conversation Participate in Parent Conferences Complete observations and file them appropriately in the “Goals” notebook Must have valid Food Handlers Card Read, understand, and sign the Student Contract Always check the duty sheet and finish your assigned closing and/or opening duty in a timely manner.
Child Services II (Aide II) Requirements
Be at least 18 years of age; or turn 18 within the school year. If not they must always be directly
supervised, i.e., within sight and sound of a staff person who meets at least the qualifications of a teacher.
Have worked at least six months at the center where they are now employed
Have current certification in First Aide and CPR
Have a valid Food Handler’s Card
Must have completed Child’s World & Child Services I with Instructor approval.
Be familiar with and follow the Little Spartan Preschool Policies and Procedures.
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Schedules & Routines
Schedules and routines form the basic structure of the day. A good schedule for children offers a balance
between active & quiet times, large group, small group, & play time with others, indoor and outdoor play times,
as well as time for free choice activities & teacher directed activities.
A schedule should allow for the following routines, arrival & departure, meals & snacks, sleeping/resting (if all
day program), self-help skills, and clean-up & transitions.
Consistency is important! It builds trust and a beginning sense of time. In addition a schedule should be
developmentally appropriate and it should reflect your program & children.
During Morning Meeting children learn social skills & attention span while discussing the learning projects and
objectives for the day. The meeting time should only be 15-20 minutes and be age appropriate. If needed due
to age appropriateness break into smaller groups. It is important before, during, and after meeting time to use
smooth transitions as it helps children stay focused and self-disciplined. Morning Meeting is a well-planned
time of the preschool day focused on the goals of the target children and the projects for the week or month;
however the best laid out plans can and will change due to circumstances that occur in the classroom. It is
important to be able to make in-flight decisions and understand that it is okay to stray from the plan a little bit if
it is a “teachable moment.”
As mentioned above transitions are very important, they individualize the process for each child, give children
notice a change is about to happen, and allow enough time for children to finish what he/she was doing and
move on. One method of transitioning is to assign tasks to children. This helps with emotional outbursts and
assists with independence. It is very important to be clear, consistent, & flexible at all times.
Monday Little Spartan Preschool Flow of Day 8:45-8:55 am Arrival
8:55-9:20 Morning Meeting
9:20-9:50 Explore
9:50-9:55 Clean up
10:01-10:08 High School students rotate 9:55-10:30 Hand washing/Snack
10:30-10:50 Story Workshop and Math Explore
10:50-11:10 Outdoor, Large Motor Activities
11:10-11:15 Closure and Goodbyes
11:15 am Departure
Thursday Little Spartan Preschool Flow of Day
8:45-8:55 am Arrival
8:55-9:20 Morning Meeting
9:20-9:50 Explore
9:50-9:55 Clean up
10:01-10:08 High School students rotate 9:55-10:30 Hand washing/Snack
10:30-10:50 Project Workshop or Story Workshop & Math Explore
10:50-11:10 Outdoor, Large Motor Activities
11:10-11:15 Closure and Goodbyes
11:15 am Departure
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Duties and Responsibilities
Duties rotate on a weekly basis. When you finish the assigned duties exhibit Spartan P.R.I.D.E and go around
and assist others.
Setting Up- First 10-15 minutes of period 1 Each person will be assigned a learning center to set up. To set up a learning center follow the subsequent
steps:
1. Go to the learning center and check the lesson plan for the center. If it isn’t there go to the calendar
on the duty board and ask the lead teachers for the lesson plan.
2. Read the ENTIRE lesson plan.
3. Get out the appropriate materials according to the lesson plan. If for some reason we are out of the
materials needed make a logical decision and fix the problem.
4. Understand how to do the activity and what open ended comments and questions to ask the children
as you do the activity.
5. When you are finished setting up your area, go around to the other learning centers and see if anyone
needs assistance.
6. Read all the other lesson plans so you are prepared for when the children arrive and are able to
facilitate the learning experiences available for your buddy and the other children. This is the time
to get clarification on anything that doesn’t make sense or you have questions on.
7. Once you’re done setting up or helping, go over to the opening duty list on the duty board. Make
sure that all of the opening duties are checked off before preschool begins.
Snack- (See the snack guideline page)
Buddy Reports- Everyone does this everyday there is preschool Everyday in which preschool is in session a buddy report will be done for each buddy that you have. The buddy
report is a method of informing parents/caregivers the following items in regards to their child’s day: behavior,
enjoyed activities, concepts learned, skills utilized, nutrition as well as serving size, and who spent time with the
child. Buddy reports are to be picked up from the information table in the back of CA 6 before entering the
preschool each day preschool is in session. The buddy reports are to be filled out while you are working with
the child or children. Be very sure that grammar and spelling is correct and accurate. There are several
dictionaries in the preschool and in the classroom to assist with this, remember when in doubt look it up or ask.
Buddy reports MUST be put into the child’s cubby before you or the child leaves preschool for the day. A
parent/caregiver should leave each day with a minimum of two buddy reports. After turning the report into the
cubby you will go over to the duty board and sign off on the buddy report. This is your accountability as it is
checked each day by parents and the instructor.
Welcoming/Name Tags – As a “Welcomer” you and your partner(s) will sit by the front door by the preschool nametags with the
Preschool roll sheet clipboard. As the children come in you smile and welcome them by name to the preschool.
You will assist the children in finding their nametags and their buddy, if he/she is not already at the door
waiting for them. As the children come in you will mark them here for the day. You will take roll for the first
10 minutes of preschool. When the 10 minutes are up you will bring the roll sheet clipboard to the morning
meeting area and you will take roll aloud.
Lead Cleanup and Song – Be sure to check the clock. With two minutes before the scheduled clean up time go around to all the children
and give them a high five and say, “Almost clean up time!” Once you have gotten high fives from all the
children begin the clean up song. Sing it twice through with enthusiasm and loud enough for all the children to
hear to sing along with you. Once the song is sung assist the children and the other students to clean up the
preschool. Be sure that all materials are put back in the correct places in the preschool.
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Morning Meeting, Story Workshop , Math Explore, Project Assistant – As an assistant for Morning Meeting, Story Workshop, Math Explore or Projects, you need to go over and read
the appropriate lesson plan, know what materials are needed and see that they are in the lead day bin for the
day. This will be done long before it is time to lead the lesson/activity. When Morning Meeting, Story
Workshop, Math Explore or Project time is ready to commence, assist in getting the children to the appropriate
areas using positive guidance. You will assist the lead teacher by handing out materials, reading if necessary,
holding up flannel pieces, etc. If for some reason the lead teacher must leave the group you will take the group
and lesson over.
Explore Teachers – Each person in periods 1 will be assigned a learning center project area to be the teacher of. It is important that
you know and understand the lesson for that area and are able to lead or guide the children with this lesson.
You are responsible for documenting through writing and pictures the learning processes that occur during that
lesson. You will put together your documentation in a professional format to be shared with parents before the
next preschool day.
Art Area Clean up – After the clean up song has been sung you will go over to the art area and clean it up. This may entail just
putting materials away in their correct spots or it may entail washing and drying art supplies as well as
thoroughly cleaning the art easels, tables, and floors. Paint must be recycled back into the paint bottles
whenever possible. DO NOT POUR PAINT or ANY OTHER material other than water down the sink;
otherwise it will clog the drain. When cleaning use the sinks in CA 6. Be sure to wash all art items inside the
bucket in the sink. This will ensure that nothing goes down the drain that might cause a drain plug. Be sure to
clean the bucket once you have finished cleaning the art supplies. All art supplies will be washed, dried, and
put away in their correct spot before you leave. The sink, counter, and backsplash will be wiped down and
clean as well. When you finish cleaning up you will go back into the preschool and join into whatever activity
is going on.
Sensory Table Clean up – After the clean up song has been sung you will go over to the sensory table, take the tub from the table and take
it into CA 6 and clean it up. DO NOT POUR PAINT or ANY OTHER material other than water down the sink;
otherwise it will clog the drain. Please utilize paper towels, cloth towels, and the garbage can to get rid of any
rubbish. If water is needed to clean out the sensory table, use the sinks in CA 6. When you finish cleaning up
you will put the sensory tub back into the table clean and dry. After this you will go back into the preschool and
join into whatever activity is occurring.
Head of table at Snack – The head snack people will put on an apron, pull hair up and out of face and wash his/her hands. The people
who are at the head of the snack tables are charge of making sure the students from period one have put the
snack trays all together. This means that there are enough cups, napkins, serving utensil, plates, food, and
whatever else is needed for snack that day. Once the trays are all set and ready the head snack people will sit
down at the table he/she is responsible for. When all the children have washed their hands and the snack song is
sung the leaders will begin passing around plates, cups, etc. The head snack person is responsible for making
sure that the children are all taking appropriate portions and that they get whatever is needed while snack is
happening. When snack is over the head table folks will clean out the bowls if there is any leftover food by
disposing of it in the garbage cans in the preschool classroom. They will then bring their trays and items on the
trays to the dish folks to wash. The head table people will then sanitize and rinse the table and chairs they were
sitting at.
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Snack Clean up – The folks in charge of snack clean up are responsible for sweeping the floors under and around the snack tables,
sink and garbage cans. This means chairs will need to be pulled out and stacked at each end of the tables, no
more than 5 chairs high. The snack clean up folks will also need to sanitize and rinse down the kitchenette
cupboards, counters, stovetop and the walls in and around the kitchenette, sink and garbage can. Please wear
gloves while cleaning as you will be using bleach water.
Dishes – Dishes consists of following the 5 step protocol for hand washing dishes; scrap, wash, rinse, sanitize and air dry.
Once dishes are cleaned, sanitized, and dry they will be put away in the cupboards and drawers in their correct
location. If in doubt of where something goes, look at the labels and pictures on cupboard doors and on the
drawers or ask someone. Only people doing dishes are allowed to be in the CA 4 classroom. The goal is to get
dishes done as quickly and efficiently possible so you can go and interact with the children.
Outdoor Setup/Clean up – When you are in charge of the outdoor setup/clean up you will follow the subsequent steps:
1. Go over to the lead day bin and read the outdoor/gross motor lesson plan.
2. If you have any questions clarify with the lead teacher or the instructor.
3. Get the keys from the Child Services II bulletin board in the instructor’s office under the sign
“Kitchenette/Shed Keys”.
4. Unlock the shed and set out the materials according to the lesson plan. Put the keys back where you
found them in the instructor’s office.
5. When it is time to come inside go and get the cow bell. Ring the bell and encourage the children to
help bring all the materials to the shed.
6. Go and get the keys and put everything back in the shed in an orderly manner so to avoid injury and
so all materials are visible and easily found.
7. Put the keys back in the correct spot.
Goodbyes – As a “Goodbyer” there are three different jobs to do and this will be shared with one to two other people. When
parents begin to arrive go over to the wall by the instructor’s office door and get the preschool roll sheet
clipboard from the hook it is hanging from. One person will stand by the door as the parents exit with their
children. At NO time should a child leave the front door without a parent. One high school student will get
the child’s nametag and will check the child out on the roll sheet clipboard. When all of the children are gone
you will go over and begin helping with the closing duties. If a person comes to pick up a child and we have
never seen this person before you must do the following:
1. Ask for the person’s name and I.D.
2. Check the person’s I.D. with the names of the approved people on the pick-up list on the registration form
in the child’s registration packet (located in the Instructor’s office)
3. Verify the person’s identity and give back the I.D.
4. If the person is on the verified list they may take the child with them; however, if they are not on the list
you CANNOT release the child to the person.
After Preschool Clean up/Closing Duties – Look on the duty sheet and find your name for the after preschool clean up. You are responsible for the area of
the preschool your name is next to. Be sure that all materials are where they are supposed to be (check labels
and pictures, ask questions if you’re not sure of the location), sanitize all surfaces in your area, vacuum, sweep,
and/or swiffer the floor in your area, and be sure there is no paint or any other splatter on the surfaces around
your assigned area. Use common sense when cleaning. When you are done go to the closing duty list on the
wall next to the duty board and do what needs to be done. When in doubt take care of it. The more you work
together the quicker things get done.
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Health and Safety
Illness
According to the State of Oregon Child Care Division, no child will be admitted into the center that has one of
the following symptoms, or a combination of symptoms:
Fever over 100 degrees F taken under the arm
Diarrhea (more than one abnormally loose stool per day)
Vomiting (not stress related or “spitting up”)
Nausea
Severe coughing
Persistent running nose with non-clear discharge.
Yellow color to the skin or eyes, dark urine, light colored stool
Skin or eye lesions or rashes that are severe, weeping or puss filled
Difficulty breathing or wheezing- except if under care of physician with protocol in place
Any of the communicable diseases, which are excludable by Oregon Administration Rules.
Child complaints of pain
Stiff neck of headache with one or more of the symptoms listed above
Head lice
If any child develops these symptoms while at the Little Spartan Preschool, parents will be contacted and asked
to take their child home within one hour of notification. All help will be given to assist parents with receiving
appropriate health care.
A child is ready to return when the child:
Shows no signs of illness as described above
Has had no fever, vomiting or diarrhea for 24 hours
Has been examined by the family physician and has a written statement from him/her, after an absence
of five or more days or after a contagious disease.
Accidents
When a child has an accident involving “wetting” their pants follow these procedures:
Reassure the child that everything is going to be okay and accidents happen
Find another Aide or director and ask them to supervise you.
Take the child and supervisor into the classroom and find them other clothes to wear
Take the child and the supervisor into the bathroom and ASSIST them in changing their clothes. (Always
be sure to be gloved when handling bodily fluids).
Put soiled clothing in the washer to be washed unless otherwise directed
When a child has an accident involving and injury follow the following procedures:
Report ALL injuries to the Director immediately and fill out an accident report!
Minor Injury:
Reassure the child that everything is going to be okay.
Complete “Accident Report” give white copy to parent in child’s cubby and file the yellow copy in the
child’s records.
If body fluids are present such as mucous or blood the first aid trained director will wear appropriate
gloves and attend to the minor injury.
When the injury is taken care of the gloves and materials used will be properly disposed of.
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If blood gets on the child’s clothes, such as from a nose bleed, the clothes will be placed in a plastic bag
and put into the child’s cubby. The parent will then be called in addition to the accident report.
Major injury and Emergency:
Report to the Director
The Director will administer First Aide and provide for the direct care of the injured child.
The Director will designate a student teacher to lead the supervision of the class and to call the child’s
parents.
The Director and/or advanced student teacher will:
o Call for emergency assistance:
o Call the main office and notify of the incidence and they will call 911.
o A student teacher will be directed to stand outside the building to direct the emergency vehicles.
o The Director will record appropriate information in the Accident Report Form, and will
coordinate the written reports of all individual’s involved.
Fire and Emergency Procedure
The fire and emergency procedures have been created to promote an awareness of prevention and safety in the
occasion of an event that requires special care and attention in the management of the program. Emergencies
may consist of fire, earthquake, weather, bomb threat, and/or intruder.
The goal of the emergency procedures is to promote awareness on the part of the children, high school students,
and the director of the value of the planning for and implementation of emergency safety and evacuation
procedures.
The drill will be carried out as a part of the curriculum rather than a prescribed procedure. That is, class
presentations, discussion, and activities will support the child and high school student teacher’s development of
knowledge concerning safety and self and community awareness.
Escape routes will be posted in the classroom and in the preschool.
One emergency procedure will be practiced a month.
A high school student teacher will record the activity on the Fire-drill report form, which will be
maintained and posted in the preschool.
Fire/Emergency Evacuation Drill Procedure 1. The Director and advanced high school student teachers will instruct parents, other students, and
volunteers regarding the procedures and their role in the drill. This may be done during the preparation
time for preschool and/or during the Preschool Open House.
2. The Director will prepare the children for the first drill of the year through classroom discussion and
activities.
3. The Director will plan a “bell” or other method of announcing the beginning of the drill.
4. The children are to grab the hand of the nearest “buddy” (high school student teacher) and line up at the
exit door.
5. The Director will get a count of the children and high school student teachers.
6. The specified advanced high school student teacher (Assistant II) will ensure that there are no other
children or high school students in the bathroom or adjoining classroom or office area.
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7. The Director will observe the attendance lists to obtain the total number of children and students present
that day and confirm the attendance with the head count. IF A CHILD OR STUDENT TEACHER IS
MISSING THE HEAD TEACHER WILL GO TO LOOK FOR THAT INDIVIDUAL LEAVING
THE SPECIFIED STUDENT TEACHER TO LEAD THE GROUP OUT OF THE BUILIDING. (In the event of a true emergency, the Director will search for missing persons as is prudent given the
location and severity of the fire or other emergency.)
8. The building will be evacuated and the group will go out to the football fields behind the building in an
orderly fashion. All assistants will take charge of the children they are responsible for and exit the
building.
9. Assistant II (Child Service II students) will be in charge of turning off lights and grabbing the school
radio as we exit the building.
10. The Director will do a “head count” at the time of arrival on the football fields and will report the
number of students and children in the group and any missing students or children to the designated
stations outside represented by orange flags.
11. Student teachers will talk with children about the purpose of the drill, and then return to the Preschool.
(In a true emergency, a return to the Preschool will not be made. The Director will contact parents to
pick up children when the okay is given by High School administration).
In the event that there is an intruder on the premises the following Hillsboro High School Guidelines will be
followed.
1. An announcement will be made over the PA system that will include the words this is a containment.
2. All curtains/blinds will be closed.
3. The “buddies” will calmly escort the children into the adjoining classroom that has no windows.
4. The Director will lock all doors and follow the group into the classroom and lock the door.
5. The Director will read stories quietly or lead a “quiet” activity until the containment is over.
6. The doors are NOT to be opened until the all clear is given.
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Little Spartan Preschool
Incident Report
Child’s Name: __________________________________ Date: ______________________________________
Injury: ________________________________________ Where Incident occurred: ______________________
How Incident Occurred:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________
Treatment:_________________________________________________________________________________
_________________________________________________________________________________________
Witness of Incident: _________________________
Director’s Signature: _______________________
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Buddy Report – Developmental Observation
Child’s Name ______________________________ Observer’s Name _____________________________
Class Period __________ Day of the Week _____________________ Date ________________________
Snack today _____________________________________________________________________________
Amount eaten all of snack most of snack some of snack ____ helpings
Check off what applies to the context of what you have observed today:
____ Child-initiated activity ____ Done with adult
____ Teacher-initiated activity ____ Done with peer(s)
____ Familiar task for the child ____ Done independently
Insert the Cognitive, Physical, &/or Social Emotional skills observed today:
Story or explanation behind the day’s observations/dialog/student work:
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Developmental Goals (For Buddy Reports and Observations) Fine Motor Development ____Shows ability to manipulate items with control, using
small muscles in hands
____ Coordinates eye-hand movement
____ Uses tools for writing and drawing
Gross Motor Development ____ Demonstrates basic loco motor skills (running, jumping,
hopping, galloping
____ Shows balance while moving
____ Demonstrates throwing, kicking and catching skills
Prosocial Behaviors ____ Recognizes the feelings of others and responds
appropriately
____ Shares and respects the rights of others
____ Uses thinking skills to resolve conflicts
Responsibility for Self and Others ____ Demonstrates self-direction & independence
____ Takes responsibility for own well-being
____ Respects and cares for classroom environment & materials
____ Follows classroom routine & rules
Sense of Self ____ Shows ability to adjust to new situations
____ Demonstrates appropriate trust in adults
____ Recognizes own feelings & manages them appropriately
____ Stands up for rights
Language – Listening & Speaking ____ Hears & discriminates the sounds of language; letters
____ Expresses self using words & expanded sentences
____ Understands & follows 3 step – oral directions
____ Answers questions, demonstrates comprehension
____ Asks questions when needed
Language Development – Reading ____ Knows the difference between letters, numbers, words
____ Knows written symbols convey meaning
____ Uses emerging reading skills – uses illustrations to retell
or convey meaning
____ Identifies letters of the alphabet
____ Illustrates knowledge that print is read from left to right,
top to bottom & front/back
____ Knows books have titles, authors & illustrators
Language Development – Writing ____ Uses drawing to express ideas
____ Uses descriptive words to convey ideas
____ Uses knowledge of letters to write or copy familiar words
such as his/her name
____ Writes letters/words from left to right
Language & Movement – Music ____ Sings familiar songs
____ Plays with a variety of musical instruments
____ Echoes short rhythms & melodic patterns
____ Responds to the tempo & rhythm of music through
purposeful movement
Representation & Symbolic Thinking ____ Engages in both fantasy & real-life roles & situations
____ Makes believe with objects
____ Creates props using available resources
____ Uses different media to communicate ideas
Cognitive Development – Problem Solving ____ Observes objects/events with curiosity
____ Shows persistence in approaching tasks, doesn’t give up
on the first attempt
____ Explores cause & effect to develop predictions
____ Applies knowledge or experience to a new context
Cognitive – Analyzing Data ____ Sorts objects by observable properties (color, size, texture,
shape)
____ Compares objects – notices details
____ Records information
____ Interprets data on a graph
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Cognitive – Patterns ____ Understands by identifying patterns
____ Repeats & extends simple patterns
____ Creates own pattern
Cognitive – Measurement ____ Measures objects with nonstandard tools (cubes, links, own
feet)
____ Orders objects by attributes (size, weight)
____ Knows process to measuring weight
Cognitive – Geometry & Spatial Sense
____ Has language to names shapes
____ Knows shapes can be combined or taken apart to form
other shapes
____ Understands shapes are useful for describing &
representing real-world situations
Cognitive – Numbers & Operations ____ Understand numbers represent quantities
____ Counts by ones to 10 or higher
____ Demonstrates one to one correspondence
____ Identifies the written numbers of 0-10
____ By observing can identify more & less than
____ Can state the quantity of objects by adding or taking away
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Preschool Buddy Developmental Profile Assignment
Objectives: After completing this activity you will be able to:
Assess which developmental areas of your buddy need to observed.
Describe the types of activities for which the child needs adult assistance.
Lead a parent teacher conference.
Directions:
Examine the information about your buddy in the beginning of the year. Review the developmental
characteristics of a child your buddy’s age from your Child’s World notes, your notes from the Developmental
Domain assignment, Developmental Continuum and the milestones in the back of the Working With Young
Children textbook.
Once you have reviewed the above information you will do the written assignment below, on a separate piece of
paper.
Written Assignment:
1. Describe in detail your buddy’s physical appearance.
2. Explain how the child’s weight and height compare with other children the same age.
3. Describe the child’s fine motor and gross motor skills.
4. Compare the child’s motor skills with those expected at this age.
5. What evidence of the child’s thinking processes have you observed?
6. Describe the child’s language skills.
7. Describe the child’s social and emotional development.
8. How does the child compare with other children in the same age group for language and social
emotional development?
9. Describe the child’s behavior. Note whether it appears typical or atypical of children this age.
[Remember to use the behavior continuum chart]
10. Analyze your answers to the questions above and explain what developmental areas need to be further
observed and why.
11. Collect evidence to back up answers given in numbers 1-10.
12. Using the answers to the questions above, describe the types of activities that would aide in the
development of your buddy.
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STUDENT CONTRACT The Hillsboro High School Little Spartan Preschool gives children ages 3-5 the foundation, attitude, and many of their first
experiences at school. In order to provide a safe and positive learning experience STUDENTS NEED TO WANT AND LIKE TO
WORK WITH CHILDREN.
Preschool children are in their formative years. This means they are forming the knowledge, attitude and behavioral basis for the rest
of their lives. Therefore, special care needs to be taken to assure that the children enrolled in the Hillsboro High School Little Spartan
Preschool (lab experience) have only experiences at Hillsboro High School, which are appropriate for their healthy growth.
The following guidelines MUST be followed:
1. APPROPRIATE LANGUAGE, BEHAVIOR, DRESS AND ROLE MODELING AT ALL TIMES.
2. Regular attendance. If you are going to be absent please call and notify another member of your group so they can
take over your responsibilities. Be prepared to make-up points.
3. Respect for teachers, children, parents, and peers.
4. Respect for the privacy of the children and their families. Family information and stories are not to be casually
shared with others outside of the Little Spartan Preschool.
5. Respect for other’s property. Theft and vandalism is a serious offense.
6. Be of a sober mind and body and have an awareness of personal hygiene.
7. Need to have taken Child’s World or a course similar to it.
8. Faithfully and accurately teaching developmentally appropriate lessons that are based on the weekly themes, letters,
and numbers. All lesson supplies and materials must be ready to use to teach the lesson one-week in advance. All
students need to understand the projects and be able to teach the information. ALL group members must help. The
lesson planned needs to be the lesson taught on the scheduled day.
9. Carefully using at all times in the presence of the preschoolers positive “discipline” techniques and personal role
modeling of the highest citizenship, and that which would be appropriate of a workplace where children are present.
10. High School Students must be mature, responsible, dependable, and able to make good decisions.
11. TOTAL EMPHASIS NEEDS TO BE ON THE CHILDREN– NO private conversations while children are present.
12. Displaying at all times (whether preschoolers are present or not) through words, actions, and attitudes of a
cooperative, positive, and dedicated nature.
The consequences of inappropriate behavior and not complying with the above rules may result in ANY of the following:
1. Verbal warning and / or possible parent contact.
2. Referral and / or Counselor notification.
3. Evaluation of suitability for class.
4. Removal from class.
List 5 goals you wish to accomplish this year while working in the Little Spartan Preschool. (These may include such things as
working effectively with children, learning the qualities of a good Preschool, learning what is developmentally appropriate for
Preschoolers, learning how to effectively plan and implement a lesson plan, learning how to relate to children, etc.). What do you
want to do as a result of having taken this class?
1. ___________________________________________________________________________________________
2. ___________________________________________________________________________________________
3. ___________________________________________________________________________________________
4. ___________________________________________________________________________________________
5. ___________________________________________________________________________________________
I have read and understand the above statement and agree to as an individual and team player abide by these guidelines and work
to make this class a valuable, positive experience for everyone involved.
_________________________________ ____________________________________
Student Signature Parent or Guardian Signature
There is no reason why my child can’t participate in this program.
__________________________________ ____________________________________
Teacher Signature Date
*A special Thank you to Mrs. Bergstrom from Wilson High School for sharing her contract as a model.
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Snack
Snack activities can promote a variety of self-help skills. Serving themselves, children learn to take
responsibility for their own appetite as well as learning to coordinate a variety of skills such as pouring and
spreading. Social skills are also developed when children learn to take turns, share limited supplies, and
practice polite eating habits. Snack time is a challenge for teachers who can help pace a slow and relaxed
routine, model serving methods, and supervise the healthy presentation of the snack. In addition, teachers can
encourage children to talk and visit with one another.
Responsibilities of the “teachers”:
1. Be food handler certified
2. Snack preparation
3. Snack time monitor
4. Clean up
A “teacher” has several responsibilities during snack whether or not he/she is the head of the table or not.
When a “teacher” is the head of the table, according to the weekly duty list, he/she must follow the preparation
check off, the snack time service check list, and the snack/kitchenette clean up that is posted in the kitchenette
and is listed on the following page.
A “teacher” who is helping monitor snack must sit, not stand, close to his/her buddy. During this time the
“teacher” monitors his/her buddy and all children around him/her to be sure that no choking occurs, manners are
used, spills are cleaned up or avoided, dirty dishes are placed in the correct bins by children and that the
children use their skills to the best of their abilities. At no time should a “teacher” be daydreaming or be off
task during snack, as this can lead to dangerous situations.
It is also the responsibility of both monitors and the heads of the tables during snack time to monitor that the
children only take a serving of each of the items served for snack. It is completely appropriate for a child to
have another serving if he/she desires, if and only if every other child at the table has gotten a chance to have a
first serving. Children do not need to pile their plates high as it wastes food and is an inappropriate serving size.
Monitors and the heads of the tables will use positive communication while talking with children about this. At
no time shall a “teacher” eat off of a child’s plate or eat the preschool food.
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Snack
Snack activities can help children learn a variety of self-help and social skills:
Serving themselves
Responsibility over their own appetite
Coordination such as pouring and spreading
Take turns
Share limited supplies
Practice polite eating habits
Practice polite manners
WASH HANDS AND ALL FRUITS AND VEGETABLES.
OBSERVE APPROPRIATE HAND WASHING PROCEDURES.
Preparation Check off: _____ Check cupboard door for snack menu.
______ Find all food products
______ Count how many children are present that day (helps with the # of plates, trays, etc.)
______ Check food restrictions for the preschool. Ask about food alternatives for children
who cannot have certain foods.
______ Put out 3 bins for dirty dishes on the dish tray underneath the office window
______ Prepare food: Cut food small. Make food pieces easy to handle and chew for young
children.
______ Prepare a bowl of food for each tray or table of children.
______ Prepare 3 snack trays
9 plates
9 napkins
9 cups
1 washcloth/towel
Spoons or forks if needed
Small pitcher of juice
Tongs or Spoons for each item
Knife for spreading if needed
Snack Time Service: ______ Spray table with the bleach and water solution and rinse wipe clean before snack is
served.
______ Assist the preschool snack “Helpers” set the tables for snack (place settings)
______ Deliver snack to the tables.
______ Monitor snack service; assist with pouring of pitchers and serving as needed.
Snack/Kitchenette Clean up: ______ Clean and sanitize trays and return to their location in the kitchenette cabinets.
______ Spray tables and chairs with the bleach and water solution and rinse clean.
______ Scrap, Wash, and Rinse dishes before sanitizing them in the sanitizer in CA 4
______ Recycle cans, milk jugs, etc.
______ Discard all food that has been served and not eaten.
______ Wipe kitchen counter down with a clean towel using the bleach and water solution.
Be sure to rinse the counters afterwards with a new towel.
Make 2 trays like
this
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Food Handler Certification
As part of the requirements of this class you will be responsible for the preparation of food for the children in
the preschool. It is a requirement of the state of Oregon that any person who prepares or works around food for
the public must have food handler training and certification. In this course you will get the food handler
training and certification if you do not already have it. If you already hold your food handler certification you
will need to submit a copy of your food handler card to the instructor. Most of the training and all of the testing
will occur in a computer lab proctored by your instructor. If you would like to study the material at home
please go to the following website: http://www2.co.multnomah.or.us/foodhandlercard/
33
Field Trip Planning Guidelines
When planning a field trip there are several aspects to keep in mind. Here is a checklist of what needs to be
done before, during, and after.
Before
Decide on a location and the learning objective of the fieldtrip.
Check the calendar and see where a field trip would be appropriate.
Create a proposal and turn it into the teacher. (The proposal should include where the field trip is going
be, why it was chosen, what goals the children will be learning while on the field trip, and a sample
agenda.) ALL FIELD TRIP PROPOSALS MUST BE TURNED IN AT LEAST ONE MONTH
PRIOR TO THE EVENT.
Gather a “Field trip request form” from the instructor and fill out the form on the computer.
Call the location and set up a time and date for the event.
Fill out the appropriate forms and then give to the teacher to turn into the Principal.
If the field trip is approved gather the number of permission slips needed for the highs school students and
the preschool children from the attendance office. Fill out the location and school information sections.
Decide if chaperones are needed. Create a sign up for chaperones if possible. Be sure to be fair and
honest when dealing with the parents.
Take a count of the high school students (CS I/II from both class periods), preschool students and parent
chaperones (if needed) who will be going on the field trip; don’t forget the instructor.
Create a detailed and grammatically correct description of the event for the monthly newsletter. Place the
a copy of the completed permission slip as part of the newsletter so parents have them on hand.
Plan a presentation time and day to go over the basic fieldtrip information with the Child Services classes.
Assist the students in filling out their permission slips.
Create a spreadsheet format that shows who is going on the field trip, who has turned in money (if
needed) and permission slips. Leave two spaces open for attendance of high school students and parent
chaperones the day of.
Two weeks prior to the event order food for children if needed. Decide on the carrying method of the food
and beverages and who is in charge of the lunches.
A week prior to the event call the Bus Barn to confirm the number and arrival time of buses.
Put children, high school buddies, and parents into groups for head counts and appropriate supervision.
Have this checked by the teacher for any necessary revisions.
Create a presentation (the audience are your peers) for the week before the event. The presentation will
explain the event, which groups people are in, and what the expectations are.
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During
The day of the fieldtrip come to the classroom half an hour before school starts.
Get lunches (if needed) in order and into the decided upon carrying method.
Be sure that each of the group leaders has one of the walkie talkies, a First Aid Kit, Kleenex, Field Trip
Head Count Checklist, a watch, a schedule, and snacks for the children.
Get children onto buses and appropriately buckled into seats.
Take head count and roll. Teacher will verify.
Be sure that all high school teachers are with the preschool buddies at all times.
Do assigned head checks and check in with the teacher.
Supervise children and make sure that all health and safety precautions are taken.
Have fun!
Take roll and head count on the bus, check in with teacher.
Buckle children into seats.
Teacher will take final head count and roll of preschool children and high school students.
After
Assist children out of seats and off of buses.
Hold the hands of the preschool children, along with their buddies, all the way to classroom.
Do not allow a child to leave until all are back in classroom and accounted for.
The students responsible for the Goodbye duty will go to the door and check children out as the parents
arrive.
Clean up preschool and materials before leaving to go to class or home.
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Guidance
1. Discipline/Guidance The word Discipline means: to train, or socialize. This is the attempts by parents or caregivers to alter a
child’s behavior or attitude. The Little Spartan Preschool follows positive guidance practices aimed at
helping the child develop the internal controls necessary to gain self-control, self esteem, the ability to
communicate with others, the ability to follow directions, and to learn and respect others. We work with
parents to incorporate family values within the guidelines of the State of Oregon Child Care Division.
A. Positive Guidance, Methods To Be Used
- Acknowledging appropriate behavior; Following at all times the Little Spartan
Preschool Discipline Philosophy
- Distraction/redirection-move to more acceptable activity/behavior
- Modeling behavior desired-example: We roll the ball
- Designing and maintaining a safe, comfortable and interesting environment to ensure
health while allowing exploration
- Setting clear limits that protect the child’s safety and welfare, the rights of others, the
environment and helping children learn to accept these limits
- Acknowledgment of feelings and frustrations, encouraging verbalization, and
discussing the rules and appropriate alternatives available
- Encouraging self-help skills and independence
B. Prohibited Punishments Include:
- Physical punishment- hitting, slapping, shaking, striking with a hand or object, pinching
or inflicting any form of corporal punishment
- Mental or emotional punishment such as yelling, name calling, ridiculing, or
threatening
- Confining a child in a locked area
- Forcing or withholding food, drink or necessary toilet use
- Punishing a child for lapses in toilet learning (accidents)
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Little Spartan Guidance Philosophy
We have found that discipline problems occur less frequently if we are generally positive and encouraging with children. It is
important to:
1. Greet each child pleasantly
2. Get down to eye level when interacting with children
3. “Catch them being good.” In other words, make frequent but genuine positive comments to children about the
appropriate things they are doing. This applies to preschool children as well as to infants and the older toddlers.
Our philosophy is based on mutual respect which means that we:
1. Get down to eye level with children
2. Listen carefully to children
3. Do not talk about any children, including infants, in front of them
4. Do not label children as “good” or “bad”
5. Do not refer to a child’s activity area as a “mess”
6. Do not laugh at children
7. Do not interrupt children
8. Carry children as little as possible
9. Do not describe children to other adults or high school students in negative terms-
Example: “He’s being awful”
If discipline problems do occur:
1. Get down to eye level
2. Put your arm around the child/children in a comforting way to indicate that you care
3. Encourage each child to explain what happened. We want children to learn to express themselves with words, not fists.
4. Listen equally to all children involved.
5. Explain what is acceptable and what isn’t –example: “It is not okay to hit,” “You may not throw blocks here,” “You need
to ask her if you want to play with that”
6. See if the child/children can come up with a solution to the problem
7. If not, you suggest a solution
Possible solutions include:
1. Helping one child verbalize to another child what he or she wants
2. Offering a choice to a child – example: “Do you want to clean up by yourself or with me?” “You have a choice, you can
either join large group or sit in a chair, laying under the table is not a choice.”
3. Giving more attention to the offending child
4. Redirection a child to another area
5. Find a second toy for a child to play with
If a child’s misbehavior is serious and cannot be dealt with effectively in another way we use logical consequences such as:
If a child is throwing rice and has been told not to, he or she may not play with the rice for a period of time.
We do not:
1. Force children to share
2. Tell children “to be nice”
3. Use any kind of physical punishment
4. Deprive a child of food at snack time
5. Ban a child from an area or toy for longer than one half hour
6. Tease, belittle, mock, or otherwise embarrass children
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Teacher’s Behavior Continuum (TBC)
TBC- Strategies to try in sequence when interacting with children.
Left side – least amount of intervention
Looking on Nondirective statement Directive statement Physical intervention
“James took the giraffe.” “What can you do/say “Tell James to
to get your giraffe back?” give your giraffe
back.”
Control: child Control: adult
Right side – the greatest amount of intervention
If there is a situation involves a dispute between two children deal with the “victim” (if there is one)
first.
Remember that the goal is give children the language tools to solve their own problems.
Physical intervention of the adult comes only after the child is unable to solve the situation on his/her
own.
Oken-Wright, P. (1992). “Tug of War to Let’s Make a Deal: The Teacher’s Role.” Young Children. National Association for the Education of Young
Children, Vol. 48, Number 1.
Active Listening Approach
STOP- what you are doing.
LOOK- at the person who is talking.
LISTEN- to what the person is saying.
RESPOND- to the person by:
Paraphrasing what they say
Asking clarifying questions
“I” Statement Formula
When (provide nonjudgmental description of behavior)
I feel (name your feeling)
Because (give the effect the behavior has on you or others).
What you want to happen next.
Or you may want to state your feelings first and follow this format:
I feel (name your feeling)
When (provide nonjudgmental description of behavior)
Because (give the effect the behavior has on you or others).
What you want to happen next.
38
Songs
&
Finger plays
39
Who Is Here Today? (Normal Tune )
Who is here today?
Who is here today?
Everybody clap their hands (Clap on clap their hands)
Who is here today?
Repeat the chorus but insert the names of the children
Repeat the chorus
Good Bye Song (Tune: Tune: Goodnight Ladies)
Goodbye children [insert child’s name]
Goodbye Children [insert child’s name]
Goodbye Children [insert child’s name]
We’ll see each other soon!
Head Shoulders Knees and Toes (Normal Tune)
Point to each body part as it is said.
Head, shoulders, knees and toes,
Knees and toes.
Head, shoulders, knees and toes,
Knees and toes.
Eyes and ears and mouth and nose.
Head, shoulders, knees and toes,
Knees and toes.
Bounce (Normal Tune- up and down scales starting at middle C)
Begin song by saying, “Who wants to bounce? Point to who you’re bouncing to.”
Pretend to bounce a ball with your hand.
Catch the child when the child bounces to you at the end of the song.
Bounce, bounce, bounce my rubber ball.
Bounce, bounce, bounce and do not fall.
Bounce, bounce, bounce and never miss.
Then I’ll catch you just like this!
Twinkle, Twinkle, Little Star (Normal tune)
Twinkle, twinkle, little star, how I wonder what you are.
Flash fingers in the air
Up above the world so high
Wave hands in the air above the head
Like a diamond in the sky
Make a D with fingers and touch your ring finger
Twinkle, twinkle, little star, how I wonder what you are.
Flash fingers in the air
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Thumbkin (Tune of Frair a Jacque)
Start out with both hands behind the back.
Where is Thumbkin? Where is Thumbkin?
Hands still behind the back.
Here I am. Here I am.
Bring out right thumb and then left thumb.
How are you today sir?
Wiggle right thumb at left thumb.
Very well I thank you.
Wiggle left thumb at right thumb.
Run away.
Put right hand behind back again.
Run away.
Put left hand behind back again.
Where is pointer? Where is pointer?
Repeat the same directions for each finger called.
Here I am. Here I am.
How are you today sir? Very well I thank you.
Run away. Run away.
Where is Tall man? Where is Tall man?
Here I am. Here I am.
How are you today sir? Very well I thank you.
Run away. Run away.
Where is Ring man? Where is Ring man?
Here I am. Here I am.
How are you today sir? Very well I thank you.
Run away. Run away.
Where is pinky? Where is pinkly?
Here I am. Here I am.
How are you today sir? Very well I thank you.
Run away. Run away.
Where is family? Where is family?
Bring out the fingers on both hands as you did for the individual fingers.
Here we are. Here we are.
How are you today sirs? Very well we thank you.
Run away. Run away.
Zoomin
(Tune – talked out)
Start out sitting on the floor with both legs out in front of the body.
Zoomin down the freeway. Zoomin down the freeway.
Make motions with both arms that brush down legs with each zoomin.
Up goes the drawbridge. Up goes the drawbridge.
Pull legs up towards chest as a drawbridge twice.
Under goes the tugboat. Under tugboat.
Make motions with your hands of going under your legs twice.
Down goes the drawbridge. Down goes the drawbridge.
Push legs back down on ground twice.
Zoomin down the freeway. Zoomin down the freeway.
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Make motions with both arms that brush down legs with each zoomin.
Errrrch!
Pretend to be turning a steering wheel as to get off the exit ramp.
Seven Days (Tune to “Oh My Darling Clementine)
Wave seven fingers in the air while singing the seven days.
Clap one clap per day of the week.
There are seven days, there are seven days.
There are seven days in a week.
Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.
There are seven days, there are seven days.
There are seven days in a week.
Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.
Siete Días (El aire a "Ah Mi Clementina de Querido)
Ondea siete dedos en el aire al cantar los siete días.
Aplauda uno aplaude por día de la semana.
Hay siete días, hay siete días.
Hay siete días en una semana.
Domingo, Lunes, Martes, Miércoles, Jueves, Viernes, Sábado.
Hay siete días, hay siete días. Hay siete días en una semana.
Domingo, Lunes, Martes, Miércoles, Jueves, Viernes, Sábado.
Weather Song (Tune- “London Bridge”)
Say to the children, “Get your binoculars out.”
Put hands to eyes to make binoculars and look out the window together.
What’s the weather like today, like today, like today?
What’s the weather like today?
Today it’s …..!
Have the children say aloud what they weather is like.
Capee la Canción (el Aire- "Puente de Londres")
Dice a los niños, "Obtiene su binocular fuera."
Puso manos a ojos para hacer binocular y la mirada fuera la ventana juntos.
¿Cómo es el clima hoy, clima hoy, clima hoy?
¿Cómo es el clima hoy, clima hoy, clima hoy?
¡Hoy es …..!
Que a los niños digan en voz alta lo que ellos capean está como.
Counting to Ten (Tune to “Ten Little Indians)
Put up the number of fingers as the numbers are sang.
One little, two little, three little numbers.
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Four little, five little, six little numbers.
Seven little, eight little, nine little numbers.
Now I can count to ten!
Butterfly Song
(Tune: Up on the Housetop)
First comes a butterfly and lays an egg.
Out comes a caterpillar with many legs.
Oh see the caterpillar spin and spin,
A little chrysalis to sleep in.
Oh, oh ,oh wait and see!
Oh, oh, oh wait and see!
Out of the chrysalis, my oh my,
Out comes a beautiful butterfly!
Five Little Monkeys (Tune- Talked out)
Flatten left hand as a bed.
Bounce fingers on right hand up and down on palm while singing.
Five little monkeys jumping on the bed.
One fell off and bumped his head.
Showing with right hand a falling motion off of the left hand and pat the head.
Mama called the doctor and the doctor said.
Put hand to ear as a phone.
No more monkeys jumping on the bed.
Point finger at each other.
Repeat hand motions during the song, but as the monkey numbers diminish so do the number of fingers
bouncing on the left palm.
Four little monkeys jumping on the bed.
One fell off and bumped his head.
Mama called the doctor and the doctor said.
No more monkeys jumping on the bed.
Three little monkeys jumping on the bed.
One fell off and bumped his head.
Mama called the doctor and the doctor said.
No more monkeys jumping on the bed.
Two little monkeys jumping on the bed.
One fell off and bumped his head.
Mama called the doctor and the doctor said.
No more monkeys jumping on the bed.
One little monkey jumping on the bed.
He fell off and bumped his head.
Mama called the doctor and the doctor said.
No more monkeys jumping on the bed.
No more monkeys!
ABC’s (Tune- Normal tune)
Sign each letter as it is sung.
43
A B C D E F G
H I J K L M N O P
Q R S T U V
W X Y and Z
Now I know my ABC’s, next time won’t you sing with me!
Alfabeto (el Aire- Normale)
A B C Ch D E F G
H I J K L Ll M N Ñ O P
Q R rr S T U V
W X Y Z
Ya sé el alfabeto Olé.
The Fuzzy Caterpillar
(Tune: Itsy Bitsy Spider)
The fuzzy caterpillar
Curled up on a leaf,
Spun her little chrysalis
And then fell fast asleep.
While she was sleeping
She dreamed that she could fly,
And later when she woke up
She was a butterfly!
Choo Choo (Tune Normal)
Choo Choo the little train is going down the tracks.
Make choo choo chugging motions with both arms.
Stop, Look and Listen!
Put hand out in a stopping motions, then above eyes like looking for something, and lastly cup the ear.
Stop, Look and Listen!
Repeat motions.
Choo Choo the little train is going down the tracks.
Make choo choo chugging motions with both arms.
Stop! Chhhhhhhh!
Put hand out in a stopping motion and then pull the brake.
Letter Song (Tune – “The Wheels on the Bus”)
For example we are using the letter A, but any letter will fit.
The letter A makes the sound of Ah, sound of Ah sound of Ah.
The letter A makes the sound of Ah like in the word APPLE!
The letter A makes the sound of A, sound of A, sound of A.
The letter makes the sound of A like in the word Ape!
Have the children help find words to insert into the song.
44
Wheels On The Bus (Tune Normal)
The wheels on the bus go round and round, round and round, round and round.
Make circular motions with both hands.
The wheels on the bus go round and round. All through the town.
The wipers on the bus go swish, swish, swish, swish, swish, swish, swish, swish, swish.
Make back and forth motions with both hands.
The wipers on the bus go swish, swish, swish, all through the town.
Have the children find other items to use on the bus and have them make up motions.
BINGO (Tune Normal)
Clap(X) when there is a missing letter.
There was a farmer had a dog and Bingo was his name Oh.
B-I-N-G-O
B-I-N-G-O
B-I-N-G-O
And Bingo was his name Oh.
There was a farmer had a dog and Bingo was his name Oh.
X-I-N-G-O
X-I-N-G-O
X-I-N-G-O
And Bingo was his name Oh.
There was a farmer had a dog and Bingo was his name Oh.
X-X-N-G-O
X-X-N-G-O
X-X-N-G-O
And Bingo was his name Oh.
There was a farmer had a dog and Bingo was his name Oh.
X-X-X-G-O
X-X-X-G-O
X-X-X-G-O
And Bingo was his name Oh.
There was a farmer had a dog and Bingo was his name Oh.
X-X-X-X-O
X-X-X-X-O
X-X-X-X-O
And Bingo was his name Oh.
There was a farmer had a dog and Bingo was his name Oh.
X-X-X-X-X
X-X-X-X-X
X-X-X-X-X
And Bingo was his name Oh
Months of the Year (Tune: Ten Little Indians)
January, February, March and April
May, June, July and August
45
September, October, November, December
Those are the months of the year!
Meses del Año
(el Aire: Diez indios Pequeños)
¡Enero, febrero, marzo y abril
mayo, junio, julio y agosto,
septiembre, octubre, noviembre, diciembre
Esos son los meses del año!
Snack Song (Tune: Row Row Row Your Boat)
Snack, snack, snack time’s here won’t you have a seat?
Fold your hands right in your lap.
Let’s get set to eat!
Look around and check to see who is ready for snack!
Five Little Speckle Frogs (It’s own tune)
Five little speckled frogs.
Sitting on a speckled log.
Eating the most delicious bugs.
Yum Yum!
(Rub belly as you say this)
One jumped in the pool
(show with hands)
Where it was nice and cool.
Now there are four green speckled frogs.
Glub Glub!
(Continue song until there are no green speckled frogs)
Farmer in the Dell (It’s own tune)
The Farmer in the Dell
The Farmer in the Dell
High Ho the Dairy O The Farmer in the Dell
The farmer picks a wife
The farmer picks a wife
High Ho the Dairy O the Farmer picks a wife
The wife picks a child
The wife picks a child
High Ho the Dairy O the wife picks a child
The child picks the dog
The child picks the dog
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High Ho the Dairy O the child picks the dog
The dog picks the cat
The dog picks the cat
High Ho the Dairy O the dog picks the cat
The cat picks the mouse
The cat picks the mouse
High Ho the Diary O the cat picks the mouse
The mouse picks the cheese
The mouse picks the cheese
High Ho the Diary O the mouse picks the cheese
The cheese stands alone
The cheese stands alone
High Ho the Diary O the cheese stands alone
Turtle in a box!
(Chanted out)
There was a little turtle who lived in a box
He swam in the puddles, he climbed on the rocks.
He snapped at a mosquito, he snapped at a flea,
He snapped at a minnow and he snapped at me.
He caught the mosquito, he caught the flea,
He caught the minnow, but he didn't catch me!
Five Little Snowmen Fat! (no tune just spoken out)
Five Little Snowmen fat,
Each with a funny hat (point to head)
Out came the sun and melted one.
What a sad thing was that!
DOWN, DOWN, DOWN!
(exaggerated slowly, while melting to the floor)
Friend of Mine Sung to: " Mary had a little lamb"
Will you meet a friend of mine?
Friend of mine?
Friend of mine?
Will you meet a friend of mine?
This is my friend _____________. (Fill in Name)
If You're Friendly... Sung to: "If you're happy and you know it"
If you're friendly and you know it,
clap your hands.
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If you're friendly and you know it,
clap your hands.
If you're friendly and you know it,
and you really want to show it,
If you're friendly and you know it,
clap your hands!
Different Friends Song Sung to: "Row, Row, Row Your Boat"
Love, love, love your friends,
Different as they seem.
Playing, laughing, joking, helping,
True friends are like a dream!
Brush your teeth
Sung to: "Row, Row Row your Boat"
Brush, brush, brush your teeth.
At least two times a day.
Cleaning, cleaning, cleaning, cleaning,
Fighting tooth decay.
Floss, floss,floss your teeth.
Every single day.
Gently, gently, gently,gently,
Whisking Plaque away.
Rinse, rinse, rinse your teeth
Every single day.
Swishing, swishing, swishing, swishing,
Fighting tooth decay.
Got My Toothpaste
Sung to: "Twinkle, Twinkle, Little Star"
Got my toothpaste, got my brush,
I won't hurry, I won't rush.
Making sure my teeth are clean,
Front and back and in between.
When I brush for quite a while,
I will have a happy smile!
I've been Brushing Sung to: "I've Been working on the railroad"
I've Been brushing with my toothbrush,
Brushing everyday.
I've been Brushing with my toothbrush,
It's how I fight decay.
All my teeth are gonna sparkle,
How proud I will be.
Every time I want to smile, my
Teeth will Shine for me!
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Always brush your teeth,
Every Single day.
Keep those cavities away!
Use your brush and paste,
Just the way you should,
Keep your smile a looking good!
Jack’s House (Its own tune)
This is the house that Jack built
With a Roof, walls and a floor
These are the windows to Jack’s house
With a peep hole in the door
These are the keys to Jack’s house
That opens up the lock
If you don’t have a key
You’re going to have to knock
Knock, knock, knock, knock
You’re going to have to knock
Knock, knock, knock, knock
You’re going to have to knock
Pirate Song
(Own Tune)
When I was one [children insert what rhymes with one] over the deep blue sea
I jumped aboard a pirate ship and the captain said to me
Oh we go this way, that way, forward, backward, over the deep blue sea
When I was two [children insert what rhymes with one] over the deep blue sea
I jumped aboard a pirate ship and the captain said to me
Oh we go this way, that way, forward, backward, over the deep blue sea
Repeat up to 10
Going on A Trip (Original Tune)
I'm getting up in the morning,
I'm getting on an airplane today
I am going to Africa,
That’s the land where the elephants play
CHORUS
And it's so long, my mom,
Sorry but I cannot stay
I've got a big load and it's a long road
Gotta get on my way
[Insert Child’s Name] getting up in the morning
[Insert how they are traveling] today
She’s going to [Insert where they are going]
Cause that’s where the [insert the animal the child says] play
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Observations
Observations are a crucial part of understanding and assessing child development. In this course you will be
expected to do one observation twice per month. This means that you will need to manage your time wisely as
you also have additional responsibilities. The first month of preschool you will turn your observations into the
instructor. She will evaluate and give feedback on the process. If corrections are necessary they will need to be
done within one week of receiving the feedback, corrected, retyped and put into the Observation/Goal notebook
located in the classroom. You will print your name, date, and developmental domain of the
observation/assessment legibly on the check off sheet in the front of the child’s section in the notebook. This
notebook is a collection of formal and informal observations of the preschool children.
The Observation/Goal notebook is available on a daily basis for parents/caregivers to examine. Please be sure
to be accurate, neat, and timely when placing assessments into the notebook. Beginning the second month of
preschool you will put your finished observations directly into the notebook. The notebook will be evaluated on
a weekly basis to be sure that all children have updated records.
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Little Spartan Preschool (BE OBJECTIVE)
Anecdotal Record
Child’s Name:______________________________ Date:_____________________________
Child’s Age:________________________________ Setting:___________________________
Developmental Domain:_____________________ Observer:_________________________
Start Time:__________________________ AM/PM End Time:___________________ AM/PM
Incident: (Facts Only)
Interpretation:
51
Observation / Interpretation Rubric
Score Content Organization Conventions
5
Observation narrative is detailed and
is objective.
Interpretation is well thought out and
supports the observation narrative.
Reflects application of critical
thinking
Has clear Concrete Detail (CD) and
Commentary (CM) that is related to
the topic
Interpretation is pulled from a variety
of sources (3 or more)
Narrative and interpretation are
accurate and interpretation shows
insight
Information is clearly focused
in an organized and thoughtful
manner.
Information is constructed in a
clear and logical pattern.
No spelling, grammatical, or
punctuation errors
High-level use of vocabulary
and word choice
4
Interpretation is well thought out and
supports the observation narrative.
Narrative is clear and detailed.
Has application of critical thinking
that is apparent
Has clear Concrete Detail (CD) and
Commentary (CM) that is related to
the topic.
Interpretation pulled from 2 or more
sources.
CM is clearly supported by CD.
Information has a focus.
Information is constructed in a
logical pattern.
Few (1 to 3) spelling,
grammatical, or punctuation
errors
Good use of vocabulary and
word choice
3
Interpretation partially thought out
Has application of critical thinking
that is apparent
Is accurate
Interpretation is pulled from a couple
sources.
CM is partially supported by the CD.
Information has a focus.
Information is in a formulaic
pattern.
2
Some support for opinions
Has no clear goal
Interpretation is pulled from a
limited number of sources
Has some factual errors or
inconsistencies
CMs loosely supported by CD
Has a focus but might stray
from it at times.
Information appears to have a
pattern, but the pattern is not
consistently carried out.
Minimal (3 to 5) spelling,
grammatical, or punctuation
errors
Low-level use of vocabulary
and word choice
1
Provides inconsistent information
Has no apparent application of
critical thinking
Has no clear goal
Interpretation is pulled from few or
no sources
Has significant factual errors,
misconceptions, or
misinterpretations
CM unsupported
Content is unfocused and
haphazard.
Information has no apparent
pattern.
More than 5 spelling,
grammatical, or punctuation
errors
Poor use of vocabulary and
word choice
52
Lead Day and Lab Requirements
Every day that there is preschool is considered a lab day. Lab points will be assessed according to the Daily
Lab Points Rubric. The maximum amount of points to be earned in one day is 5 and 5 points maximum in a
typical school week. Lab points will be assessed every lab day, recorded, and officially entered into the
computer at the end of each week.
Child Services II students will lead alone as head teacher for one preschool week at least twice during the
school year. The days and themes vary on the trimester.
Child Service I students will lead as head teacher for at least one day per trimester with a partner.
Lead days are very time consuming in both planning and implementing. It is therefore very important to pick a
partnership that will be complimentary and conflict free. The first lead day is the toughest and most frustrating,
please keep this in mind.
All theme storming sheets, lesson plans, block plans, and material lists are due on the assigned due date. All
late lesson plans, etc. will be suspect to the late assignment policy and may forfeit in lead day opportunities.
At the end of each lead day/week the instructor will evaluate on both the grade and comment sheets. Each lead
teacher will evaluate his/her lead day on the comment sheet after reading the instructor comments. This
evaluation will be turned back into the instructor for a final grade to be given. The evaluation sheet is to be
done with his/her partner and due the following week after the lead day(s).
53
Child Services I/II Daily Lab Points Rubric
Every day that there is preschool is considered a lab day. Lab points will be
assessed according to the following grading rubric. The maximum amount of points
to be earned in one day is 5 and 5 points maximum in a week, unless additional
preschool days are added. Lab points will be assessed every lab day, recorded, and
officially entered into the computer at the end of each week.
5
Stays on task and gets things done. Encourages others to participate in a tactful manner.
Listens to others and behaves respectfully towards peers, parents, teachers, and children.
Shows enthusiasm and participates in activities. Follows through with responsibilities
and does things without being asked.
4
Stays on task and encourages others to participate. Behaves in a respectful manner
towards peers, parents, teachers, and children. Shows enthusiasm and participates in
activities. Follows through with responsibilities.
3
Moderately stays on task. Behaves in a respectful manner towards children and parents.
Participates in activities and follows through with responsibilities when asked repeatedly.
2
Rarely stays on task. Moderately shows a respectful manner towards children.
Participates when requested and rarely follows through with responsibilities.
1
Unable to stay on task, participate, or follow through with responsibilities.
0
Absent (If excused, make up points available)
54
Name: _____________________________________________ Lead day dates: _______________________
Child Services I/II Teacher/Student Lead Day Rubric
Once you have finished your lead day(s) and filled out the student and teacher evaluation form please score
yourself. Please use the scale below to score your lead day(s).
5
Outstanding! No
changes needed
4
Good job!
Minor changes
needed
3
Okay but
changes are
needed
2
Need several
changes or
improvements
1
Incomplete or in
critical need of
improvement
Student
Score
Teacher
Score
Grading Criteria
All lesson plans and materials were pre-made and ready. No last minute lesson plan
writing or material making. If you didn’t set it up a teammate did or you delegated to
the students in charge of the area.
You coached other team members and classmates on what to do. You assisted where
needed and monitored the room for help.
Directions and activities were clear, concise, and you were tactful in explaining things.
You kept to the allotted time for each activity or made changes where needed. You
assisted where needed and participated with the children in all the activities.
You made sure all preschool areas were clean, orderly, and that student teachers and
children were involved
You led with and/or helped lead all songs and transitional songs.
You took charge and led the activities that occurred during your class period(s);
learning centers, large group, snack, outside, music/library, small group, and/or buddy
time.
The lead day (week) lesson plans were turned in on time.
Lesson plans were done correctly and not last minute. Objectives were clear and
understandable.
Activities were age appropriate and met the needs of the target children. Questions or
statements in the activity were open ended and assisted with the learning objectives.
Supply list turned in prior to the lead day(s) or week and correct supplies were ordered.
Student/Teacher Evaluation form filled out using commentary and concrete details and
turned into the teacher.
TOTAL POINTS OUT OF 60
55
Teacher and Student Evaluation of Lead Week
Explore Activities Student Comments Teacher Comments
Children, especially target
children, were actively involved
and interested.
Teachers were prepared,
enthusiastic, and used proper
guidance.
What worked/why?
OR
What didn’t work/why
Morning Meeting Group
All parts of large group included-
children were actively involved
and interested.
Teachers were prepared,
enthusiastic, and used proper
guidance.
What worked/why?
OR
What didn’t work/why
Story Workshop Student Comments Teacher Comments
Project/plans were prepared, ready
and appropriate.
Appropriate directions, guidance,
supervision, and questioning
provided by teachers.
56
Math Explore
Project/plans were prepared and
ready and appropriate.
Appropriate directions, guidance,
supervision, and questioning
provided by teachers with each
small group.
Outdoor/Large Motor
General Comments
Teamwork/collaborative skills are
evident…all team members
involved. Other general comments
and/or suggestions for the team.
Large motor skills and social skills
were involved…appropriate
directions and supervision from all
lead teachers…enthusiasm and
participation evident.
57
Supplies & Materials
Please fill in the following items needed for your lead day/week.
Materials found in the preschool:
Materials that will be made by lead teachers:
Materials that will be needed from the store:
58
Name (s): _____________________ Date:___________________ Period: ______________
Block Plan
FQ: ____________
Day: ___________
Activity
Goal
Target
Children
Materials
Morning
Meeting
Table Art
Easel Art
Dramatic Play
Writing Center
& Science Table
Free Choice
Library
Manipulative
Indoor
Sensory Table
Blocks
Outdoor
Sensory Table
Outside
Science Activity
Story Workshop
Math Explore
Ongoing Projects
Snack
59
Name __________________________
Date ___________________________
Period _________________________
Learning Center Lesson Plan
Learning Center
Developmental Areas
Target Children
Curriculum Areas
Learning Objective: The children will be able to:
Concept: The ideas/facts that children will learn are:
Materials
Procedure: How to set up the materials and do the activity:
1.
Open Ended Questions/Statements to Guide Learning:
60
Parent Conferences
During the year you, with a partner, will lead a minimum of two parent conferences with your preschool
buddy’s parents. Parent conferences are a chance to get to know your buddy’s parents/caregivers, establish a
positive rapport with the family, as well as establish and update developmental goals. There will be additional
readings and preparation given during class time; however, the following page gives certain guidelines and
directions to follow.
61
Parent Conference Directions
1. Copy down the Parent conference preparation notes
2. Read the “Parent Conference” article and answer the questions that go along with the article.
3. Gather observations, sample work from your buddy(ies), and any other information that will assist you
in talking with the parent(s) about his or her child’s development and progress with his or her goals.
4. Create a tentative agenda for the conference (a timeline for the conference for you to go off of).
5. Let the instructor see and approve the agenda.
6. Make a script for your phone contact with the parents
(Let the instructor approve this also) Example: “Hello Ms. Jones this is _______ I am your son/daughter’s buddy ______ at the Little
Spartan Preschool. We do parent conferences twice a year at the Little Spartan Preschool and I am calling
today to set up a time to meet with you and your husband/wife to talk about _______’s development. I have
______ and ______ time available on _______ day. When would be most convenient for you to come?
Please come with any questions or sample work of ______ that you would like to share to help get a full
understanding of how _____ is doing. Thank you and I look forward to meeting with you and your
husband/wife.”
7. Contact your buddy’s parents by phone and set up a conference time during the approved conference
days and times.
8. Write a brief reflection/summary of the conference meeting the following criteria:
What did you and the parent(s) talk about?
How did the conference go?
Did you feel prepared? Why or why not?
What plan did you and the parent(s) come up with?
How will you follow through with the plan for the child or children?
62
Extended Application (Resume, Career Development, Projects & Portfolio)
In this course you will be updating your resume. Keeping an updated resume is good practice. Each year you
are involved in different activities and learn new job skills. Being sure to document this information while it is
fresh in your mind is helpful and can assist in acquiring a job. The following information is in regards to career
development and writing a resume. This information will be incorporated with supplemental readings and
resume analysis as well as guest speakers.
During the course of this year all Child Service students will do a mock interview and utilize the career and
teaching philosophy assignments from last year.
In addition you will a minimum of 2 projects this year that meet the State of Oregon Senior Project
requirements for graduation.
63
Portfolio Requirements
Every Child Service 1/2 student will complete a portfolio of his/her work. The portfolio is a compilation of the
work that the student has done throughout the years of both Child Services 1 and 2.
Child Services2I will be presenting their portfolios and senior projects. There will be a Senior Showcase
Evening in which all Focus Programs will present senior portfolios. This showcase evening and the reception
that follows, concludes the Early Childhood Education Focus Program of Study and Senior Project
requirements for the Child Services II students. It is recommended that the Child Service 1 students attend.
The portfolio is a representation of the work the student has done throughout the years in the Focus Program
and is used in the assessment of the Essential Skills/Career Related Learning Standards the student has
mastered, the course objectives, as assessment for the Portland Community College Credit that may be issued,
as well as the assessment of the graduation requirements for extended application of knowledge and may be
used in job and technical school interviews.
The portfolio has flexible guidelines that allow the student to showcase work but allow for personal creativity.
All portfolio items must be typed, mistake free and turned in on assigned due dates. The due dates are in place
to allow for corrections to be made and to alleviate unneeded stress. The final portfolio is due prior to the last
week of the school year. All assignments that are included in the portfolio will be assigned throughout the year
beginning in the first trimester.
{Please refer to the portfolio rubric}
64
DRAFT- Child Services 1 Portfolio Table of Contents
Section 1- Introduction Letter of Introduction
Philosophy Statement
Educational Statement
Section 2 – Post Secondary Planning Self Reflection & Explanation of Artifacts (Context Paragraph)
Listed Artifacts such as State test Scores or ACT/SAT scores
Resume
Educational Plan and Profile with transcript
Records from Career Guidance Activities
Letters of Reference
Post Secondary Preparation etc.
Section 3 – Course Concepts & Standards Self Reflection & Explanation of Artifacts
Documentation of hours in Little Spartan Preschool
Standards/Objectives Grid
Evidence of Work (Lesson Plans, observations, information on
buddy, evidence of projects, other research and related
assignments, etc.)
Section 4 – Extended Application Explanation of section and artifacts
Awards and Certificates anything else that you want to showcase
Section 1
Section 2
Section 3
Section 4
65
Child Services 2 Hilhi Portfolio Rubric – Technical Skills Assessment
Student Name: Evaluator’s Signature: Date: Criteria &
NAEYC
Standard #
Descriptor Exemplary: 4-5 pts Meets: 3-2 pts Needs Further
Work: 1-0 pts
Points
Earned
Letter of
Introduction
#5
Letter that introduces
the student and the
portfolio to the reader.
Letter introduces
portfolio and author as to
who I am, why I am and
what I will be.
Letter introduces either the
portfolio or the author
partially.
Letter is incomplete or
missing.
Résumé
Letters of Reference
#5
Post Secondary
Preparation
Résumé is complete and
in a professional format.
Two current letters of
reference.
Résumé partially
incomplete or format not
acceptable.
One letter of reference.
Résumé is not present or
is not in acceptable
format.
No letters of reference.
Context Setting
Paragraphs
#4c
Each portfolio entry is
preceded by a
paragraph that
describes what the
artifact is and the
value of it to the
portfolio developer.
Items are clearly
introduced, well
organized, and creatively
displayed, showing
connection between skill
obtained and proof.
Items are introduced and
somewhat organized,
showing some connection
between skill obtained and
proof.
Items are not introduced
and lack organization.
Career Related
Learning Standards
(CRLS) &
Experiences
#3, #4a, #4b, #4d
Evidence and
reflections that clearly
reflect mastery of:
Personal Management
Problem Solving
Communication
Teamwork
Employment
Foundation
Career Development
Includes at least 2 pieces
of evidence that are
thorough, in-depth,
insightful and exceptional
across 5-6 Career-Related
Learning Standards.
The portfolio illustrates
ability to:
identify tasks and
initiates plan.
identify and evaluate
solutions.
use of traditional
and technological
methods to convey
skills.
work productively
with others.
follows safety
regulations and
ethical practices in
the preschool.
clearly evident that
student shows
serious commitment
to future growth and
learning in a
professional manner.
Includes only 1piece of
evidence or additional piece
that are limited, but proof is
provided in all CRLS areas.
The portfolio illustrates
ability to:
identify tasks and
follows through with a
plan in progress.
identify a solution.
use of traditional and
limited technological
methods to convey
skills.
work through team
orientated tasks.
follow safety
regulations in the
preschool.
some clarity, some
critical thinking
regarding future
growth and learning.
Evidence is provided, but
not for all CRLS.
The portfolio illustrates
ability to:
identify tasks within
a focus program.
work towards a
solution.
use of traditional
methods to convey
skills.
follows safety
regulations in the
preschool.
no evidence of post-
secondary
preparation.
Research Paper
#1
Essential Question
Research Notes
Outline
Research Paper
Documentation of
Sources
(MLA or APA format)
The paper:
has clearly
articulated and
researchable
question or
hypothesis.
uses resources when
appropriate and
provides alternative
points of view.
has effective
sequencing with an
inviting introduction
and thought-
provoking ending.
incorporates
effective transitions.
has a natural fluent
sound as write
The paper:
has a research question
or hypothesis present,
but needs better
definition.
uses relevant details,
but is overly general
and dismisses
alternative point of
view.
has a clear sequencing
with a clear beginning,
middle and end.
has stilted or
predictable transitions.
has a natural sound,
but lacks rhythm
because paper relies
heavily on summary of
The paper:
lacks focus or
presents an unclear
research question or
hypothesis.
lacks flow due to
writer relying
exclusively on
summary of sources.
sequence confuses
the paper’s purpose,
end lacks focus.
has grammar and/or
punctuation errors
that disrupts the ease
of reading.
is missing work
citation in text
and/or work cited
66
weaves in reliable
evidence from
multiple sources.
includes variation in
sentence structure.
uses correct
grammar and
punctuation.
includes citations
conformed, in text
and on work cited
page.
is 10+ pages in
length.
sources than synthesis.
has repeated patterns
in sentences.
occasionally lapses in
grammar and/or
punctuation.
includes MLA citation
for most material in
text and on work cited
pg.
is 7- 9 pages in length.
page.
is less than 7 pages
in length.
Extended Application
#2
Letter of Intent -
Proposal
Timeline
Budget
Journals/Time Logs of
30 hrs
Evidence/Artifacts
Product
Reflection on Project
The project:
has meaningful
learning by
identifying a
community concern,
idea or activity
related to early
childhood.
uses strong
compelling facts,
data and detail to
describe the pursuit.
applied advanced
academic
knowledge and
skills in the
employment for
ECE:
- incorporated healthy
and safe choices.
- Used DAP, ECE
principles or
theories
Has real world
significance
impacting the
community
positively.
Reflection well thought
out and there is clear
concrete detail and
commentary.
The project:
has meaningful
learning by identifying
an early childhood
concern, idea, or
activity.
uses relevant facts,
data or details to
describe the pursuit.
shows the student
applied at least 1 of the
advanced academic
knowledge and skills:
- incorporated healthy
and safe choices,
- used DAP, ECE
principles of theories.
Has real world
significance.
Reflection limited or
missing.
The project:
has leaning based on
ECE idea.
shows the student
acquired little to no
new knowledge or
skills due to
confusing or missing
data or details.
has little real world
value.
Reflection missing or
incomplete.
Senior Project
Presentation
#1, #2, #5
Speech Outline
Project Display or
Manual
Scores of Speech
Speech outline clear of
mistakes. All three score
guides present and show
a valid description of the
student’s performance as
a professional.
The student:
demonstrates how
the experience has
impacted ideas and
goals related to the
early childhood
community and
future.
articulates
significant changes
in behavior or
Speech outline limited.
Score guides lacking
student’s performance as
being professional.
The student:
demonstrates an
understanding of how
the project connects to
own future.
articulates change in
behavior or thinking as
a result of the
experience.
can typically identify
appropriate
professional responses
to situations in
Speech outline missing.
Scoring guides do not
show student’s
performance.
The student:
demonstrates no
understanding of
how project
impacted self.
has limited to no
change in behavior
or thinking as a
result of the
experience.
is not able to
identify appropriate
professional
67
thinking as a result
of the experience.
can identify
appropriate
professional
responses through
support to most
situations in which
students’ cultural,
social, cognitive, or
emotional needs
impact community
success.
The visual is effective,
accurate and error free.
cultural, social,
cognitive, and
emotional impact
community
success/involvement.
The visual is effective,
accurate, and reasonably
error free.
responses to
situations in which
students’ cultural,
social, cognitive, or
emotional needs
impact community
work.
The visual has frequent
errors or an error that
detract from the
presentation.
Effort Effort put forth in the
class, portfolio and
senior project.
Stays on task, being
punctual. Follows
through with
responsibilities and does
things without being
asked. Meets the stated
requirements relative to
neatness, completeness
and adherence to
conventions.
Moderately stays on task,
needs redirection to be
punctual. Meet limited
amount of the stated
requirements relative to
neatness & completeness
and adherence to
conventions.
Rarely on task. The
student is not punctual in
turning in assignments
and does not meet the
stated requirements
relative to neatness,
completeness and
adherence to
conventions.
Technical Quality The portfolio is clear,
organized, and is in a
professional format.
Free of mistakes, clearly
organized, neat.
Consistent format, font,
and organization.
Mistakes obvious.
Some organization present,
format not consistent.
No corrections made,
organization hard to
follow, format and font
not consistent.
Required Items All Required Portfolio
Items
All required items are
included, with a
significant number of
additions including 10+
volunteer hours.
Majority of required items
are present, with limited
volunteer work.
No work submitted.
TOTAL
POINTS:
68
69
Career Related Learning Standard Evidence Explanation
Name
Standard---{List the State Standard here)
Skills-(List at least four skills you have acquired for this State Standard from the State CRLS Guidelines)
Explanation of Evidence-(Explain using concrete detail (CD) and commentary (CM) the evidence/product you are
using to meet the CRLS State Standard. Explain with CD and CM how the evidence meets or exceeds the State
Standards; be specific and give details. This should be at least a paragraph long (8-10+ sentences). The evidence will
be included in your portfolio.
Reflection/Explanation-(Explain using concrete detail (CD) and commentary (CM) what you learned from this
experience/evidence or what you might have done differently or better. This too should be at least a paragraph of 8-
10+ sentences.
70
Education Profile
Student Identification
Student: _____________________ District: ___________________________ School:
_______________________
Student ID: ___________________ Date Last Updated: __________________ Graduation Year:
________________
ACADEMIC ACHIEVEMENTS
Credit Requirements
Subject 9th
10th
11th
12th
English/Language Arts Mathematics Science Social Sciences Health Physical Education (PE) Second language Arts
Career & Technical (CTE) Electives Electives Electives Electives Electives
State Standards & Assessments
Check if
Complete
Subject Area Standardized
Test
Local Performance Assessments
ENGLISH
Reading and
Literature
Score: Work Samples Other Local Performance
Assessments Speaking
Persuasive
Informative
Unrehearsed
Writing Score: Writing
Narrative or Imaginative
Expository
Persuasive
MATHEMATICS
Knowledge and Skills
Test
Score: Problem Solving
Algebraic Relationships
Probability & Statistics
Geometric Concepts
SCIENCE
Scientific Knowledge
& Skills
Score: Scientific Inquiry
Form Question/ Hypothesis
Design
Data Collection
Analysis/Interpretation
Career Related Learning
Essential Skills
71
Standards
Required 2007-2011 Completed Local Performance Assessments
Communications
Required in 2012 & Beyond OAKS Local
Assessment
Other
Reading (2012)
Personal Management Speaking (TBA)
Teamwork Thinking Critically & Analytically
Personal Management & Teamwork
Apply Mathematics (2014)
Use Technology (TBA)
Civic & Community Engagement (TBA)
Global Literacy (TBA)
Education Plan & Profile Extended Application Career Related Learning
Experiences Includes Evidence of: Includes Evidence of: Includes Evidence of:
Personal, academic, career interests
Personal, educational, career goals
Post-high school planning
Planned course of study to meet
standards and ES proficiency
Career Development CRLS
Application of knowledge and skills
Personal relevance connected to
education plan
Reflection of learning
Documentation of process
Documentation of products
Application of knowledge & skills
Personal relevance connected to
education plan
Planned learning goals
Reflection of learning
Employment Foundations CRLS
Career Learning Areas
Ag, Food & Nat Resources Business & Mgmt Health Services
Human Resources Industrial & Engineering
Career & Technical Education Focus Program of Study:
Technical Skills: http://www.ode.state.or.us/search/results/?id=271
PERSONAL & CAREER INTERESTS, GOALS & ACCOMPLISHMENTS
Credit Requirements
Subject 9th
10th
11th
12th
Personal Interests & Goals
Career Interests & Goals
Career Related Learning
Experiences
Student Leadership
Student Clubs
Athletics
Awards/Honors
Employment
Other Training/Certificates
Postsecondary Planning Post-High School Goal:
4-year college or university Community college Workforce training program
Private career college Military (Branch) ______________ Other: ______________________
72
Entrance Assessment Scores PSAT: SAT: ACT:
Name of College/Institution
Applied to Date of Campus
Visit Application
Deadline Status of Application
�Submitted
�Wait-listed
�Accepted �Submitted
�Wait-listed
�Accepted �Submitted
�Wait-listed
�Accepted Scholarships and Financial Aid
Financial Aid
(FAFSA) Name of
Scholarship Amount Deadline Notification
Date Status
Application completed
Notification received Submitted
Awarded Application completed
Notification received Submitted
Awarded Application completed
Notification received Submitted
Awarded Employment Research
Name of Company Entrance Requirements Application
Submitted Date of
Interview
By signing and dating this paper you verify that you, the legal parent/guardian, have reviewed the student’s
education plan and profile.
______________________________ ___________________________ __________________ (Print Parent/Guardian Name) (Parent/Guardian Signature) (Date)
73
Project Letter of Intent: The Project Proposal
Letter of Intent
The Project Letter of Intent is a formal letter that is addressed to your Focus Program Instructor, and identifies
what you’ll be researching (your paper) and what you’ll be doing or creating (your project) this term. It also
includes your paper's thesis statement. The letter follows a predictable pattern:
1st Paragraph
The first paragraph of the Letter of Intent reflects your interest in the topic you’ve chosen and
clearly shows how what you’ll be doing is something new for you. In other words, not only must
you describe why the topic is interesting, you must also show how it is a departure from anything
you’ve done previously. Explain how this topic is relevant to you and your life.
2nd Paragraph
The second paragraph of this letter describes—in detail—what you will be researching for your
7-10 page paper. This paragraph should state your paper’s tentative thesis and begin to
identify the various sources you plan on using.
3rd Paragraph
The third paragraph of the Letter of Intent begins with a transitional sentence that shows the
correlation between your paper and your project. The rest of the paragraph describes your
fifteen-hour project in detail, including what you will be doing to achieve your desired goals,
who will be involved as your mentor, and any other information crucial to the success of this
project.
4th Paragraph
The final paragraph of the Senior Project Letter of Intent is your disclaimer against plagiarism
and fraudulent behavior. You are to include at least two sentences that touch on your
understanding of plagiarism and fraud, and explain that you know the repercussions for these
acts.
Salem Keizer School District, “Senior Project Letter of Intent: Your Project Proposal”, Salem Keizer School District. 8 September
2009. http://north.salkeiz.k12.or.us/old/Library/senior/intent.htm
74
SAMPLE LETTER OF INTENT
1234 Pine Avenue
Pebble Beach, California 93953
February 3, 2011
Mrs. Karinne Gordon
Pacific Grove High School
615 Sunset Drive
Pacific Grove, California 93950
Dear Mrs. Gordon:
I have chosen the area of interior design to study and research. Since I was young, my mother and I have
watched Home and Garden Television together and read design and architectural books. Our favorite show,
Divine Design, featured Canadian designer Candice Olsen who used a plethora of chic styles to suit her
customers varying tastes. I have always loved to draw, paint, and take pictures, so interior design became
another medium in which to express myself creatively. I took the liberty two years ago to sketch my room
design and bring it to life.
In my research paper, I will discuss the history of interior design, the different classes or styles of interior
design, what the interior design business entails today, and any other interesting topic-related information I
come across. My resources will come mainly from design books, magazines, and articles, but I will use internet
resources as well. However, I do plan to take a day trip to the diverse city of San Francisco to take pictures of
architecture and find inspiration. My friend’s sister took interior design classes in college, so I hope to interview
her or any other student or established local interior designer.
For my physical project, I plan to draft and sketch a bedroom from my home (which we are currently
remodeling) and virtually plan a design. I will make a board of sketches, use swatches of chosen fabric, and
have pictures of the lighting and furniture I will use. I plan to also sketch and create three other rooms: a
kitchen, bathroom, and closet/office space. I will use varying styles (i.e. modern, eclectic) for each room to
demonstrate my knowledge of design.
I understand the importance of using my own words and the consequences of plagiarism. On presentation day,
when I show my sketch boards to my audience and show them all the hard work I put into my project, I will
know it was done by my own efforts. I cannot wait to receive an “A” on my project and graduate with the rest
of my class May 27, 2011, with a smile on my face.
Sincerely,
Stellar Student
75
Selecting a Mentor A mentor is a person who knows a lot about your subject and is willing to help you as you learn. It is important
that you select this person carefully. This person should be:
an adult
someone who understands that being your mentor is a time commitment
someone with whom you can work well
an "expert" in your project field (licensed or certified if required), with years of experience
willing and able to meet with you at least three times
able to verify, in writing your work and product development time of at least 15 hours
someone who is not an immediate relative
Turn in the name and phone number of your mentor on the Mentor Selection Form. Your project does not
officially begin until this form has been turned in to your senior seminar teacher!
Important! You must contact the School to Work office (in the Counseling Department) before initial contact of
your potential mentor IF THEY WORK FOR:
• Police, sheriff, hospital, ambulance, major local business and your project is
connected to their employment or business
(OR)
• If you need help finding someone to be your mentor in your field.
**Note to school: Use these 3 pages to select and document a mentor, or use the Internship/Senior Project
Packet found in the Career Center.
76
Sample Letter to Prospective Mentor
[Street Address]
[City, ST ZIP Code]
November 9, 2006
[Recipient Name], [Title]
[Company Name]
[Street Address]
[City, ST ZIP Code]
Dear [Recipient Name]:
Thank you for agreeing to help a student complete the Senior Project. You are joining a team of students,
teachers, parents/guardians, and other mentors, in a unique learning experience that will bring together the
efforts of the school and community in a positive way.
Your effort, time, and knowledge, are key factors to the student's success. You will assist, advise, and
encourage the senior as he/she completes this student-selected project, and fulfills this graduation requirement.
It is important that you be available to the student for help and consultation throughout the product development
phase of the Senior Project.. The student will need to actually meet with you at least three times:
• To discuss the project plans and receive your suggestions; to have you suggest books, magazines, trade
publications, manuals, or videos, that could be used for ideas, guidance and instruction, and research.
• To discuss the development of the product; to ask questions and make sure everything is progressing in
a satisfactory way. The student should have the product about half-way completed by mid-March. You
will receive a phone call from a high school staff member to verify that all is going well at the mid-point
of the project development.
• To see and evaluate the completed project; to fill out an evaluation form verifying that the student did
the work and spent a minimum of 15 hours on his/her project.
If you have any questions, please call the high school at 503-84X-XXXX and ask for
___________________________.
Sincerely,
(Your signature)
[Type Your Name]
77
Source Evaluations
As you read for intrinsic or for research purposes you will find a surplus of resources including books, articles,
web sites, and journals. Not all of the information available to you is going to be useful or suitable. It is
important to make sense of what is out there by evaluating sources you find for suitability, appropriateness and
authority. Use the information below to help assess your resources.
When evaluating a resource ask yourself several questions: who, what, where, when, and why1. These
questions will help you with all types of media not just written text information.
Who First ask, who is the author? In asking this question you will be looking at the authority of the author. Is this
person someone who has appropriate qualifications? What are his/her credentials? What else has he/she
written?
The next who question should be; who is the intended audience? In asking this question you will be looking for
any bias and the type of language that is used. Does the language used show an intention for the audience to be
professionals in the field? Who will understand what is written?2 Who will benefit from this resource?
What What, refers to content. Again in asking what, just as asking who the intended audience is, you are looking for
any bias. Is the author showing objectivity? What point of view does the author represent? “Is the article an
editorial that is trying to argue a position? Is the website sponsored by a company or organization that advocates
a certain philosophy? Is the article published in a magazine that has a particular editorial position? Consult
resources which indicate whether a publication is known to be conservative or progressive, or is affiliated with a
particular advocacy group."1
When Asking when is very important at this has to do with the timeliness of the information. When was the source
published? If it’s a website, when was it last updated? Try to avoid websites that do not have a posting date.
As a rule of thumb, use only sources that have been written in the last ten years. If using older resources
indicate as to the reason; such as, no new research in this field.
Where Where is this resource recognized by others? Where did the author get his/her research and information? Be
sure to look for a bibliography or links to verify this information.
Why
This is an important question to ask. Why was this source created or published. Is it a primary or secondary
source? Primary sources present findings for the first time or original research. Secondary sources do not
provide new information but a compilation or evaluation of previously existing material/research.
Your source evaluations need not be lengthy but of quality information. Be sure to follow the SpartsWRITE
format of topic sentence (TS), concrete detail (CD), and commentary (CD). Be sure to use appropriate CM in
your evaluations.
1 Ohio State University English 110 Research Skills
2 “Critical Evaluation of Resources.“ University of California Berkley Library. 10 March 2008. University of Berkley. 18 Nov. 2008
<http://www.lib.berkeley.edu/instruct/guides/evaluation.html>
78
Project Journal Guidelines Objective:
Maintain a neat, thorough, and well-organized record of progress on the Senior Project.
You will turn in your journal on a weekly basis in order for the instructor to check on your progress and assist in
whatever is needed.
The final copy of your log must be typed and properly formatted. The journal is part of the senior project
section of your portfolio.
Be sure to PACE yourself. Try to distribute your project work evenly over the weeks. Take a look at a
calendar with your mentor before you begin work. Take into account common obstacles to the project: costs,
weather, and other commitments such as school, extra-curricular activities, work and family.
Your journal entries are meant as a reflection on your work and what you have accomplished. Use the
questions and statements below as a guide to writing your entries, answer what applies.
1. Describe the progress you made. Explain using appropriate commentary and concrete detail. (Who did
you speak with? Where did you go? What did you learn? What did you see? What was helpful or not
helpful?)
2. Did you meet the goals you and your mentor set for the week? Please review the goals and explain.
3. What obstacles did you come across? Explain what you’ve have found interesting or helpful. What kinds
of “risks” did you take? In other words, how did you stretch yourself by experiencing something new
and different?
4. Assess and explain the amount of effort you have put forth this day or week.
5. Explain what your next goals are and how you plan to achieve them.
Sample Journal Entry Format and Content
Sally Spartan
Senior Project Journal
Project: Researching IDEA Individuals with Disabilities Education Act (Brief Summary/Description)
Date: Monday, September 29, 2008 (Date)
Amount of Time: 5:00pm-6:00pm 1 hour (Start time – End time – Total time spent)
The woman I spoke to from Early Intervention agreed to be my mentor and we met last week as per my last
journal entry. I followed her advice and began researching about the Individual’s with Disabilities Education
Act (IDEA) today. The Oregon Department of Education and US Department of Education websites were very
helpful and had a lot of information. I had no idea that some students had Individual Education Plans (IEPs).
This seems like a really interesting idea. I am not exactly sure what IEPS and 504s are really about so I think
that I’ll need to interview some Special Education teachers as well as Regular classroom teachers and see how
these IEPs are used in both types of classrooms. My mentor would be a good resource to ask as well. I’ll need
to set up time to meet and set up interviews. I don’t know any elementary or junior high school teachers so I’ll
ask Ms. Jett to help me find teachers to interview. In reading the IDEA information I really am having a hard
time understanding what some of the language means or I guess making sense of what it all means. The
wording is a bit confusing so I wrote down my questions and highlighted the parts that were confusing. I hope
that the people I interview will be able to help me make sense of it all. My goal is to get my questions answered
and interview people by the end of next week.
79
Child Services II –Community Project
Focus Questions:
What is community? What communities are you a part of? How can you contribute positively to your
community? What can you do to make a positive difference for the youth in your community?
Context:
All people are a part of one or more types of communities and play a role in said communities. Service learning,
learning that provides service to a community, not only enhances a community but also enhances student
learning. Service learning promotes a sense of civic responsibility and self awareness.
IB Learner Profile Habits:
Students will:
1. Develop metacognition by reflecting on personal beliefs and learning;
2. Take responsible risks by sharing opinions and beliefs orally and in writing;
3. Apply past knowledge in analyzing situations;
4. Show intellectual openness while researching;
5. Act with integrity while working with diverse populations;
6. Demonstrate empathy, compassion and respect towards the needs and feelings of others;
7. Make a positive difference to the lives of others;
8. Give thoughtful consideration to their own learning and experience.
Assignment Objectives:
Students will be able to:
1. Answer the focus questions for the project;
2. Propose an idea for a service learning project;
3. Explain how the project will benefit a community and one’s own learning;
4. Make a difference for others in their community;
5. Document through accurate notes and citations what has been learned;
6. Journal throughout the learning process and evaluate personal progress and learning gains;
7. Create community connections;
8. Demonstrate collaboration and teamwork.
Process:
You will:
1. Answer the focus questions and then brainstorm ways you can make a positive contribution to the lives
of youth in your community.
2. Write a project proposal letter [letter of intent].
3. Journal about your research, learning and community service throughout the entire project.
4. Conduct research that will help you with your project.
5. Keep accurate bibliography information (MLA) throughout your research process (books, magazines,
internet, interviews, movies, etc.)
6. Create interview questions for people in your community that will help you with your project.
7. Use your “Interview Questions” to interview individuals from your community that will help you
complete your proposed project.
8. Volunteer your time and services in the community.
9. Write a narrative reflection paper based on your research, learning and community service.
10. Give a speech based on your project and experience.
80
Paper Criteria:
Narrative paper in MLA format
7-10 page paper (reference page included), double spaced, 12 point font, 1 inch margins
Use the pre-writing template as your guide.
Speech Criteria:
Be 5-8 minutes in length.
Give credit for information, in the speech, which someone else came up with or wrote.
Prove a visual but visual must have a purpose.
Must be based on your research, learning and project. Must follow your paper in organization.
Note cards must be turned in and given the okay by Ms. Jett one week before due date.
SCORING: Please see the attached Oregon Speaking Rubrics for scoring.
81
Summative Product Rubric for the - Research, Journaling, Note taking, and Interviews
EXEMPLARY
5
ADVANCED
4
PROFICIENT
3
DEVELOPI
NG
2
BELOW
STANDA
RD
1
Teacher
Commen
ts
Information
Seeking/
Selecting &
Evaluating
Student(s) gathered
information from a
variety of quality
electronic and print
sources, including
appropriate licensed
databases. Sources
are relevant, balanced
and include critical
readings relating to
the thesis or problem.
Primary sources were
included.
Student(s) gathered
information from a
variety of relevant
sources – print and
electronic
Student(s) gathered
information from a
limited range of
sources and displayed
minimal effort in
selecting quality
resources.
Student(s)
gathered
information that
lacked relevance,
quality, depth and
balance.
It is obvious
student did not
gather data and
displayed little
no effort in
selecting
quality
resources.
Analysis Student(s) carefully
analyzed the
information collected
and drew appropriate
and inventive
conclusions
supported by
evidence. Voice of
the student writer is
evident.
Student(s) product
shows good effort
was made in
analyzing the
evidence collected.
Student(s)
conclusions could be
supported by stronger
evidence. Level of
analysis could have
been deeper.
Student(s)
conclusions simply
involved restating
information. Little
to no evidence to
support evidence.
Lacking
conclusions or
no evidence to
back up
statements.
Synthesis Student(s) developed
appropriate structure
for communicating
product,
incorporating variety
of quality sources.
Information is
logically and
creatively organized
with smooth
transitions.
Student(s) logically
organized the
product and made
good connections
among ideas.
Organization of final
products and notes in
attempted.
Student(s) work is
not logically or
effectively
structured.
No
organization
present
Documentati
on
Student(s)
documented all
sources, including
visuals, sounds, and
animations. Sources
are properly cited
both in-text/in
product and on
Works-Cited/Works
Consulted
pages/slides.
Documentation is
error-free.
Student(s)
documented sources
with some care.
Sources are cited,
both in-text/in
product and on
Works Cited/Works
Consulted
pages/slides. Few
errors noted.
Student(s) need to
use greater care in
documenting sources.
Documentation was
poorly constructed or
absent.
Some attempt at
documentation but
not complete.
Student(s)
clearly
plagiarized
materials.
Product/
Process
Student(s) effectively
and creatively used
appropriate
communication tools
to convey their
conclusions and
demonstrated
thorough, effective
research techniques.
Product displays
creativity and
originality.
Student(s)
effectively
communicated the
results of research
to the audience.
Student(s) need to
work on
communicating more
effectively.
Student(s) showed
little evidence of
thoughtful
research. Product
does not
effectively
communicate
research findings.
82
Paper Rubric
5 4 3 2 1
Understanding Demonstrates an
excellent
understanding of both
prompt & the material
Demonstrates
originality &/or
independence of
thought.
Demonstrates a
good understanding
of both the prompt
& the material.
Demonstrates an
adequate
understanding of
both the prompt
& the material.
Demonstrates
and inadequate
understanding of
the prompt &/or
the material.
Demonstrates
little
understanding of
the prompt &/or
the material.
Development CDs are well chosen
CMs are clear &
logical
Overall development
is thorough, accurate,
and quite informative
CDs are well
chosen
CMs are clear &
logical
Overall
development is
thorough &
accurate
CDs are
adequate
CMs are
adequate
Overall
development is
adequate
Demonstrates
inadequate
support, e.g. a CD
that does not
adequately
support a TS, or a
TS that does not
adequately
support a thesis
Demonstrates
faulty support, e.g.
a CD that does not
support or
contradicts a TS, or
a TS that does not
support or
contradicts a thesis
Organization Clear purpose stated
in thesis &/or TS
Excellent CD:CM
ration
Clear purpose
stated in thesis
&/or TS
Good CD:CM
ration
Structure,
although
noticeable, does
not overwhelm
content
Adequate purpose
stated in thesis &/or
TS
Adequate CD:CM
ratio
Demonstrates
some lack of
clarity in a thesis
or TS and/or
Inadequate
CD:CM ratio
Demonstrates a
lack of clarity in a
thesis or TS
Inadequate
CD:CM ratio
Conventions Document is
superbly proofread,
with no errors in
conventions- okay,
maybe one per page.
Document is well
proofread, with very
few errors in
conventions
Document is
adequately
proofread, showing
few errors in
conventions
Reading is not
significantly slowed
by the errors
Document not
adequately
proofread
Number of errors
slows down
reading
Document looks
like a rough draft,
i.e. not proofread
Number of errors
makes reading very
difficult
83
Writing Tool
Narrative Paper – Career-Based Model
Part I:
(Describe your overall goal.) Example: The overall goal of my project is
(Introduce and describe your Extended Application.) Example: I chose to…
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
because it correlates to my educational/career goal of…
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Part II:
(Discuss your interactions with your mentor and how those interactions helped you focus your collection of
evidence.) Example: When I met with my mentor, he/she helped me by…
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
(Describe the academic knowledge and skills that you used on this experience.) Example: As I was
completing my experience, I demonstrated skills that I’d learned while in school. (example of a
connecting sentence) Example: Academic skills that I used were…
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
84
(Describe the specialized knowledge or skills that you used especially during this particular experience.)
Example: Specialized knowledge/skills that I used were…
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Part III.
(Identify the activities that demonstrate evidence of the Essential Skills & Career Related Learning
Standards and provide examples of support.)
For each Career Related Learning Standard, check the activities that you engaged in (i.e., which ones did
you do?) and provide a supporting example:
Personal Management: Exhibits appropriate work ethic and behaviors in
school, community, and/or workplace.
Identifies tasks and initiates a plan of action to complete tasks.
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Completes tasks on time and meets established standards of quality.
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Takes responsibility for actions and anticipates consequences.
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Maintains regular attendance and is on time.
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
85
Interacts appropriately with others.
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Problem Solving: Applies decision-making and problem-solving
techniques in school, community, or workplace.
Accurately identifies problems.
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Locates information that leads to solutions.
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Identifies and evaluates alternative solutions.
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Selects a solution and a course of action.
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
86
Plans and carries out a course of action.
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Assesses results.
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Communication: Demonstrates effective and appropriate communication
skills to give and receive information about school, community, and/or
workplace.
Communication (e.g. written, oral, visual) is clear, accurate, organized, and
appropriate to audience.
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Uses traditional and technological methods to locate and convey information.
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Uses technical and instructional materials for information and to carry out a
task.
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Listens attentively and summarizes key elements of verbal and non-verbal
communication.
Example:__________________________________________________________
____________________________________________________________
87
Gives and receives feedback in a positive manner.
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Teamwork: Demonstrates effective teamwork in school, community, and/or
workplace.
Identifies and assumes roles within a team.
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Works productively with others (e.g., negotiates, compromises, builds consensus, shares
decision-making, sets goals, manages conflict).
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Employment Foundations: Demonstrates academic, technical, and
organizational knowledge and skills required for successful employment.
Applies academic and technical knowledge and skills in a career context.
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Selects, applies and maintains tools and technologies appropriate for the work-place.
Example:__________________________________________________________
____________________________________________________________
____________________________________________________________
88
Identifies parts of an organization or system and how work moves through an
organization/system.
Example:_________________________________________________________
___________________________________________________________
___________________________________________________________
Describes how changes in the workplace affects individuals and a work
organization/system.
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Follows safety, regulatory, and/or ethical practices in the workplace.
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Demonstrates appearance and hygiene appropriate for the workplace.
Example:__________________________________________________________
___________________________________________________________
Career Development: Demonstrates career development skills in
planning for post-high school experiences.
Assesses personal knowledge and skills related to education and career goals.
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Shows evidence of post-high school planning (e.g., researches careers and
educational options, develops a plan to achieve goals).
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Evaluates education and career goals to determine if they should change.
89
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Utilizes job-seeking skills (e.g., writing resumes, completing applications,
participating in interviews).
Example:__________________________________________________________
___________________________________________________________
___________________________________________________________
Part IV.
(Highlight the benefits [the good things] of the Extended Application experience.) Example: Some of the
benefits of the Extended Application experience are…
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
(Identify and describe your final product of your experience.) Example: As part of my documentation of
evidence, I chose to make a/do…
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
(Describe the challenges that you faced with this experience.) Example: There were many challenges that I
had to work through…
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
(Describe any new skills that you learned because of this particular experience.) Example: New skills that
I learned were…
__________________________________________________________________________________________
__________________________________________________________________________________________
(Reflect on the learning process you experienced. Were you able to learn the things that you wanted to
using this process? How much learning do you feel that you gained through this experience?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
90
Part V.
(Show a connection between the Extended Application that you experienced and your future goals.)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
(Think about your new learning. Reflect how the Extended Application experience helped you in your
new learning. Was it a good way for you to learn? If so, why?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Do you like a student-directed, community-based way of learning? Why or why not?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
How did it make you stretch and grow as a person?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________________
Would you recommend this way of learning for others? Why or why not? What are the best things
about this way of learning?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
91
Child Services II – Children with Special Needs Research Project
Focus Questions:
How do we learn? How do people with special needs learn and develop differently from typically developing
peers? How can a teacher, caregiver and/or parent assist a person with special needs? What are the laws that
protect the rights of people with special needs?
Context:
Children with special needs are in every classroom and are a part of the world around us. It is important to
understand what special needs are all about.
You will research the Individual’s with Disabilities Act (IDEA), The Americans with Disabilities Act (ADA)
and either a specific area of talented and giftedness (TAG), a specific kind of learning disability (LD), or a
specific physical disability (PD). You will research your topic and write a well thought-out informative paper
and speech on the subject. DUE: ________________
IB Learner Profile Habits:
Students will:
9. Develop metacognition by reflecting on personal beliefs and learning;
10. Take responsible risks by sharing opinions and beliefs orally and in writing;
11. Apply past knowledge in analyzing situations;
12. Show intellectual openness while researching;
13. Act with integrity while working with diverse populations;
14. Demonstrate empathy, compassion and respect towards the needs and feelings of others;
15. Make a positive difference to the lives of others;
16. Give thoughtful consideration to their own learning and experience.
Assignment Objectives:
Students will be able to:
9. Analyze the laws that govern over the rights of people with special needs;
10. Articulate the complexities of a specific area of TAG, LDD, or PD.
11. Examine the role that IDEA & ADA have in relation to children and adults’ education and life.
12. Document through accurate notes and citations what has been learned;
13. Journal throughout the learning process and evaluate personal progress and learning gains;
14. Create community connections;
15. Demonstrate collaboration and teamwork.
Process:
Using valid primary and secondary sources research child development theories using the focus questions,
“How do we learn? How do people with special needs learn and develop differently from typically developing
peers? How can a teacher, caregiver and/or parent assist a person with special needs? What are the laws that
protect the rights of people with special needs?” as your guide.
You will:
11. Journal about your research and learning throughout the entire project.
12. Research about both laws IDEA and ADA and the OARs for Talented and Gifted.
a. Individual’s with Disabilities Act (IDEA)
i. What it is all about
ii. The history of the law
iii. Responsibilities of parents, school districts, schools and teachers
iv. Services available at Hilhi and other schools
92
v. Etc.
b. American Disability Act (ADA)
i. What it is all about
ii. The history of the law
iii. Responsibilities of individuals, school districts, schools and teachers
iv. Services available at Hilhi, Post Secondary Institutions and Work Places
v. Etc.
c. Oregon Administrative Rules (OARs) for Talented and Gifted
i. What it is all about
ii. The history of the OARs for Talented and Gifted
iii. Federal laws about TAG students
iv. Responsibilities of parents, school districts, schools and teachers
v. Services available at Hilhi, Post Secondary Institutions and Work Places
13. Compare and contrast the laws/rules.
14. Research a special area of TAG, LDD, or PD and take notes with appropriate MLA
citations/bibliography.
a. Identification of special needs
b. How children act, learn, etc. with that special need
c. Parental responsibilities, teacher/school responsibilities, workplace responsibilities, etc…
d. Any other important information about the special need researched
15. Create interview questions based on your research for individuals that work with TAG, LDD or PD
children and adults.
16. Use your “Interview Questions” to interview individuals that work with TAG, LDD or PD children
and/or adults.
17. Volunteer your time and services in the community at a location that works with people who are TAG,
LDD or PD in the area you researched.
18. Document your community service experience through journals.
19. Write either a position paper or an analytical research paper based on your research.
20. Give a speech based on your research and paper.
Paper Criteria:
Paper in MLA format
7-10 page paper (reference page separate), double spaced, 12 point font, 1 inch margins
Must be based on your research and follow your thesis statement in organization
Speech Criteria:
Be 5-10 minutes in length.
Give credit for information, in the speech, which someone else came up with or wrote.
May use a visual but only if the visual has a purpose.
Must be based on your research and follow your thesis statement in organization
Note cards must be turned in and given the okay by Ms. Jett one week before due date.
SCORING: Please see the Oregon Speaking Rubric for scoring.
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Summative Product Rubric for the - Research, Journaling, Note taking, and Interviews
EXEMPLARY
5
ADVANCED
4
PROFICIENT
3
DEVELOPI
NG
2
BELOW
STANDA
RD
1
Teacher
Commen
ts
Information
Seeking/
Selecting &
Evaluating
Student(s) gathered
information from a
variety of quality
electronic and print
sources, including
appropriate licensed
databases. Sources
are relevant, balanced
and include critical
readings relating to
the thesis or problem.
Primary sources were
included.
Student(s) gathered
information from a
variety of relevant
sources – print and
electronic
Student(s) gathered
information from a
limited range of
sources and displayed
minimal effort in
selecting quality
resources.
Student(s)
gathered
information that
lacked relevance,
quality, depth and
balance.
It is obvious
student did not
gather data and
displayed little
no effort in
selecting
quality
resources.
Analysis Student(s) carefully
analyzed the
information collected
and drew appropriate
and inventive
conclusions
supported by
evidence. Voice of
the student writer is
evident.
Student(s) product
shows good effort
was made in
analyzing the
evidence collected.
Student(s)
conclusions could be
supported by stronger
evidence. Level of
analysis could have
been deeper.
Student(s)
conclusions simply
involved restating
information. Little
to no evidence to
support evidence.
Lacking
conclusions or
no evidence to
back up
statements.
Synthesis Student(s) developed
appropriate structure
for communicating
product,
incorporating variety
of quality sources.
Information is
logically and
creatively organized
with smooth
transitions.
Student(s) logically
organized the
product and made
good connections
among ideas.
Organization of final
products and notes in
attempted.
Student(s) work is
not logically or
effectively
structured.
No
organization
present
Documentati
on
Student(s)
documented all
sources, including
visuals, sounds, and
animations. Sources
are properly cited
both in-text/in
product and on
Works-Cited/Works
Consulted
pages/slides.
Documentation is
error-free.
Student(s)
documented sources
with some care.
Sources are cited,
both in-text/in
product and on
Works Cited/Works
Consulted
pages/slides. Few
errors noted.
Student(s) need to
use greater care in
documenting sources.
Documentation was
poorly constructed or
absent.
Some attempt at
documentation but
not complete.
Student(s)
clearly
plagiarized
materials.
Product/
Process
Student(s) effectively
and creatively used
appropriate
communication tools
to convey their
conclusions and
demonstrated
thorough, effective
research techniques.
Product displays
creativity and
originality.
Student(s)
effectively
communicated the
results of research
to the audience.
Student(s) need to
work on
communicating more
effectively.
Student(s) showed
little evidence of
thoughtful
research. Product
does not
effectively
communicate
research findings.
94
Paper Rubric
5 4 3 2 1
Understanding Demonstrates an
excellent
understanding of both
prompt & the material
Demonstrates
originality &/or
independence of
thought.
Demonstrates a
good understanding
of both the prompt
& the material.
Demonstrates an
adequate
understanding of
both the prompt
& the material.
Demonstrates
and inadequate
understanding of
the prompt &/or
the material.
Demonstrates
little
understanding of
the prompt &/or
the material.
Development CDs are well chosen
CMs are clear &
logical
Overall development
is thorough, accurate,
and quite informative
CDs are well
chosen
CMs are clear &
logical
Overall
development is
thorough &
accurate
CDs are
adequate
CMs are
adequate
Overall
development is
adequate
Demonstrates
inadequate
support, e.g. a CD
that does not
adequately
support a TS, or a
TS that does not
adequately
support a thesis
Demonstrates
faulty support, e.g.
a CD that does not
support or
contradicts a TS, or
a TS that does not
support or
contradicts a thesis
Organization Clear purpose stated
in thesis &/or TS
Excellent CD:CM
ratio
Clear purpose
stated in thesis
&/or TS
Good CD:CM
ration
Structure,
although
noticeable, does
not overwhelm
content
Adequate purpose
stated in thesis &/or
TS
Adequate
CD:CM ratio
Demonstrates
some lack of
clarity in a thesis
or TS and/or
Inadequate
CD:CM ratio
Demonstrates a
lack of clarity in a
thesis or TS
Inadequate
CD:CM ratio
Conventions Document is
superbly proofread,
with no errors in
conventions- okay,
maybe one per page.
Document is well
proofread, with very
few errors in
conventions
Document is
adequately
proofread, showing
few errors in
conventions
Reading is not
significantly slowed
by the errors
Document not
adequately
proofread
Number of errors
slows down
reading
Document looks
like a rough draft,
i.e. not proofread
Number of errors
makes reading very
difficult
95
Child Services II Field Trip/Event/Project Assignments 2012-2013
Pumpkin Patch
Julio Romero
Kira Vogt
Lupe Hernandez
Annira Syed
Trick’o’ Treat
Mrs. Purdy
Claudia Rivera
Lindsey Krautscheid
Erica Santos
Sami Moellmer
Gabby Freemole
Breyanna Remington
Shania Brittsan
Anita Steele
Winter Holiday Party
Ashly Knowles
Kira Vogt
Tatiana Rodriguez
Djaudee Cipres
Project Related Fieldtrips
Tyler Dimmitt,
Matthew Wright
Yesenai Santoyo
Dannica Johansen
T-Shirts
Joan Enos & Ashly Knowles Lupe Hernandez
Tatiana Rodriguez
Annira Syed
Laura Stark
School Function Child Care
Joann Enos & Sydnee Ettelson Madison Cohen
Araceli Gonzlez
Treasurer
Chelsea Fritzler
Calendar & Cleaning Out Fridge
Sydnee Ettelsen & Joann Enos
Children’s Museum
Ana Barron & Miranda Chavez Lindsey Krautscheid
Claudia Rivera
Efi Vieyra
Gabby Freemole
Lupe Chavez
Petting Zoo
Nicole McGuire & Danielle Eaton Laura Stark
Jasmine Jones
Savannah Bennett
Madison Chohen
Hanna Anderson
Djaudee Cipres
Dannica Johansen
Yearbook
Sydnee Ettelson Jazmin Calix
Janelle Edmonds
Savannah Bennett
Sami Moellmer
Shania Brittsen
Fundraising for Landscaping
Maria Rodriguez, Jasmine & Luzinda Mandujano
Jasmine Jones
Adalitsi Macedo
Galdys Chvez
Preschool Graduation
Sonia Cazares, Claribel Zamudio &
Yesenia Santoyo Anita Steele Hanna Anderson
Efi Vieyra
Lupe Chavez
Breyanna Remington
Erica Santos
Brenda Romero
Composting
Chrisleena Ferriera Jazmin Calix
Janelle Edonds
Araceli Gonzalez
96
Child Services II Newsletter/Snack Calendar
Assigned Months for 2012-2013
November – 2012 (DUE: Oct. 22nd
Ana Barron
Sydnee Ettelsen
Joann Enos
December – 2012 (DUE: Nov 26th
)
Luzinda Mandujano
Jasmine Mandujano
Maria Rodriguez
January – 2013 – (DUE: Dec. 17th
)
Nicole McGuire
Chrisleena Ferreira
Chelsea Fritzler
February – 2013 – (DUE: Jan 25th
)
Ashly Knowles
Danielle Eaton
Julio Romero
March – 2013 – (DUE: Feb. 19th
Sonia Cazares
Claribel Zamudio
Miranda Chavez
April – 2013 – (DUE: Mar. 18th
) Tyler Dimmitt
May/June 2013 – (DUE: Apr. 22nd
) Mrs. Purdy
97
Career Related Learning Experiences As part of the graduation requirements students must document and reflect on career related learning
experiences. Please use the forms below to do this.
98
Name _______________________________________
Date ___2012-2013_____________________________
Period ______________________________________
Career Related Learning Time Log
Date Times
Total
Minutes Description of activity Reflection
99
Community Service / Service Learning Documentation
Name of student: ______________________________________________________________
Start time: ____________________ AM / PM End time: __________________ AM / PM
Description of experience:
__________________________ ___________________________
Signature of Student Signature of Supervisor
Community Service / Service Learning Documentation
Name of student: ______________________________________________________________
Start time: ____________________ AM / PM End time: __________________ AM / PM
Description of experience:
__________________________ ___________________________
Signature of Student Signature of Supervisor
100
Bibliography
Please use the following page to write down the resources you use for the duration of the year in this class.
Please follow the MLA format for citations and bibliography documentation. Please see your Portland
Community College MLA Bibliography handout to format your sources appropriately.