ecse practicum handbook student version 8-07 university of colorado at denver and health sciences...

8/07 University of Colorado at Denver and Health Sciences Center 1

Early Childhood Special Education Specialist

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This handbook contains the Performance-Based Assessments required to complete the Early Childhood Special Education Specialist licensure program at the University of Colorado at Denver and Health Sciences Center. These Performance-Based Assessments (PBAs) provide students a variety of ways to demonstrate competency in the standards from CEC, NAEYC, CDE/ECSE Specialist license, and Performance-Based Assessments for Colorado Teachers. Students are encouraged to become familiar with and practice the essential experiences and competencies throughout their UCDHSC program in order to complete the activities during practicum at the proficient or advanced level required for certification.


Table of Contents

General Information Regarding Practicum 3

Practicum Sequence of Activities and Requirements for Grade 5

Roles and Responsibilities 6

Scoring and Documentation for Performance-Based Assessments 7

Infant Toddler Practicum Rating Form 8

Preschool Practicum Rating Form 9

Primary Practicum Rating Form 11

Assessment PBA 12

Challenging Behaviors PBA 16

Curriculum PBA 19

Intervention PBA 22

Law and Disability PBA 25

Literacy PBA (Infant/Toddler and Preschool) 28

Mathematics PBA (Infant/Toddler and Preschool) 37

Medication PBA 45

Philosophy of Education PBA 48

Primary Literacy PBA 51

Primary Mathematics PBA 62

Professional Practice PBA 68

Appendix 71

Observation of Practicum Student Practice

Behavior Support Plan form

Intervention Plan form

Learning Supports for Children with Disabilities

Preschool Curriculum Planning forms

Preschool/Primary Lesson Planning form


General Information Regarding Practicum

The practicum for graduate students in Early Childhood Education is one of the most important professional preparation activities. The practicum experience is designed to allow students to apply and synthesize knowledge and skills they have previously learned and also provides opportunities to learn and practice new skills in a closely supervised environment. A total of 800 hours of fieldwork/practica is required by the Colorado Department of Education for ECSE Specialist licensure candidates. Approximately 300 hours are completed as fieldwork associated with course assignments and approximately 510 hours are completed during practica. ECSE candidates who are working in inclusive settings will do their field work in their own setting while those who are not employed in ECSE settings are assigned a partner site(s) in which to conduct all required field-work. Students are supervised during fieldwork by course instructors. The ECSE Specialist licensure students and the MA plus ECSE Specialist licensure students complete their practica according to guidelines established by the Council for Exceptional Children and the Colorado Department of Education. Students are placed in exemplary practicum sites that have agreed to partner with UCDHSC. ECSE students are required to complete a practicum in infancy, preschool, and primary. � Infant/Toddler Practicum ECE 6910 2 credit hours 170 Clock hours � Preschool Practicum ECE 6912 2 credit hours 170 Clock hours � Primary Practicum ECE 6914 2 credit hours 170 Clock hours Students may complete one of the practica in their own work site, if it is an approved site. Seventy-five percent of the clock hours (approximately 130 hours) must include direct contact hours with children, families, teams, site supervisors, and university supervisors. The time spent at three required practicum seminars can also be counted as well as 15 clock hours of attendance at a relevant conference or training. Travel time does not count unless a student is making IT home visits, then you may count ½ of your travel time towards the clock hour requirements. Twenty-five percent of the clock hours (40 hours) can include reading relevant materials and developing portfolio products. Students must maintain a log to document practicum hours. Following is a sample log entry:

Date Number of hours

Activities

9/4/04 4 Writing up Intervention PBA Facilitate family conference

9/5/04 6 Implementing Curriculum PBA and Intervention PBA in the classroom Meeting with cooperating teacher after class to debrief


To ensure that students have an outstanding experience during practicum, students are assisted in selecting the practicum site to best fit their needs from a list of approved partnership sites. Sites are chosen according the following criteria: the program follows recommended practices in both ECE and ECSE, is socially inclusive, is culturally diverse, is family-centered, monitors quality, and provides a site supervisor who is licensed or credentialed in the appropriate field and has been employed with that license for three years. The Practicum Coordinator is responsible for matching the student to available community sites. Please do not call sites yourself to set up a practicum experience. An organizational meeting for future practicum students is held at the end of the semester prior to the semester that you register for practicum. This is a very important meeting to attend to learn about more specific requirements and procedures for practicum. Students may start practicum experiences after the completion of all licensure courses or the same semester in which you are taking your last license class(es).

ECSE Performance-Based Assessment Requirements Completed during practica: � Assessment (Infant/Toddler and Preschool) � Challenging Behaviors (2 out of 3 practica) � Curriculum: Week Unit Plan and Lesson Plans (Preschool) � Intervention (Infant/Toddler and Preschool) � Literacy (Infant/Toddler or Preschool) � Mathematics (Infant/Toddler or Preschool) � Primary Literacy (Primary) � Primary Mathematics (Primary) � Professional Practice—ethical conduct (rated by a site supervisor in any one practicum) Completed during courses: � Philosophy of Education: completed in ECE 5040 � Professional Practice (professional plan): completed in ECE 5040 � Medication: completed in ECE 6100 � Law and Disability: completed in ECE 5000


Practicum Sequence of Activities /Requirements for Grade

Date Activities Points Six weeks prior to semester start

Attend initial practicum seminar View sample portfolio products

Submit practicum site placement request

20 points 10 points

Week 1 Initial planning meeting Review practicum responsibilities of students, site supervisors, and UPF (University Practicum Faculty)

10 points

Week 2 Submit proposed timeline for completing PBAs to UPF 10 points

Mid-semester Submit updated time log and summary of PBA progress so far to UPF Attend mid-semester practicum seminar

10 points 10 points

Mid-semester Depending on practicum level, submit to UPF: � sample lesson plan for Curriculum, Literacy, and/or

Mathematics PBA � Challenging Behavior positive behavior support plan and/or

Intervention plan (data tracking not due at this time—just the plans)

20 points

Two weeks prior to final practicum meeting

Portfolio hard copy due to site supervisor for review and scoring

Final practicum meeting

Attendance at final practicum seminar Portfolio hard copy due to UPF for review and scoring (unless you have made other arrangements individually with your UPF)

10 points 100 points

200 points Grading scale: 188-200 = A 180-187 = A- 174-179 = B+ 166-173 = B 160-165 = B-


Roles and Responsibilities ECSE/Practicum Site Supervisor Responsibilities Site supervisors support ECSE practicum students in planning and completing PBA portfolio products, observe students in practice and provide feedback, monitor log of student clock hours, and complete a rating sheet for the required elements for each PBA to be submitted to the student’s University supervisor at the end of the practicum experience. Site supervisors have the responsibility for supervising and coordinating practicum experiences for the ECSE practicum student to successfully engage in experiences to meet requirements of all PBAs. Responsibilities of ECSE Practicum Students � Conduct themselves in adherence to CEC Code of Ethics, other standards of the profession,

and practicum site policies and procedures � Demonstrate appropriate work standards in terms of punctuality and attendance according to

predetermined regular schedule � Accept direction and constructive criticism from Site Supervisor, cooperating classroom

teachers, and special services personnel � Complete all requirements for each practicum within the assigned semester Responsibilities of University Practicum Faculty (UPF) UCDHSC University Practicum Faculty provides supervision to the ECSE students and consultation to the Practicum Site Supervisor to support a mutually beneficial practicum experience. Specifically, the UPF will: � Facilitate an initial planning meeting at the beginning of the practicum semester between the

ECSE student, site supervisor, and cooperating classroom teacher to ensure that common expectations have been set and are understood

� Observe the student in practice once or twice during the semester and provide feedback during a post-observation conference (which may also include the site supervisor)

� Support the student in planning and completing PBA portfolio products and demonstrating proficiency on required PBA elements. Contact with student may include group practicum seminars, individual meetings, phone conversations, and email communication

� Review student’s practicum portfolio and determine final ratings on each required PBA element. Submit PBA rating sheets to ECSE Practicum Coordinator, Dr. Suzanne Adams


Scoring and Documentation for Performance-Based Assessments

�� Students develop a professional portfolio for each practicum (infant/toddler, preschool, and primary). Portfolios are divided into separate sections for each PBA. Sections begin with the PBA document itself, followed by the required portfolio documentation for that performance-based assessment.

�� Include a narrative with each portfolio product so that a reviewer of your portfolio can

determine what, when, how, why, and where the product was developed. �� Submit portfolio documentation on a CD (including scanned photos/work samples where

possible) for possible inclusion in an electronic exemplary practicum portfolio. �� Include a reflective journal separate from your other portfolio documentation. This is a

confidential record—shared only with your University Practicum Faculty, and includes your observations of recommended practice, lessons learned, and concerns about practicum experiences.

�� Students can demonstrate competency on ECE/ECSE Program Standards associated with

each PBA by one or more of the following: 1. successful completion of PBA as part of course requirements 2. inclusion of exemplary portfolio products in their PBA portfolio 3. observed practice during practicum (by Site Supervisor or Practicum Faculty)

�� Proficiency on each PBA is scored by a course professor, site supervisor, and/or practicum

faculty based upon review of portfolio products and observed practice during practicum. Performance-based assessments are rated on a 4-point scale:

Basic (1): Acquiring background knowledge through university coursework and fieldwork Developing (2): Student making progress but does not yet meet expectations for a beginning teacher; needs improvement or demonstrates inconsistent mastery across many areas of the category Proficient (3): Student meets all of the expectations for a beginning teacher; consistent mastery in all key areas of the category Advanced (4): Student exceeds expectations for a beginning teacher and demonstrates insight and leadership

�� You must have a 3 or 4 to “pass” each portfolio element. The highest score, 4, will rarely be

given, but will be reserved for truly outstanding work. �� Each portfolio element will be scored by your Site Supervisor and Practicum Faculty after

reviewing portfolio products and your reflective comments and on-site observations of your practice.

�� Opportunities will be given for the student to improve their score if any element is scored as

a 1 or a 2. However, if a student does not achieve a 3 or 4, then the student may need to continue or repeat the related practicum experience until a score of 3 or 4 is achieved. Students may appeal a score to a committee including the ECE Practicum Coordinator and all Practicum Faculty.


Infant Toddler Practicum Rating (ECSE Specialist)

Student:_________________________________ Semester: ___________

Practicum Site:_______________________________

Site Supervisor: _________________________________

(signature)

University Faculty:_______________________________

(signature)

REQUIRED

PERFORMANCE-BASED ASSESSMENTS

RATING

Level 1 = Basic Level 2 = Developing Level 3 = Proficient Level 4 = Advanced

Assessment _____ Participate with a Child Find team

_____ Participate in IFSP and IEP process

_____ Use on-going assessment to determine child’s interests, strengths, and next developmental steps

_____ Communicate assessment results effectively to families and colleagues

Intervention _____ Access and summarize background information

_____ Design and explain intervention plan

_____ Implement intervention plan and collect data on child progress

_____ Reflect on process and collaboration with ECE general teacher, ECSE team, and family

OPTIONAL

PERFORMANCE-BASED ASSESSMENTS

RATING


Challenging Behaviors (optional—completed in 2 out of 3 practica settings)

_____ Design, implement, and evaluate functional behavior assessment and positive behavior support plan in coordination with colleagues and families

_____ Plan and implement activity that promotes social and emotional development of children (classroom or home setting)

Professional Practice _____ Develop and implement professional plan relevant to work with young children

_____ Demonstrate an awareness and commitment to the profession’s code of ethical conduct

Comments by Site Supervisor:


Preschool Practicum Rating (ECSE Specialist)


Practicum Site:_______________________________

Site Supervisor: _________________________________

(signature)


(signature)

PERFORMANCE-BASED ASSESSMENT

RATING


Assessment _____ Participate with a Child Find team

_____ Participate in IFSP and IEP process

_____ Use on-going assessment to determine child’s interests, strengths, and next developmental steps

_____ Communicate assessment results effectively to families and colleagues

Challenging Behaviors (optional—2 out of 3 practica settings)


_____ Plan and implement activity that promotes social and emotional development of children (classroom or home setting)

Curriculum _____ Plan and implement developmentally- and individually-appropriate curriculum plan based upon the context of children, family, culture and classroom community

_____ Use assessment information to support the planning

_____ Make appropriate adaptations/modifications for individual children in the classroom, including children with IEP or IFSP

_____ Assess and document child progress

Intervention _____ Access and summarize background information

_____ Design and explain intervention plan

_____ Implement intervention plan and collect data on child progress

_____ Reflect on process and collaboration with ECE general teacher, ECSE team, and family



Literacy

_____ Articulate knowledge of recommended practices in emergent literacy

_____ Collaborate with families, teachers, and special services personnel to promote literacy development

_____ Develop an environment that is individualized, age appropriate, and nurtures growth toward literacy

_____ Use assessment information to inform literacy planning and instruction

_____ Develop children’s phonological processing skills, print awareness, and alphabet knowledge

_____ Develop verbal, nonverbal, story, and reading comprehension

_____ Support language and literacy development through oral and written language opportunities

_____ Utilize intervention strategies and accommodations to support all children

_____ Utilize Colorado Model Content Standards and Building Blocks

Mathematics

_____ Articulate knowledge of recommended practices in mathematics

_____ Collaborate with families, teachers, and special services personnel to promote math development

_____ Develop an environment that is individualized, age appropriate, and nurtures growth toward math development

_____ Use assessment information to inform math planning and instruction

_____ Mathematics planning and instruction includes opportunities to learn about number systems and counting; ordering, grouping, seriation, and pattern recognition; geometry; data collection and graphing; and measurement

_____ Utilize Colorado Model Content Standards and Building Blocks

_____ Utilize intervention strategies and accommodations to support all children to become successful at math

Professional Practice _____ Develop and implement professional plan relevant to work with young children

_____ Demonstrate an awareness and commitment to the profession’s code of ethical conduct



Primary Practicum Rating (ECSE Specialist)


Practicum Site:_______________________________

Site Supervisor: _________________________________

(signature)


(signature)

PERFORMANCE-BASED ASSESSMENT

RATING


Primary Literacy

_____ Create a classroom environment that nurtures literacy growth

_____ Collaborate with families, teachers, and special services personnel to promote literacy development

_____ Assessment of reading and writing

_____ Literacy planning and instruction (comprehension, word recognition, phonemic awareness, phonics, vocabulary, oral expression, and writing skills). Includes skills/strategy instruction during reading and writing, teacher read aloud, shared reading, needs-based reading instruction, independent reading, writing instruction, and reading and writing across the curriculum.

_____ Utilize individualization and intervention strategies

Primary Mathematics _____ Create a classroom environment that nurtures understanding of mathematics

_____ Assessment of mathematics

_____ Mathematics planning and instruction includes opportunities to learn about number systems, number sequences, and counting; computation; algebra, functions, and patterns; geometry; data analysis and graphing, and measurement

_____ Utilize individualization and intervention strategies

Challenging Behaviors (2 out of 3 practica settings)


_____ Plan and implement activity that promotes social and emotional development of children



Essential Experiences for Assessment Developers Donna Wittmer, Ph.D. UCDHSC Suzanne Adams, Ph.D. UCDHSC Description This Assessment PBA will be introduced in ECE 5200: Screening and Assessment in ECE, and applied during the infant/toddler and preschool practica during which students will engage in essential experiences related to assessment of young children:

1. Participation with a Child Find team

2. Participation in IFSP and IEP process

3. Use of on-going assessment to determine child’s interests, strengths, and next developmental steps

4. Communication of assessment results effectively with families and colleagues

Proficiency on this PBA will be determined by observed practice during essential experiences in infant/toddler and preschool practica and review of required portfolio documentation by site supervisors and University practicum faculty. Students must be rated a Proficient or Advanced (the latter rarely given to a novice Early Childhood Special Educator) on each element in each practica to pass this performance-based assessment.


Assessment Experience 1

(check boxes as you complete each item)

(check boxes as you complete each item) Activity Observe a Child Find Team at each level of the Child Find Process including: � Screening process � Evaluation for determining eligibility/or

annual review (play-based for I/T and play-based and a standardized measure for 3-5)

Portfolio Documentation: � Document your experience as an observer

and include documentation of the screening and evaluation process—evaluation notes and test protocols conducted, and your analysis of the results.

� Include an analysis of DEC Recommended Practices and IDEA laws pertaining to the screening and evaluation process.



(check boxes as you complete each item) Activity � Participate in the IFSP and IEP process,

observing and then participating in a staffing with the team and family. Develop the IFSP and IEP goals and objectives with the family and team using the Pathways Process or other family-centered and child strengths-based process used by the program.

� Follow-up with at least one family whose

child was evaluated by you by interviewing the family regarding their assessment of the evaluation and IFSP or IEP process

� For Infants and Toddlers—Describe the

Service Coordination process for the family

Portfolio Documentation: � Document the process, include the IFSP or

IEP, and reflect on DEC Recommended Practices and IDEA laws pertaining to the IFSP or IEP process.

� Include the interview protocol that you created to encourage the family’s assessment of the process and the results of the interview.

� Include a self-evaluation—what you would do the same and differently the next time you conducted a staffing.

� For infants and toddlers—describe the

Service Coordination process.




(check boxes as you complete each item) Activity: � Use an on-going assessment strategy

several times across at least one month for two target children. Examples may include: � Anecdotal records � Event samples � Checklists � Child work samples � Videotapes and audiotapes � Parent-teacher conference notes

This can be completed in conjunction with your intervention project.

Portfolio Documentation: � Include the on-going assessment forms and

results. What did you learn about this child? What are the child’s interests, strengths, and next developmental steps?

Activity: Select a norm-based assessment of a developmental domain or an academic content area or select a curriculum-based assessment (HELP, AEPS, COR, Ounce, Work Sampling System, Creative Curriculum). � Gather relevant background information

about the child and family using a family-centered interview such as the Pathways Process.

� Complete at least two domains of the assessment.

� Analyze the results. � Share the results with the family of the

child (observed or videotaped). � Evaluate your performance in conducting

the assessment and your ability to share information with the family.

Portfolio Documentation: � Include the assessment forms and your

analysis of the results. What did you learn about this child? What are the child’s interests, strengths, and next developmental steps?

� Include a summary of your conference with the family.

� Include your self-evaluation. What would you do the same or differently the next time you conducted an assessment and family conference?


Rubric for Scoring Assessment PBA

Developing (2)

Proficient (3)

Advanced (4) (Includes indicators under Proficient, plus the following)

Conducting assessments; interpreting and using assessment results Elements: 1. Participation with a

Child Find Team 2. Participation in IFSP

and IEP process 3. Use of ongoing

assessment to determine child’s interests, strengths, and next developmental steps

� Incomplete documentation of experience as observer in the screening and evaluation process

� Analysis of screening, evaluation, IFSP, and IEP process lacks sufficient reference to relevant DEC Recommended Practices and IDEA laws

� Asks minimal questions of family members as a follow-up to evaluation and IFSP or IEP process

� Uses formal and informal assessments with assistance

� May not gather sufficient relevant background information about the child and family during the assessment process

� Beginning to use assessment data to determine child’s interests, strengths, and next developmental steps

� Beginning to integrate assessments results in the development of IFSP and IEP

� Complete documentation of experiences as observer in the screening and evaluation process

� Accurately analyzes screening, evaluation, IFSP, and IEP process according to DEC Recommended Practices and IDEA laws

� Creates and skillfully uses interview protocol as a follow-up with family regarding their assessment of the evaluation and IFSP or IEP process

� Appropriately selects, designs, implements, and evaluates formal and informal assessments to improve teaching and learning

� Gathers relevant background information about the child and family during assessment process

� Able to interpret assessment data and articulate child’s interests, strengths, and next developmental steps

� Meaningfully integrates assessment results in the development of IFSP and IEP

� Actively researches to improve assessment practices in own class and that of colleagues and demonstrates continual growth in implementing effective assessment strategies

� Takes leadership role in assessment and family conference process

4. Communicating assessment results effectively with families and colleagues

� May not clearly communicate when reporting assessment results to families and colleagues

� Beginning to critically evaluate own effectiveness in the assessment and conference process

� Reports assessment results to families and colleagues using effective communication skills

� Critically evaluates own effectiveness in the assessment and conference process

� Uses self-critique to guide and improve subsequent assessment and planning


Essential Experiences for Working with Children with Challenging Behaviors Developers Donna Wittmer, Ph.D. UCDHSC Suzanne Adams, Ph.D. UCDHSC Description This Challenging Behaviors PBA will be introduced in ECE 5070: Social and Cognitive Development and Disorders, and applied during two out of three practica (infant/toddler, preschool, or primary) during which students will engage in essential experiences related to working with young children with behavior challenges:

1. Design, implement, and evaluate functional behavior assessment and positive behavior support plan in coordination with colleagues and families

2. Plan and implement activity that promotes social and emotional development (classroom or home setting)

Proficiency on this PBA will be determined by observed practice during essential experiences in two practica and review of required portfolio documentation by site supervisors and University practicum faculty. Students must be rated a Proficient or Advanced (the latter rarely given to a novice Early Childhood Special Educator) on each element in each practica to pass this performance-based assessment.


Working with Children with Challenging Behaviors Essential Experiences

(check off boxes as you complete each item) Activities � Select a child with challenging behavior � Conduct a functional behavior assessment of

targeted child � Utilize at least 3 other methods for obtaining

information about the child and the family’s priorities and concerns

� Describe the child in detail including developmental, medical, and intervention history

� Create a positive behavior support plan which includes preventions, replacement skills and how to teach them, and new adult responses when problem behaviors occur. Consider:

•••• Modifications to the environment to prevent events and interactions that trigger the challenging behavior

•••• Preventions and replacement skills that are consistent with the natural routines and structure of the child’s environment

•••• Preventions and replacement skills which include communication using words or signs (See appendix page 76 for a possible form to use.)

� Take baseline data for at least 1 week � Implement the plan for at least 2 weeks � Monitor effectiveness of behavior support

plan (in collaboration with the team and family) using one week of baseline data and at least two weeks of data tracking after implementing the behavior support plan

� In preschool or primary setting, plan and implement a small group or classroom activity that promotes social and emotional development of children

� For infant/toddler, plan an activity that promotes social and emotional development. Implement the activity in collaboration with the family.

Portfolio Documentation � Describe the child in detail including birth,

health, developmental, and educational history � Include the functional behavior assessment forms

and behavior observations � Include the three methods of obtaining

information about the child with a discussion of the results

� Include the positive behavior support plan with all strategies described in detail

� Include data for monitoring effectiveness of behavior support plan (data tracking system with baseline data for one week (minimum of 5 days) and analysis of results following 2 or more weeks of implementation (minimum of 10 days) of positive behavior support plan

� Lesson plan for classroom or home activity to promote social/emotional development and reflection

� Describe who you collaborated with at all levels


Rubric for Scoring Challenging Behaviors PBA

Developing (2)

Proficient (3)


1. Design, implement, and evaluate functional behavior assessment and positive behavior support plan in coordination with colleagues and families

� Identifies but is unable to apply a range of sound disciplinary practices in the classroom

� Understands process of conducting a functional behavior assessment but is unable to meaningfully interpret resulting data to create positive behavior support plan

� Positive behavior support plan lacks sufficient prevention strategies, teaching of replacement skills, or new adult responses to problem behavior

� Data tracking system does not provide sufficient information to monitor or evaluate effectiveness of behavior support plan

� Insufficient coordination with colleagues and family members in creation and implementation of positive behavior support plan

� Able to apply sound disciplinary practices in the classroom using a range of strategies

� Conducts and appropriately interprets functional behavior assessment

� Positive behavior support plan includes modifications to the environment to prevent challenging behavior, teaching of replacement skills that are consistent with the child’s natural routines, and appropriate new adult responses to problem behavior

� Uses data tracking system to monitor and evaluate effectiveness of behavior support plan

� Appropriately coordinates with other colleagues and family members in creation and implementation of positive behavior support plan

� Takes leadership role in developing and implementing effective positive behavior support plans

� Critically evaluates own effectiveness in order to guide and improve subsequent functional behavior assessments and positive behavior support plans

2. Plan and implement activity that promotes social and emotional development (classroom or home setting)

� Social/emotional activity is not appropriate to needs of target child and classmates or is not optimally implemented

� Plans and skillfully implements appropriate activity to promote social and emotional development of target child and classmates

� Creates learning environment and classroom community that optimally promotes children’s social and emotional development and acceptable student behavior


Essential Experiences for Curriculum Developers Suzanne Adams, Ph.D. UCDHSC Donna Wittmer, Ph.D. UCDHSC Description This Curriculum PBA will be introduced in ECE 5010: Curriculum and Program Development, and applied in the preschool practicum during which students will engage in essential experiences related to curriculum planning and implementation:

1. Plan and implement developmentally and individually appropriate curriculum unit based upon the context of children, family, culture, and classroom community

2. Use assessment information to support instructional planning 3. Make appropriate adaptations/modifications for individual children in the classroom,

including children with IEP or IFSP 4. Assess and document child progress

Proficiency on this PBA will be determined by observed practice during essential experiences in preschool practicum and review of required portfolio documentation by site supervisors and University practicum faculty. Students must receive a rating of Proficient or Advanced on each element to pass this performance-based assessment.


Curriculum Essential Experiences

(check boxes as you complete item)

(check boxes as you complete item) Activities � Consider context: children, family, culture,

and classroom community. � Use an ongoing assessment with at least 2

children in the classroom. � Use assessment information for planning. � Select a topic, theme, activities or

provocations (Reggio Approach) based on child documentation and developmentally appropriate practice.

� Identify relevant Colorado Model Content Standards, Building Blocks, and/or district standards.

� Define individual learning objectives. � Design a curriculum plan for a week.* � Include 10 lesson plans covering a range

of content areas and developmental domains.*

The ten activities must include one activity for each of the following areas: motor, social/emotional, math, science, and art. Five language/literacy activities are required, each covering a different literacy component: oral language/vocabulary development, phonological/phonemic awareness, alphabet knowledge, story comprehension, and writing skills.

Literacy and math lesson plans may also be used for Literacy and Mathematics PBA requirements.

� Implement the curriculum plan for a week. � Document child progress. � Describe adaptations/modifications for 2

target children in the classroom (children with an IEP). See page 80 of the appendix for potential learning supports for children.

*You may use the forms utilized by the program at which you are completing preschool practicum, or use the forms contained in the Appendix of this handbook.

Portfolio Documentation: � Provide a descriptive overview of your

classroom community which includes: 1. Number of children and teachers 2. Age range of children 3. Linguistic and ethnic diversity 4. Level of parent classroom involvement

� Describe how you chose the curriculum theme—justify how it is developmentally appropriate for the age group and individual children for which you are planning.

� Include the results of the ongoing assessment of at least 2 children in the classroom (Results Matter or program/district assessment tools).

� Describe how you used assessment information to inform your planning (one-page typed summary with supporting documentation)

� Include the curriculum plan for one week and 10 lesson plans with CMCS or Building Blocks and individual learning objectives identified.

� Include a reflection/self-evaluation of each lesson, written after implementation.

� Describe how you documented child progress during the week. Include photographs of children, documentation panels, child work samples, and/or checklists for at least 5 out of 10 lessons to illustrate and document child learning.

� Describe differentiated adaptations/modifications for 2 target children in the classroom. Include a copy of their IEP (blacking out identifying information except for first name and age).


Rubric for Scoring Curriculum PBA

Developing (2)

Proficient (3)


1. Plan and implement developmentally and individually appropriate curriculum unit based upon the context of children, family, culture, and classroom community

� Develops lesson plans that contain goals, objectives that specify learner outcomes, activities, materials, and evaluation methods

� May not sufficiently respond to child, family, cultural, and language differences

� Curriculum unit is not developmentally and individually appropriate

� Curriculum unit does not sufficiently address a wide range of content and developmental areas

� Curriculum design may not adequately address Colorado Model Content Standards, Building Blocks, and/or district standards

� Develops, implements and evaluates integrated units of study that address the individual needs, interests, learning styles, and cultural/linguistic diversity of a total class

� Plans and implements developmentally and individually appropriate curriculum unit that includes literacy and language, math, science (includes health and safety), art, social-emotional, and motor.

� Implements effective instructional practices to meet Colorado Model Content Standards, Building Blocks, and/or district standards

� Develops, implements, and critically evaluates comprehensive curriculum units that result in highly diverse students demonstrating success and improved achievement

� Planning and implementation of curriculum unit shows particular insight and creativity

2. Use assessment information to support instructional planning

� Instructional planning and teaching are not adequately informed by use of assessment data

� Able to interpret and use formal and informal assessment data to guide instructional planning and teaching based on the needs of individual students

� Analyzes students assessment data from a variety of assessment sources and uses results to adapt the curriculum to facilitate maximum student growth

3. Make appropriate adaptations and modifications for individual children in the classroom, including children with IEP or IFSP

� Needs improvement to sufficiently address individual learning needs

� Selects, implements, and evaluates instructional strategies and materials to address individual needs of children (including those with exceptional learning needs) within a variety of small and whole group settings

� Plans differentiated adaptations and modifications appropriate for children with IFSPs and IEPs

� Provides effective and individualized instruction for all learners in creative ways

� Purposefully develops and consistently utilizes a wide range of appropriate strategies to address the individual needs of each student within the classroom

4. Assess and document child progress

� Insufficiently collects data on individual children to assess and document child progress

� Uses ongoing and periodic assessment methods to monitor continuous progress in student learning

� Develops innovative methods to assess, document, and summarize child progress


Essential Experiences for Intervention Developers Suzanne Adams, Ph.D. UCDHSC Donna Wittmer, Ph.D. UCDHSC Description This Intervention PBA will be introduced in ECE 6200: Early Intervention Strategies, and applied in infant/toddler and preschool practica during which students will engage in essential experiences related to planning and implementing intervention strategies:

1. Access and summarize background information in relation to child’s development which includes family’s identified priorities and concerns

2. Design intervention plan addressing child’s interests, strengths, and next developmental steps

3. Implement intervention plan and collect data on child progress

4. Reflect on intervention process and collaboration with colleagues and family Proficiency on this PBA will be determined by observed practice during practicum and review of required portfolio documentation by site supervisors and University practicum faculty. Students must be rated a Proficient or Advanced (the latter rarely given to a novice Early Childhood Special Educator) on each element in each practica to pass this performance-based assessment.


Intervention Experiences

(check boxes as you complete each item) Activities: Intervention with a child with a disability. Direct service and collaboration with the ECE and ECSE team. � Observe and collect information on the child

from the ECE/ECSE lead teacher of the classroom

� Collect information on IFSP, IEP, medical history, and possibly effects of medication

� Collect information on the particular type of disability (if applicable)

� Assess child’s strengths, interests, and next developmental steps and summarize family’s identified priorities and concerns

� Design an intervention plan for one objective on the IFSP or IEP (with the ECE teacher, ECSE team and the family) using specific intervention strategies. See pages 78-79 in appendix for possible forms to use.

� Describe why the particular strategies were chosen based on the intellectual, emotional, social level, motor, adaptive and academic strengths and needs of the child

� Implement the intervention plan in collaboration with the ECE teacher/home visitor and family

� Collect data on child progress and support ECE teacher in collecting data

� Revise the intervention plan based on assessment data with all who developed the plan

� Analyze the process based on recommended practices

� Reflect on your collaboration with the ECE general teacher, the ECSE team, and the family with references to research/writings on collaboration and teaming

Portfolio Documentation: � Summarize (1) your observations; (2) medical,

health, birth, developmental, and educational history; and (3) information on the particular disability.

� Summarize: (1) the child’s strengths and interests, (2) next developmental steps, (3) concerns and priorities of the family.

� Include intervention plan with an explanation of why strategies were chosen with consideration for the family’s concerns and priorities

� Include a completed data tracking system with baseline data and an analysis of the results following 2 or more weeks of intervention

� Describe any revisions, adaptations, and modifications to the plan based on the data collected

� Include reflections on your collaboration with the ECE teacher, the ECSE team, and the family

� Analyze the process based on recommended practices with references to research and readings

� For the infant/toddler practicum, describe how interventions were provided in natural environments.


Rubric for Scoring Intervention PBA

Developing (2)

Proficient (3)


1. Access and summarize background information in relation to child’s development which includes family’s identified priorities and concerns

� Description of child’s background information includes a general summary but understanding of family’s concerns and priorities is not sufficiently evident

� Accesses background information about child and family to plan intervention strategies that affirm and respect family, cultural, and linguistic diversity

� Accesses information from child’s medical, health, birth, and educational history, and researches any relevant disability

� Ascertains family’s concerns and priorities

� Consistently applies knowledge of cultural and linguistic diversity and the significance of socio-cultural contexts for learning and development

2. Design intervention plan addressing child’s interests, strengths, and next developmental steps

� Intervention plan does not fully integrate child’s interests, strengths, and next developmental steps

� Intervention plan does not adequately address specific IFSP or IEP objectives

� Intervention planning may lack sufficient collaboration with colleagues and family members

� Selects, adapts, and uses intervention strategies individualized for child’s learning needs

� Uses assessment data and incorporates child’s interests, strengths, and next developmental steps into intervention plan

� Intervention plan addresses specific IFSP or IEP objectives

� Plans in collaboration with colleagues and family

� Intervention strategies are articulated in a manner that draws from a variety of data sources and represent logical interactions among those data

� Takes leadership role developing and explaining intervention plans

3. Implement intervention plan and collect data on child progress

� Data tracking system lacks adequate information to establish baseline and monitor progress

� Implements intervention plan in collaboration with the teacher/early interventionist and family

� Develops and completes data tracking system to establish baseline data and monitor effectiveness of results following two or more weeks of intervention

� Makes revisions to intervention plan based upon data collected

� Intervention plan and data tracking system are particularly innovative and effective

4. Reflect on intervention process and collaboration with colleagues and family

� Reflections are primarily grounded in personal conviction with few references to professional literature

� Summarizes and reflects on intervention process and collaboration with colleagues and family based on recommended practices (references to professional literature)

� Critically evaluates own effectiveness in order to guide and improve intervention plans

� Reflections are grounded in personal conviction and theory/research


Law and Disability Developer Susan Moore, J.D., M.A. University of Colorado-Denver Description This performance-based assessment will be completed in ECE 5000 Early Childhood Profession to ensure that all ECSE candidates demonstrate knowledge of historical and philosophical foundations of services for young children, trends and issues in ECSE, and law and policies that affect young children, families, and programs for young children.


LAW AND DISABILITY TAKE-HOME EXAM QUESTIONS 1. Briefly outline (bullet format) the history of special education law and applicable impacts on

practices in early childhood education beginning with 1965 to present. Be sure to include initial Head Start legislation, ADA, Section 504, and others and trace the reauthorizations of IDEA citing impacts on practice with additions of Part C and changes in Part B and include the NCLB Act.

2. Briefly describe how legislative policies have impacted rights and responsibilities of parents

and children with disabilities with respect to the following LRE Service Coordination Informed consent Due process and mediation

3. What is your role as an EC specialist related to supporting children and families in the

“natural environment”? What is your understanding of this concept and how does it impact your practice?

4. Briefly describe issues, challenges, and solutions regarding implementation of Part C in your

community including access to services, funding of services, and delivery of service models. 5. Describe similarities and differences between eligibility definitions for Part C and Part B 619

(preschool) in Colorado.


Rubric for Scoring Law and Disability PBA

The professor of ECE 5000 will score this PBA upon the student’s completion of the exam, rating the student on one element.

Students must score a Proficient or Advanced (the latter rarely given to a novice Early Childhood Special Educator) to pass this performance-based assessment.

Developing (2)

Proficient (3)


1. Demonstrates knowledge of historical and philosophical foundations of services for young children, trends and issues in ECSE, and law and policies that affect young children, families, and programs for young children.

� Developing understanding of legislation impact on early childhood special education practice including procedural safeguards due process, informed consent, LRE, child find and service coordination

� Demonstrates knowledge of current issues and trends, legal issues including procedural safeguards, legislation, and other public policies affecting children, families, and programs for young children and the early childhood profession

� Takes leadership role to guide professional practice using best practice in early childhood special education, legislation and public policies in IFSP/IEP development and work with families


Literacy Developers Donna Wittmer, Ph.D. UCDHSC Suzanne Adams, Ph.D. UCDHSC Susan Moore, SLP, University of Colorado-Boulder Juanita Regehr, MA, Jefferson County Schools Gail Boekoff, MA, Early Childhood Education Consultant Description This Literacy PBA will be introduced in will be introduced in ECE 5080 Language Development and Disorders, reviewed in ECE 5010 Curriculum and Program Development, and applied during the infant/toddler and/or preschool practica during which students will engage in essential experiences related to literacy:

1. Articulate knowledge of recommended practices in emergent literacy. 2. Collaborate with families, teachers, and special services personnel to promote literacy

development. 3. Develop an environment that is individualized, age appropriate, and nurtures growth

toward literacy. 4. Use assessment information to inform literacy planning and instruction. 5. Develop children’s phonological processing skills, print awareness, and alphabet

knowledge. 6. Develop verbal, nonverbal, story, and reading comprehension. 7. Support language and literacy development through oral and written language

opportunities. 8. Utilize intervention strategies and accommodations to support language and literacy

development in all children. 9. Utilize Colorado Model Content Standards and Building Blocks

Proficiency on this PBA will be determined by observed practice during practicum and review of required portfolio documentation by site supervisors and University practicum faculty.

Students must receive a rating of Proficient or Advanced (the latter rarely given to a novice Early Childhood Special Educator) on all elements to pass this performance-based assessment.


Activities and Experiences

(check boxes as you complete item) Portfolio Documentation:

(check boxes as you complete item) � Develop and articulate knowledge or

recommended practices in emergent literacy instruction.

� Collaborate with families, classroom teachers, and special services personnel to promote literacy development. � Provide families with information about

promoting literacy development in their children through newsletters, suggestions for home activities, family night workshops, etc.

� Work collaboratively with classroom teachers and special services personnel in designing opportunities which meet literacy needs of individual students.

� Develop and document an environment that is age appropriate and nurtures growth toward literacy.

� Use and describe assessment information to inform literacy planning and instruction.

� Create 5 lesson plans with each lesson representing a different area (phonological awareness, alphabet knowledge, print awareness, reading comprehension, oral expression, vocabulary development, writing skills). � Define learning objectives. � Document child progress.

� Utilize intervention strategies and accommodations to support literacy development in all children. � Describe adaptations/modifications for 2

target children in the classroom (children with an IEP).


Refer to guidelines/indicators on following pages for more information. � Write a paper articulating recommended

practices in emergent literacy. Paper should be 2-3 single-spaced pages in length. Convey information in a concise manner, using bulleted lists and tables as appropriate.

� Include newsletters, suggestions for home activities, workshop agendas, or any other communication with families to support literacy development in young children.

� Include reflections on your collaboration with teachers and special services personnel.

� Include photographs of classroom materials, centers, book areas, bulletin boards, etc. Write a brief explanation for each photo.

� Include examples of the assessments that you used, and a one-page summary on how you used them to plan literacy instruction.

� Include at least five lesson plans (each representing a different area) and your reflections for each lesson. • Identify CMCS and/or Building Blocks

or district standards. • Describe how you documented child

progress. Include photographs of children engaged in activities, child work samples, and/or checklists to illustrate and document child learning.

� Describe differentiated adaptations for 2 target children in the classroom. (Copy of their IEP is included in Curriculum PBA section.)


Guidelines/Indicators for Selected Sections of Literacy PBA

1. Articulate knowledge of recommended practices in emergent literacy. • Describe stages of literacy development (include a continuum of literacy skills). • Define and give examples of components of early literacy development (phonological/phonemic

awareness, alphabet knowledge, print awareness, story/reading comprehension, oral expression, vocabulary development, and writing skills).

• Describe effective research-based practices to promote development of these essential components. • Suggest ways to involve families in promoting literacy development in their children.

2. Collaborate with families, classroom teachers, and special services personnel to promote

literacy development: A. Families � Provides families with information concerning literacy development � Supports and facilitates family and child interactions as primary contexts for learning and

development � Works with families as partners concerning literacy development strategies that are

appropriate for culture and individual family concerns and preferences � Provides educational opportunities about literacy development for families of infant/toddlers,

preschool, or primary children � Adapts family interaction based on the family’s language, culture, special needs, and

interests. B. General Educators and Special Services Personnel � Works collaboratively with teachers and special services personnel in designing

opportunities to meet literacy needs of individual students with disabilities � Collaborates with teams in regard to infant/toddler and preschool transitions � Develops a collaborative learning plan for a child that addresses language and literacy

development and intervention with the OT, SLP, General Educators, Paraprofessionals, and Families for children with disabilities

3. Develops a language and literacy rich environment that is individualized, age appropriate, and nurtures growth toward literacy A. Develops an environment that is adapted to age of children in the room as well as individual

children’s developmental needs and interests, language, and culture B. Provides opportunities for children to interpret the meaning of words and symbols, including

pictures of toys on the shelves, photos of children, and labels on materials and areas: 1) Provides pictures and words that are meaningful to children 2) Uses a variety of types or combinations of labels—shapes, words, symbols,

photographs, drawings, and sentences C. Utilizes materials throughout the room to show the function of words; e.g., calendars, charts,

schedules, maps, signs to help children categorize and record information. At least 5 of the following are observed:

1) Displays a large schedule of the day with words and pictures at children’s eye level 2) Provides at least two opportunities for children to sign their name during the day

(attendance sign in or sign up for popular centers) 3) Displays and uses a message board.


4) Has children indicate how they are feeling using a chart with photographs of facial expressions and emotion words

5) Displays a chore chart with children’s names and class jobs 6) Provides the words to favorite songs/rhymes on chart paper or poster board 7) Displays the words and symbols for most recipes on a poster near cooking activity 8) Provides individual child mailbox or message pocket with child’s name on it 9) Provides opportunities to write/draw in each learning center 10) Uses signs to give information such as “Wash your hands” above the sink or “Wear

goggles when using tools” near the workbench D. Creates prop boxes and other materials that promote literacy ( e.g. restaurant setups with menus,

doctor’s office with appointment book and sign-in table) E. Includes props, materials, and manipulatives that link to the stories that are read and used for

telling and retelling stories (dramatic play props, flannel board sets, puppets, etc.) F. Creates a book area that is attractive and comfortable, neatly maintained but non-institutional in

appearance. Soft fabrics are used, pillows and child-sized chairs are available. G. Creates a book area that includes a wide variety of books and print materials (e.g. posters

magazines, poem charts, picture albums, books children have written) that affirm children’s culture and linguistic backgrounds

H. Provides books that are available to the children in many parts of the room I. Offers a listening center where children can turn the pages of a book while listening to a story on a

tape recorder or record J. Offers a wide variety of books on tape K. Provides many purposeful opportunities for writing by developing an easily accessible writing

center, filled with a wide variety of materials—markers, pens, pencils, crayons, paper of different shapes and sizes, envelopes, cards, sticky notes, postcards, stamps, checkbooks, and receipt pads

L. Provides writing materials are kept in all areas of the classroom (e.g., paper and markers in block areas so children can make labels and signs, cardboard and magazines in art area so children can create greeting cards)

M. Provides a writer’s suitcase that children take turns taking home N. Develops a computer center with high quality age appropriate software O. Develops a computer center that can be used individually or with peers

4. Plans and organizes language and literacy experiences based on ongoing assessment. Systematically uses authentic assessments of children’s learning to support the planning of age and individually appropriate activities.

(1) Creates and uses a thoughtful system for documenting growth and development along the literacy learning continuum (2) Demonstrates knowledge and use of a variety of assessments (birth -5) such as Ounce, Creative Curriculum, COR, Work Sampling System, anecdotal records, developmental checklists, etc. (3) Collects samples of each child’s language use for child’s file or portfolio (4) Collects samples of child’s writing for child’s file or portfolio (5) Uses assessment information to appropriately plan literacy instruction and intervention strategies (6) Shares results with families, teachers, other professionals and child/students when appropriate


Literacy Planning and Instruction

5. Develops children’s phonological processing skills, print awareness, and alphabet knowledge in an integrated, interactive, engaging, meaningful way. (1) Promotes children’s phonological development

Uses rhymes and rhyming activities to enhance phonemic awareness (songs, fingerplays, poems, stories) Implements experiences and opportunities that highlight the relationship between letters and sounds Draws attention to initial word sounds in the context of songs, words, or names (when playing games, reading stories or poems, during writing activities, etc.) Draws attention to word endings in context Helps children segment compound words (such as baseball, birthday) as appropriate Helps children segment spoken words into individual sounds (bat=/b/ /a/ /t/) Blends sounds into whole words with children (slowly writing a word and saying its sound) Constructs activities that integrates phonologic and cognitive skills such as creating stories (verbal and written), comparing, predicting actions, and drawing conclusions Draws attention to syllables, for example, may clap syllables with children when singing songs or in choral activities

(2) Promotes children’s print awareness and alphabet knowledge

Provides opportunities for children to learn concepts of print by frequently pointing to individual words while reading book Utilizes strategies to develop the child’s understanding of the relationships among reading, writing, and oral language (e.g., transcription of children’s stories, modeling writing while talking, pointing to print while reading, and other multisensory experiences) Encourages children to figure out the meaning of print they see Comments on print (“This signs says stop. /s/t/o/p. That spells stop.”) Encourages children’s recognition of the written form of their own name (e.g., child finds written name at snack), familiar letters, symbols, and words in their environment Uses alphabet books, matching games, puzzles, cookie cutters, and blocks to expose children to letters and sounds of the alphabet

6. Develops verbal, nonverbal, story, and reading enjoyment and comprehension in an integrated, interactive, engaging, and meaningful way. Uses interactive storybook reading strategies.

(1) Provides opportunities for listening and responding to literature read out-loud including individual and small group experiences every day (2) Frequently divides the large group into smaller groups for teachers to read stories so that there is more interaction, time for conversation, child opportunity to see the book and print, and more child engagement (3) Arranges the setting for read-alouds. Sets up a comfortable place and has props ready. (4) Introduces books to children:

Makes a motivational introductory statement Identifies title, author, and illustrator Asks children to guess what the story is about based on the cover Encourages children to make connections between story events and real life “Primes the pump”—introduces concepts and vocabulary Writes a few words on a piece of paper and tells children what they say


(5) While reading stories to children, encourages child participation and active listening: Comments upon and describes story events or illustrations Asks open-ended questions (predictions, divergent thought questions) Responds to what a child says using expansion and encouragement

(6) After reading a story, discusses and extends children’s comprehension: Connects the story to children’s experience (e.g., creates language experience chart with children or encourages children to talk about related events at home) Asks children questions about the title, characters, setting, and event sequences in the story Writes a few of the children’s comments on large chart paper or blackboard Provides opportunities for children to make evaluative comments

(7) Rereads books to children and provides new ways to participate and respond: Encourages children to add sound effects or pantomime actions Encourages children to chime in when they know the next word or phrase or predict what is next based on their knowledge of the story Provides opportunities for children to dramatize and retell the story (with flannelboards, props, miniatures, puppets, etc.)

(8) Introduces a wide variety of literature including songs, poems, fingerplays, and stories that are culturally responsive to children in the class (9) Builds opportunities to promote social and emotional development and peer, teacher/child, and parent/child relationships.

Reads books that have a positive social/emotional theme (feelings, sharing, friendship, problem solving) Promotes children looking at books in pairs or small informal groups Plans activities for identification and labeling of emotions (such as feeling charts or discussions about photographs of facial expressions).

7. Supports language and early literacy development through oral (expression and vocabulary) and written language opportunities.

(1) Develops oral language proficiency in students (increasingly complex and abstract use of language) through responsive, interactive communication strategies

Encourages language expression (children’s voices are heard more than teacher’s) Encourages conversation during activities and routines Uses descriptive speech and introduces and explains new vocabulary Models clear articulation and grammar (respectful of dialect) Listens to children on their level and with eye contact at child’s physical level Follows child’s lead—responds staying on the same topic as initiated by the child Matches or reflects back what child says at level of child’s language or slightly higher level Expands on what the child says. If child says, “Look a bird”, the teacher might say, “Yes, that’s a bluebird.” Encourages peers to talk with each other (referring children to each other for help or shared interest) Speaks in warm, non-threatening, respectful tones to children Tells or asks a child to do a task in a positive way Uses self-talk (talking about an action or thing while beside the child) when appropriate Uses parallel talk (talking about what the child is doing) when appropriate Uses wait time after asking child a question (approximately 3-5 seconds, longer if needed for English language learners) When asking questions, uses a balance of different types of questions, with most questions as authentic or real questions Encourages children to tell stories through play, pictures, props, flannel boards


Uses child’s primary language and English, while introducing English to children speaking a language other than English Sings frequently with children at small group, transition, and individual times

(2) Creates opportunities to enrich vocabulary development to express thoughts and feelings, describe experiences, interact with others, and communicate their needs (3) Provides writing opportunities at child’s developmental level

Utilizes strategies to develop the child’s understanding of the relationships among reading, writing and oral language (e.g., small group reading, transcription of children’s stories, modeling writing while talking, pointing to print while reading, and other multi-sensory experiences) Provides daily opportunities for writing (scribbling, drawing, formation of letters, spelling, and punctuation, etc.) in the context of meaningful activities (e.g., message boards, mailboxes, greeting cards, letters to Grandma, grocery lists, and sign in sheets) Provides a writing center with a variety of writing materials Provides models for writing letters and words (such as alphabet charts) at eye level or on a tabletop for easy reference Provides materials with which to compose or arrange letters, such as magnetic or sandpaper letters

8. Utilize intervention strategies and accommodations to support language and literacy development in all children including children with identified disabilities

(1) Individualizes literacy plans based on IFSP/IEP, language difference, and or learning styles and special needs of the child (2) Provides a communication system for children who need augmentative ways to communicate (3) Incorporates literacy experiences into many parts of the day for children with IEPs/IFSPs (4) Ensures that all children are able to reach books and other literacy materials (5) Includes all children in small group reading times

9. Utilizes Colorado Model Content Standards in Reading and Writing for the improvement of child learning. Utilizes Building Blocks to Colorado’s Content Standards to improve child learning.


Rubric for Scoring Literacy PBA

Developing (2)

Proficient (3)


1. Articulate knowledge of recommended practices in emergent literacy.

� Identifies some research-based practices to promote emergent literacy

� Articulates rationale for language and literacy experiences provided for children that is consistent with research-based practices

� Takes leadership role in advocating for research-based literacy instructional principles and practices

2. Collaborate with families, teachers, and special services personnel to promote literacy development.

� Learning about child, family, cultural, and language differences

� Developing ways to support family as the primary context for language and literacy development

� Participates in collaborative planning with teachers and special services personnel

� Provides families with information concerning literacy development and opportunities through newsletters, suggestions for home activities, or workshops

� Collaborates with teachers and special services personnel in designing opportunities to meet literacy needs of individual students that affirm and respect child, family, and linguistic diversity

� Takes leadership role in coordinating collaboration with families and colleagues

3. Develop an environment that is individualized, age appropriate, and nurtures growth toward literacy.

� Developing materials to promote interest in print and books

� Collects information about students’ interests and backgrounds

� Provides a literacy-rich environment that is adapted to age and ability levels of students as well as individual children’s interests, developmental needs, culture, and linguistic background

� Provides leadership to administration, librarian, and teachers in selecting materials that match the developmental levels, interests, culture, and linguistic backgrounds of the students

� Successfully accesses additional resources to enhance literacy-rich classroom and home environments; handles budgets for materials

4. Use assessment information to inform literacy planning and instruction.

� Administers appropriate formal and informal assessments but literacy instruction is not adequately informed by use of assessment data

� Systematically uses a variety of formal and informal assessment tools to support the planning of age and individually appropriate language and literacy experiences and interventions

� Able to place students

� Develops creative informal assessments and methods for documenting child progress and conveying results to families and colleagues

� Uses self-critique to guide and improve subsequent assessment


along a developmental continuum and identify proficiencies and difficulties

Literacy planning and instruction: 5. Develop children’s

phonological processing skills, print awareness, and alphabet knowledge.

6. Develop verbal, nonverbal, story, and reading comprehension.

7. Support language and literacy development through oral and written language opportunities.

� Literacy planning and instruction does not adequately cover the essential areas of emergent literacy development

� Implementation of language and literacy activities is not adequately documented; reflections are lacking for each lesson

� Literacy planning and instruction represents all essential areas of emergent literacy

� Identifies student’s strengths and weaknesses in relation to the various components

� Implementation of language and literacy activities is documented through photographs or student work samples and reflections for each lesson

� Critically reflects and evaluates own effectiveness in order to guide subsequent language and literacy planning and instruction

� Selection of literacy materials and activities is guided by an evidence-based rationale

� Methods are authentic and engaging for students

8. Utilize intervention strategies and accommodations to support language and literacy development in all children.

� Developing strategies to address individual learning needs

� Selects, adapts, and uses differentiated instructional strategies and literacy materials to meet needs of diverse groups of students including students with disabilities, culturally and linguistically diverse populations, and high-achieving students

� Provides effective and individualized literacy instruction for all learners in creative ways

� Thoughtfully selects strategies and materials based on extensive knowledge of various cultural and linguistic backgrounds

9. Utilize Colorado Model

Content Standards and Building Blocks

� Language and literacy experiences/lessons are not logically related to Colorado Model Content Standards or Building Blocks

� Implements effective literacy opportunities and instructional practices to meet Colorado Model Content Standards or Building Blocks

� Consistently utilizes CMCS for Reading and Writing and Colorado Basic Literacy Act Reading Proficiencies as guidelines for improvement of instruction


Mathematics Developers Suzanne Adams, Ph.D. UCDHSC Donna Wittmer, Ph.D. UCDHSC Mathematics Consultants: Nan Vendegna, M.A. Colorado Department of Education Description: This Mathematics PBA will be introduced in will be introduced in ECE 5010 Curriculum and Program Development and applied in the infant/toddler and/or preschool practica during which students will engage in essential experiences related to mathematics:

1. Articulate knowledge of recommended practices in mathematics

2. Collaborate with families, teachers, and special services personnel to promote math development

3. Develop an environment that is individualized, age appropriate, and nurtures growth toward mathematics development

4. Use assessment information to inform math planning and instruction

5. Mathematics planning and instruction includes opportunities to learn about: number systems and counting; ordering, grouping, seriation, and pattern recognition; geometry; data collection and graphing; and measurement

6. Utilize Colorado Model Content Standards and Building Blocks

7. Utilize intervention strategies and accommodations to support all children to become successful at math

Proficiency on this PBA will be determined by observed practice during practicum and review of required portfolio documentation by site supervisors and University practicum faculty.





(check boxes as you complete item) � Develop and articulate knowledge or

recommended practices in math instruction. � Collaborate with families, classroom

teachers, and special services personnel to promote math development. � Provide families with information about

promoting math development in their children through newsletters, suggestions for home activities, family night workshops, etc.

� Work collaboratively with classroom teachers and special services personnel in designing opportunities which meet math needs of individual students.

� Develop and document an environment that is age appropriate and nurtures understanding of mathematics.

� Use and describe assessment information to inform planning and instruction.

� Create 5 lesson plans with each lesson representing a different area (number systems and counting; ordering, sorting, and grouping; seriation; patterns; geometry; data collection and graphing; measurement). � Define learning objectives. � Document child progress


� Utilize intervention strategies and accommodations to support all children to become successful at math. � Describe adaptations/modifications for 2


Refer to guidelines/indicators on following pages for more information. � Write a paper articulating recommended

practices in math. Paper should be 2-3 single-spaced pages in length. Convey information in a concise manner, using bulleted lists and tables as appropriate.

� Include newsletters, suggestions for home activities, workshop agendas, or any other communication with families to support math development in young children.



� Include examples of the assessments that you used, and a one-page summary on how you used them to plan math instruction.

� Include at least five lesson plans (each representing a different area) and your reflections for each lesson. • Identify CMCS and/or Building Blocks

or district standards. • Describe how you documented child


� Describe differentiated adaptations for 2 target children in the classroom. (Copy of their IEP is included in Curriculum PBA section.)


Guidelines/Indicators for Selected Sections of Math PBA

1. Articulate knowledge of recommended practices in mathematics.

(a) Describe stages/sequence of development of math concepts and skills. (b) Define and give examples of components of early math development (number systems and

counting; ordering, grouping and seriation; patterns; geometry; data collection and graphing; measurement)

(c) Describe effective research-based practices to promote development of these essential components: recommended materials, activities, and teaching strategies.

(d) Suggest ways to involve families in promoting math development in their children. 2. Collaboration with families, classroom teachers, and special services personnel to promote math development:

2A. Families (e) Provides families with information concerning math development (f) Supports and facilitates family and child interactions as primary contexts for learning and

development (g) Works with families as partners concerning math development strategies that are appropriate

for culture and individual family concerns and preferences (h) Provides educational opportunities about math development for families of infant/toddlers,

preschool, or primary children (i) Adapts family interaction based on the family’s language, culture, special needs, and

interests.

2B. General Educators and Special Services Personnel

(a) Works collaboratively among teachers and special services personnel in designing opportunities which meet math needs of individual students with disabilities

(b) Collaborates with teams in regard to infant/toddler and preschool transition plans that include math development information.

(c) Develops a collaborative learning plan for a child that addresses math development and intervention with the OT, SLP, General Educators, Paraprofessionals, and Families for children with disabilities

3. Develops an environment that is age appropriate and nurtures understanding of mathematics

(a) Provides an environment that contains objects with naturally occurring numbers, numerals, and number words, such as clocks, timers, calendars, thermometers, computers, calculators, measuring cups, etc.

(b) Provides an environment that contains a variety of objects that work together in a one-to-one relationship (markers and caps, cars and garages, containers with lids)

(c) Provides an environment that includes a variety of manipulatives (parquetry blocks, unit cubes), collections (pebbles, plastic animals), dramatic play props (variety of clothing, dishes, dolls) and art materials (fabric samples, tongue depressors) in different colors, shapes and sizes to encourage classifying and sorting experiences throughout the day

(d) Provides environment which contains patterns and sequences that are concretely and pictorially represented


(e) Provides environment which contains a variety of geometric materials such as unit blocks, parquetry blocks, stencils, and geoboards and many materials for children to create and represent shapes (e.g., paper, pipe cleaners, playdoh, scissors, tape, wood)

(f) Provides many materials related to measurement (rulers, tape measures, measuring cups and spoons, stopwatch, calculators)

(g) Provides materials to encourage seriating (various sized cups in water table to sort by size, paint-chip samples to seriate by color hue, fabric squares to sort by texture softest to least soft)

4. Plans and organizes math experiences based on ongoing assessment

(a) Uses a variety of research based, age appropriate, authentic strategies for assessing math development

(b) Demonstrates knowledge of math development (c) Articulates rationale for planning curriculum and assessment (d) Uses assessment information to plan group and individual experiences

5. Mathematics Planning and Instruction Number systems, number sequences, and counting

(a) Models and assists children to count using one word for each item counted (b) Provides opportunities for children to count to determine cardinality of a set and use counting

to verify equivalence or nonequivalence of sets (“Does Jose have the same number of blocks as Cindy?”)

(c) Values young children's inventive counting while also modeling how to count objects (d) Takes advantage of naturally occurring classroom events to compare two numbers (10

children voting for chocolate milk is greater than 5 children voting for white milk) (e) Engages in conversations with children about quantity and comparisons as they interact with

materials throughout the day (all, some, none, fewer, more) (f) Uses number words and numerals, including zero, in meaningful everyday activities (g) Encourages children to make thoughtful guesses and predictions about quantity, size,

distance, and time (h) Provides opportunities for children to predict in planned activities (guessing the number of

jellybeans in a jar) and in naturally occurring activities (guessing how many days before the garden seeds sprout)

Ordering, grouping, seriation, and pattern recognition

(a) Models grouping and regrouping of objects to correspond to addition and subtraction of numbers

(b) Provides opportunities for children to assemble collections (walk to the park to collect pinecones or fallen leaves) and talk about why they have sorted, classified, and ordered objects in a certain way

(c) Supports children as they sort objects into many small groups based on common attributes (white buttons, big buttons, metal buttons) or negation (red, not red) and models vocabulary when talking about attributes

(d) Compares collections 1-to-1 to determine “more,” “less,” “the same as” (e) Provides opportunities for children to sort objects according to 2 characteristics at the same

time (big red, small red, big yellow, small yellow)


(f) Provides opportunities for children to recognize and describe sequences (days of the week, months of the year, schedule of activities during school day, in stories, and seasons of the year)

(g) Uses comparative terms applied to number, attributes, positions, quantity, and speed while children are engaged in classroom activities

(h) Provides opportunities for children to compare length by side-to-side matching (of strides, heights, rods, strips)

(i) Provides opportunities for children to compare weights by balance (“more,” “less,” “the same”)

(j) Encourages children to notice patterns (visual pattern in bricks in the sidewalk, auditory pattern in the melodies of music, repetitive language of predictable stories, physical patterns in exercise)

(k) Provides opportunities for children to describe, create, reproduce, and extend patterns and sequences using a variety of materials (beans, toothpicks, pattern blocks, unifix cubes)

(l) Encourages children to begin to predict what comes next in the context of a pattern or sequence of events

Geometry (a) Provides opportunities for children to identify and name shapes during the course of

classroom activities (shape puzzles, pattern blocks, tangrams) (b) Encourages children to explore spatial relations (next to, above, below, inside, outside)

during natural classroom events (“Sarah, please sit next to Amanda” “Put the puzzles on the shelf above the unifix cubes”)

(c) Provides opportunities for children to build complex 2-dimensional and 3-dimensional shapes by putting simple shapes together (pattern blocks, tangrams, unit blocks)

(d) Provides opportunities for children to explore both “crawl into” and manipulative geometric shapes and solids using their bodies, their hands, their eyes, and their minds

Data Collection and Graphing

(a) Provides children with opportunities to create and use symbols in planned activities, the environment, and throughout daily routines

(b) Engages children in many opportunities to create and understand graphs (c) Creates pictorial number lines and timelines with children (d) Uses graphs and charts to organize and interpret information and to show relationship (e) Provides opportunities for children to create their own tables, charts, and graphs in planned

and spontaneous activities Measurement

(a) Creates activities for children to assign a numerical value to the measure of a physical property (length, weight, volume) by using multiple “unit” objects (counting “how many paper clips long” an object is)

(b) Encourages children to estimate a numerical measure prior to actual measurement (show children plate of cookies and ask them to estimate number before counting)

(c) Develops a computer center with high quality age appropriate software (d) Encourages and provides materials for children to compare volumes of various sizes and

shapes of containers.


7. Utilize intervention strategies and accommodations to support all children including children with identified disabilities to become successful at math

(a) Individualizes math plans based on IFSP/IEP, language difference, and or learning styles and special needs of the child

(b) Demonstrates knowledge of current intervention strategies and accommodations to support all children to become successful at math

(c) Provides a communication system for children who need augmentative ways to communicate (d) Incorporates math experiences into many parts of the day for children with IEPs/IFSPs (e) Adapts math materials so that all children can use manipulatives (f) Ensures that all children are able to reach and use math materials


Rubric for Scoring Mathematics PBA Developing (2)

Proficient (3)

Advanced (4)

(Includes indicators under Proficient, plus the following)

1. Articulate knowledge of recommended practices in mathematics.

� Identifies some research-based practices to promote math development

� Articulates rationale for math experiences provided for children that is consistent with research-based practices

� Takes leadership role in advocating for research-based instructional practices

2. Collaborate with families, teachers, and special services personnel to promote math development.

� Developing ways to support families in promoting math development at home


� Provides families with information concerning math development and opportunities through newsletters, suggestions for home activities, or workshops

� Collaborates with teachers and special services personnel in designing opportunities to enhance math development


3. Develop an environment that is individualized, age appropriate, and nurtures mathematics development.

� Develops materials to promote interest mathematics

� Provides a math environment that is adapted to age of children in the room as well as individual children’s interests, developmental needs, language, and culture

� Accesses additional resources (human and monetary) to promote math development

4. Use assessment information to inform math planning and instruction.

� Math instruction is not adequately informed by use of assessment data

� Systematically uses a variety of formal and informal assessment tools to support the planning of age and individually appropriate math experiences and interventions

� Develops creative methods for assessing and conveying child progress to families and colleagues

5. Mathematics planning and instruction includes opportunities to learn about ordering, grouping, seriation, and pattern recognition; geometry; data collection and graphing; and measurement.

� Developing math instruction for some essential areas of math development

� Implementation of math activities is not adequately documented

� Math planning and instruction represents all essential areas of math development

� Implementation of math activities is documented through photographs or student work samples and reflections for each lesson

� Critically reflects and evaluates own effectiveness in order to guide subsequent math planning and instruction

� Provides effective and individualized mathematics instruction

6. Utilize Colorado Model Content Standards and Building Blocks

� Mathematics experiences/lessons are not logically related to Colorado Model Content Standards or Building Blocks

� Implements effective math opportunities and instructional practices to meet Colorado Model Content Standards or Building Blocks

� Consistently utilizes CMCS for Mathematics or Building Blocks as guidelines for improvement of instruction


7. Utilize intervention strategies and accommodations to support all children to become successful at math.


� Uses differentiated instructional strategies and math materials to meet needs of students including students with disabilities, culturally and linguistically diverse populations, and high-achieving students

� Provides effective and individualized math instruction for all learners in creative ways


Medication Developer Susan Moore, J.D., M.A. University of Colorado-Denver Description This performance-based assessment will be completed in ECE 6100 Medical and Physiological Aspects to ensure that all ECSE candidates demonstrate knowledge of young children’s medical conditions and medications, and their possible effects on children and families.


MEDICATION PBA TAKE-HOME EXAM QUESTIONS Please type answers on a separate sheet. 1. Briefly describe the category of medication, its use, standard application and potential side

effects if any. (Source: Batshaw, M., (1997) Children with Disabilities. (4th Ed.) Baltimore: Paul H Brookes Publishing Co. pp.835-850)

Clonidine

Amoxicillin and Clavulanic Acid

Haloperidol (Haldol)

Phenobarbital

Phenytoin ( Dilantin)

Fluoxetine (Prozac)

Baclophen

2. What type of medications are commonly used with children with disabilities having the following associated conditions? Explain focus of each medication and why it may be used.

Seizure disorder

ADHD

Spasticity

Fragile X Syndrome

3. What is your role as an EC specialist related to monitoring of medications? 4. Briefly describe current controversy regarding use of medication or procedures to treat the

following conditions. Include potential impact on families.

Middle ear infections

Hyperactivity

Depression

“Behavior” problems

Ketogenic Diet


Rubric for Scoring Medication PBA

The professor of ECE 6100 will score this PBA upon the student’s completion of the exam, rating the student on one element.

Students must score a Proficient or Advanced (the latter rarely given to a novice Early Childhood Special Educator) to pass this performance-based assessment.

Developing (2)

Proficient (3)


1. Demonstrate knowledge of young children’s medical conditions and medications, and their possible effects on children and families.

� Developing understanding of the use of medication and its impact on young children

� Demonstrates knowledge of child medical conditions and medications and their possible effects on student learning and behavior and impact on families

� Able to apply research and knowledge about specific medical conditions and medications to guide professional practice


Philosophy of Education

Developers Suzanne Adams, Ph.D. UCDHSC Donna Wittmer, Ph.D. UCDHSC William Goodwin, Ph.D. UCDHSC Description This Philosophy of Education performance-based assessment will be introduced in ECE 5020 Approaches to Young Children’s Learning, expanded in ECE 5010 Curriculum and Program Development, and completed in ECE 5040 Administrative Seminar. Students follow a prescribed framework for developing drafts of their philosophy and receive feedback from ECE 5020 course instructor before completing their final 8-10 page version of their philosophy.


Write an 8-10 page paper (single spaced, Times New Roman font 12) using the following bolded items as section headings.

Philosophy of Education

Quality in Early Childhood Education � What is quality in ECE? � Why does quality matter? Program Philosophy and Curriculum � What are your goals for children? � What is your program base—the theoretical and philosophical positions you use to make

decisions about learning and teaching: How do children learn? What is important for children to learn? What do children do? What do teachers do? What constitutes the adult-child interactions?

� What are your guidelines for curriculum content? Do you favor a particular curriculum model (child development, direct-teaching, Piagetian-based, developmental-interaction, Montessori, Reggio Emilia)?

� What are the critical aspects of an environment and daily schedule? Individualizing to Promote Competencies of All Children � How do you make your classroom individually appropriate (responsive to strengths, interests,

and needs of each individual) and age appropriate (responsive to age range)? � What is your view on inclusion? Is this a classroom for all children and families? � How do you individualize to promote the competencies of all children? Assessment � What is appropriate assessment? � How is assessment used for planning? � How is assessment information completed and shared with families? Partnership with Families � What is your view of families’ roles? � How will you work with families? � How will you honor the cultures of the children?

Personalize your beliefs and opinions about early childhood education. Instead of citing other sources throughout your paper, making your philosophy of education read like a textbook, use phrases such as:

“My views about . . . are consistent with _____.” Similar to _____ , I believe . . .” My opinion about . . . is shared by ______.”

Include a reference list with a heading something like, “Views in my personal philosophy of education were influenced by reading from the following sources.”


Rubric for Scoring Philosophy of Education PBA The professor of ECE 5040 will score this PBA upon the student’s completion of their philosophy of education, rating candidates on one element. Students must receive a rating or Proficient or Advanced to pass this performance-based assessment.

Developing (2)

Proficient (3)


1. Develop a personal philosophy of education

� Stated philosophy is grounded in personal conviction without sufficient connection to theoretical and philosophical positions in early childhood

� Personal philosophy of education integrates historical, theoretical, and philosophical foundations of early childhood as well as personal conviction based upon experience

� Understands the impact of choices and actions on young children, families, and professionals

� Critically evaluates own effectiveness in order to guide professional practice


Primary Literacy Developers Adapted from Elementary Literacy Performance-Based Assessment developed by: Dr. Sally Nathenson-Mejía and Dr. Stephanie Townsend, UCDHSC Literacy Consultants: Linda Flores, Sylvia Krieder: Adams 14 Francie Marbury, Shari Seipp: Jefferson County Schools Maria Uribe, Rita Vera: Denver Public Schools Lisa Toner: Aurora Public Schools Drs. Linda Damon, Pat Hagerty, Lynn Rhodes, and Donna Sobel, University of Colorado at Denver and Health Sciences Center. Resources: Colorado Model Content Standards Colorado Teacher Education Standards Jefferson County Title I Balanced Literacy Instruction Checklist International Reading Association National Council of Teachers of English Description This Primary Literacy PBA will be introduced in ECE 6010 Literacy and Mathematics K-2 and applied in the primary practica during which students will engage in essential experiences related to literacy:

1. Creating a classroom environment that nurtures literacy 2. Collaborating with families, teachers and special services to promote literacy

development 3. Assessment of reading and writing 4. Literacy planning and instruction 5. Utilize individualization and intervention strategies to support literacy development in all

children.

The student will use the performance indicators listed in each section of this PBA as a guide for planning and implementing developmentally appropriate literacy activities and learning opportunities during the primary practicum. During practicum, students will teach lessons that incorporate the components of this PBA, or assist a kindergarten or primary teacher in adapting her teaching to meet the needs of children with IEPs, while being observed by a Practicum Site Supervisor or Practicum Faculty. It is not sufficient to demonstrate your ability to plan lessons in each instructional category; your ability to successfully teach and/or adapt lessons is required, in order to support primary teachers in your role as an early childhood special educator.


Students will also shadow a Special Educator to learn about the roles and responsibilities of that position. Proficiency on this PBA will be determined by observed practice during practicum and review of required portfolio documentation by site supervisors and University practicum faculty





(check boxes as you complete item) Completing activities for this practicum requires students to:

� Work collaboratively with a classroom teacher (kindergarten through second grade).

� Shadow the special educator to learn about the roles and responsibilities of that position.

� Consider context: children, family, culture, and classroom community.

� Develop and document an environment that is age appropriate and nurtures growth toward literacy.

� Collaborate with families, classroom teachers, and special services personnel to promote literacy development. � Provide families with information about

promoting literacy development in their children through newsletters, suggestions for home activities, family night, etc.

� Work collaboratively with classroom teachers and special services personnel in designing opportunities which meet literacy needs of individual students.

� Use and describe assessment information to inform literacy planning and instruction.

� Create 5 lesson plans with each lesson representing a different area (phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing skills). � Identify relevant Colorado Model Content

Standards � Define learning objectives. � Document child progress.

� Utilize intervention strategies and accommodations to support literacy development in all children. � Describe adaptations/modifications for 2


� Note individual or small group work with students requiring additional intervention.

� Participate in an IEP staffing. If possible, report some assessment results to parents and other professionals.

Note: participation in one IEP staffing suffices for both Primary Literacy and Primary Mathematics PBAs.

Refer to guidelines/indicators on following pages for more information. � Provide a descriptive overview of your

classroom community which includes: 1. Number of children and teachers 2. Age range of children 3. Learning needs/range of abilities 4. Linguistic and ethnic diversity 5. Level of parent classroom involvement


� Include newsletters, suggestions for home activities, weekly progress reports, workshop agendas, or any other communication with families to support literacy development in young children.


� Include IEPs that address literacy. � Include examples of the assessments that you

used (running records, reading inventories, analysis of writing samples, etc.) and a one-page summary on how you used them to plan literacy instruction.

� Include at least five lesson plans (each representing a different area) and your reflections for each lesson. • Identify CMCS. • Describe how you documented child


� Describe differentiated adaptations for 2 target children in the classroom.

� Notation of individual or small group work with students requiring additional intervention/accommodations.

� Document the IEP staffing process and analyze in terms of DEC Recommended Practices and IDEA laws.


Guidelines/Indicators for Selected Sections of Primary Literacy PBA 1. Create a Classroom Environment that Nurtures Literacy

A. Provides opportunities for children to interpret the meaning of words and symbols, including pictures of toys on the shelves, photos of children, and labels on materials and areas/ allows children to label the room as they gain those skills (K). Examples include: • Provides pictures and words that are meaningful to children/ allows children to create captions for pictures • Uses a variety of types or combinations of labels—shapes, words, symbols, photographs, drawings, and

sentences • Utilizes materials throughout the room to show the function of words; e.g., calendars, charts, schedules,

maps, signs to help children categorize and record information. At least 5 of the following are observed: � Displays a large schedule of the day with words and pictures at children’s eye level � Provides at least two opportunities for children to sign their name during the day (attendance sign in

or sign up for popular centers, or sign their name to their work) � Displays and uses a message board; has the children write messages on the board � Displays a chore chart with children’s names and class jobs � Provides the words to favorite songs/rhymes on chart paper or poster board; has the children write

the words to their songs on chart paper � Displays the words and symbols for most recipes on a poster near cooking activity/has the children

write the words for cooking activities accompanied by the pictures (kindergarten) � Provides individual child mailboxes or message pockets with child’s name on it/allowing the child

to write it if able � Provides opportunities to write/draw in each learning center

B. Creates prop boxes and other materials that promote literacy ( e.g. restaurant setups with menus, doctor’s office with appointment book and sign-in table)

C. Includes props, materials, and manipulatives that link to the stories that are read and used for telling and retelling stories (dramatic play props, flannel board sets, puppets, etc.)

D. Includes a wide variety of books and print materials (e.g. posters magazines, poem charts, picture albums, books children have written) that affirm children’s culture and linguistic backgrounds

E. Provides books that are available to the children in many parts of the room F. Offers a listening center where children can turn the pages of a book while listening to a story on a tape recorder

or record G. Offers a wide variety of books on tape H. Provides many purposeful opportunities for writing by developing an easily accessible writing center, filled with

a wide variety of materials—markers, pens, pencils, crayons, paper of different shapes and sizes, envelopes, cards, sticky notes, postcards, stamps, checkbooks, and receipt pads

I. Provides writing materials are kept in all areas of the classroom (e.g., paper and markers in block areas so children

can make labels and signs, cardboard and magazines in art area so children can create greeting cards) J. Provides a writer’s suitcase that children take turns taking home K. Develops a computer center with high quality age appropriate software L. Provides space for whole group, small group, and individual work in the classroom


2. Collaborate with families, classroom teachers, and special services personnel to promote literacy development A. Provides families with information concerning literacy development and how to promote it; shares children’s

growth and development along the literacy learning continuum B. Supports and facilitates family and child interactions as primary contexts for learning and development C. Works with families as partners concerning literacy development strategies that are appropriate for culture and

individual family concerns and preferences D. Provides educational opportunities about literacy development for families E. Works collaboratively among teachers and special services personnel in designing opportunities which meet

literacy needs of individual students F. Participates in ILP conferences 3. Assessment of Reading and Writing A. Knows and uses the assessment instruments in the practicum site school and has knowledge of state content

standards B. Uses local/state standards/benchmarks to identify student literacy skills in relation to grade level expectations C. Plans for instruction using a variety of data sources (ex.: running records, miscue analysis, reading inventories

such as DRA, writing samples, rubrics, observations, video/audio, assessments of elements of reading including: comprehension, vocabulary, fluency, phonemic awareness, and phonics)

D. Evaluates students’ reading and writing using a variety of measures/tools (see above examples) and provides descriptive feedback to students

E. Develops an assessment plan that includes formal, informal and performance- based assessments to provide in-depth information on student strengths and weaknesses in the following areas: Phonemic Awareness, Phonics, Fluency, Vocabulary, Comprehension and Writing.

F. Accurately interprets standard scores, percentiles and grade/age equivalents. G. Engages students in learning to assess their own reading/writing and to set goals for improvement H. Writes a concise evaluation of student performance from assessment interpretation. I. Communicates information from assessments accurately and clearly to a variety of involved staff and family J. Creates or uses a thoughtful system for managing and reporting data to show growth and achievement over time

through: running records, miscue analysis, reading inventories, writing samples, rubrics, observations, video/audio tapes, assessments of elements of reading

K. Uses ongoing assessment to individualize lessons and/or plan accommodations for students based on a two year developmental span on either side of grade level expectations due to: language differences, learning styles, ILPs, IEPs, gifted & talented needs, etc.

L. Consults with specialist teachers regarding assessment information for English Language Learners and students with special needs


4. Literacy Planning and Instruction

Skills/Strategy Instruction during Reading and Writing development (this should be incorporated into all specific teaching methods)

A. Teaches comprehension strategies explicitly and implicitly (e.g. asking questions, evoking images, using metacognition, activating and creating schema, determining importance, drawing inferences, synthesis)

B. Uses a balance of both explicit and implicit approaches to teach word recognition skills/ strategies (e.g. grapho-phonics, editing, English language structure, concepts of print, word identification , spelling, phonemic awareness, phonics, fluency, and vocabulary)

C. Uses a balance of both explicit and implicit approaches to teach writing skills/ strategies (e.g. grapho-phonics, editing, English language structure, leads that hook readers, concepts of print, word identification, spelling, phonemic awareness, phonics, fluency)

D. Teaches skills/strategies in meaningful contexts rather than in isolation using a variety of media E. Helps students transfer emerging knowledge of skills/strategies from one context to another including a variety of

media (e.g. print, video/film, computers, internet sites, etc.) F. Student growth and achievement documented through assessment and an accumulated body of evidence (attach

samples) G. Modifies instruction to support children with special needs H. Enhances instruction using reading and writing techniques for English language learners

Teacher Read Aloud (Teacher reads aloud to a group of students) A. Has a specific objective or teaching point for each read aloud, particularly related to vocabulary and concept

development B. Chooses various genres of quality text that further students’ learning of the curriculum and progress toward reading

and writing standards C. Chooses materials appropriate to students’ listening comprehension, challenging but comprehensible, taking into

consideration the needs of English Language Learners and students with special needs D. Reads in such a manner as to engage students in book and invites interaction through questioning of students E. Often thinks aloud as a reader, demonstrating use of cueing systems, comprehension skills and strategies, decisions

authors/illustrators make F. Documents and assesses student growth and achievement specific to the teaching objective.

Shared Reading (Teacher reads and thinks aloud while students follow along in text.) A. Selects text with rich vocabulary and high interest. Includes variety of media e.g. print, transparencies, computers,

web pages, etc. At primary level, text has appropriate number and size of words on a page. B. Ensures that all students can easily see the print in the text C. Teacher activates and expands students’ background knowledge and provides support based on needs of students

before and during reading D. Conducts the shared reading in a way that fully engages students E. Controls pacing and attention to text with pointing and voice F. Thinks aloud as a reader, demonstrating use of cueing systems, comprehension skills and strategies, phonemic

awareness, phonics, fluency, vocabulary, and decisions that authors/illustrators make G. Chooses one or two teaching points to focus on, based on text and assessment, taking into consideration the needs

of English Language Learners and students with special needs H. Provides extensive opportunities for students to actively interact with shared reading text through questioning

before, during and after reading I. Documents and assesses student growth and achievement specific to the teaching objective


Needs-Based Reading Instruction (e.g. small group reading instruction, guided reading, direct instruction, individualized instruction, literature discussion groups, etc.) Planning Instruction

A. Work collaboratively among general and special services personnel in designing instruction which meets literacy needs of individual students, including English Language Learners and students with special needs

B. Uses assessment data to continuously determine needs of students and place students in flexible groups C. Determines a purpose/objective and implements a variety of strategies that address important, developmentally

appropriate student needs, including the elements of reading D. Chooses quality literature or text at appropriate instructional level for students E. Chooses whole text or complete text segments that provide opportunities to address students’ needs F. Considers classroom management, scheduling, and organization when planning instruction

Before reading A. Previews the text with students, engages them actively in critical thinking by questioning/predicting, using

pictures, vocabulary/ language, title, headings, use of appropriate media, etc. to make predictions and personal connections

B. Activates and provides background knowledge C. Differentiates teaching points related to students’ needs D. Sets an explicit purpose for reading During Reading A. Ensures that each student reads entire selection or segment of text (comprehension, fluency, vocabulary) B. Models comprehension strategies for students (critical thinking skills) C. Engages students in solving comprehension problems in a variety of ways, (rereading, asking questions, forming

mental pictures, etc.) D. Models and engages students in word recognition strategies, such as:grapho-phonetics, syntax, picture clues,

looking at word parts, sounding out, phonemic awareness, etc. E. Teaches vocabulary and related concepts F. Teaches students how to help each other develop as strategic readers G. Implements techniques to ensure the success of English Language Learners and students with special needs

After reading A. Focuses on one or two teaching points B. Encourages student retelling including all story elements, summary, theme identification, dialogue, response,

and/or discussion as appropriate to text and students’ needs C. Provides opportunities for students to reflect back on predictions made before reading D. Requires students to refer to text to support reasoning E. Provides students with opportunities for alternative responses to text (art, writing, drama, word play, etc.) F. Student growth and achievement documented through assessment and an accumulated body of evidence (attach

student samples)


Independent Reading A. Provides or encourages daily opportunities for reading for all, including teacher(s) B. Supports students in choosing text at the independent level C. Encourages student choice of a wide variety of genre and media D. Implements literature discussion groups to enhance comprehension and vocabulary E. Provides opportunities for students to encourage others to read particular books, genres, and media F. Confers with students regularly regarding one or two teaching points and keeps records of conferences G. Student growth and achievement documented through assessment and an accumulated body of evidence (attach

student samples) to help note annual progress H. Ensures a variety of text selections for students to read I. Teaches students to choose “just right” books at an independent level

Writing Instruction A. Implements Writing Workshop or another routine that supports student engagement in all aspects of the writing

process (planning, drafting, revising, editing, proofreading, publishing). B. Plans and teaches mini-lessons based on the assessment of students’ needs, taking into consideration the needs of

English Language Learners and students with special needs C. Demonstrates and thinks aloud about the composition of own and published authors’ text D. Composes text collaboratively with students (e.g. teacher is the scribe [shared writing]; teacher and student “share

the pen” [interactive writing]) E. Demonstrates and thinks aloud about conventions of print (e.g., spelling, usage, punctuation, indenting) F. Teaches skills, strategies, and responsibility regarding conventions of print and use of tools such as alphabet lists,

word walls, and dictionaries G. Encourages student responsibility for assessing writing composition and conventions and setting appropriate goals

for the improvement of writing H. Provides or encourages a variety of real purposes and audiences for students’ writing I. Ensures that students have daily opportunities for writing, ensures that students are actively engaged in the writing

process J. Teaches students how to respond thoughtfully to others’ content and organization K. Teaches students how to help each other use and learn writing conventions L. Confers with students on one or two teaching points and keeps records of conferences M. Selects developmentally appropriate writing tools including word processors and story generating software N. Teaches students to effectively use illustrations to convey messages and relate information O. Student growth and achievement documented through assessment and an accumulated body of evidence (attach

student samples) P. Uses assessment data to continuously determine needs of students and place students in flexible guided writing

groups


Reading and Writing Across the Curriculum A. Reinforces what has been taught in reading and writing instruction for reading and writing that occur during

content area learning, taking into consideration the needs of English Language Learners and students with special needs

B. Uses expository text during reading and writing time (in addition to literary genres such as narratives, poetry, etc.) C. Activates and/or builds vocabulary and concepts before reading expository text D. Uses strategies that support understanding expository text (KWL, study guides, previewing texts, etc.) E. Provides students with support that enables them to read expository text without resorting to round robin reading F. Teaches students how to compose expository texts using various structures (compare and contrast, examples,

enumeration, etc.), genres, and media G. Teaches students how to access and use multiple sources of text and developmentally appropriate resources (e.g.

traditional print, online encyclopedias, web pages, CD-ROM, etc.) H. Student growth and achievement documented through assessment and an accumulated body of evidence (attach

student samples)

5. Individualization/Intervention Strategies A. Implements research based instructional strategies that align with prioritized standards/benchmarks and student

learning/literacy profile from data. B. Develops instructional plans based on a scope and sequence of skills in the following areas: phonemic awareness,

phonics/decoding, fluency, vocabulary, comprehension and written language. C. Collaborates with teachers, paraprofessionals, speech/language professionals and others in implementing literacy

interventions in the school setting. D. Collects ongoing data on student performance to determine effectiveness of instructional interventions. E. Adjusts instructional interventions based on student data. F. Structures ongoing collaboration with teachers to implement effective literacy instruction. G. Recommends and supports accommodations and modifications in the classroom based on student data. H. Plans effective multi-sensory instruction using a variety of instructional activities to provide for learning in the key

areas. I. Provides explicit instruction to individual or groups of students on an ongoing basis. J. Plans daily/weekly lessons that include student objectives, standards, prioritized skills to review, new concept/skills

and practice activities. K. Develops a plan for collecting ongoing student data and adjusts instruction based on that information. L. Demonstrates the ability to select appropriate materials for instruction and for independent student work. M. Provides effective scaffolding for students N. Incorporates student strengths and interests into instructional interventions.


Rubric for Scoring Primary Literacy PBA Developing (2)

Proficient (3)

Advanced (4)


1. Create a classroom environment that nurtures literacy

� Developing materials to promote interest in print and books

� Provides a literacy-rich environment that is adapted to age of children in the room as well as individual children’s interests, developmental needs language, and culture

� Accesses additional resources to enhance literacy-rich classroom environments

2. Collaborate with families, teachers, and special services personnel to promote literacy development

� Learning about child, family, cultural, and language differences

� Developing ways to support family as the primary context for language and literacy development


� Provides families with information concerning literacy development and opportunities through newsletters, suggestions for home activities, or workshops

� Collaborates with teachers and special services personnel in designing opportunities to meet literacy needs of individual students that affirm and respect child, family, and linguistic diversity


3. Assessment of reading and writing

� Needs improvement to sufficiently collect data on individual children to assess and document student progress in reading and writing

� Literacy instruction is not adequately informed by use of assessment data


� Systematically uses a variety of formal and informal assessment measures to evaluate students’ reading and writing

� Able to place students along a developmental continuum and identify proficiencies and difficulties

� Able to interpret and use assessment data to guide instructional planning and teaching


� Develops creative informal assessments and methods for documenting student progress and conveying results to families and colleagues



4. Literacy planning and instruction develop phonemic awareness, phonics, fluency, vocabulary, and comprehension

� Literacy planning and instruction does not adequately cover the essential areas of literacy development

� Implementation of language and literacy activities is not adequately documented; reflections are lacking for each lesson

� Literacy planning and instruction represents all essential areas of literacy

� Uses a balance of explicit and implicit approaches to teach comprehension, word recognition, phonemic awareness, phonics, vocabulary, fluency, and writing skills

� Implementation of language and literacy activities is documented through photographs or student work samples and reflections for each lesson

� Critically reflects and evaluates own effectiveness in order to guide subsequent language and literacy planning and instruction

� Selection of literacy materials and activities is guided by an evidence-based rationale


5. Utilize individualization and intervention strategies to support literacy development in all children.


� Selects, adapts, and uses differentiated instructional strategies and literacy materials to meet needs of students with disabilities, culturally and linguistically diverse students, and high-achieving students

� Provides explicit instruction and effective scaffolding

� Collects ongoing data on student performance to determine effectiveness of instructional interventions

� Provides effective and individualized literacy instruction for all learners in creative ways


Primary Mathematics Developers Suzanne Adams, Ph.D. UCDHSC Donna Wittmer, Ph.D. UCDHSC

Mathematics Consultants: Nan Vendegna, M.A. Colorado Department of Education Rachael Coulehan, Math Instructional Coordinator, Aurora Public Schools Beth Peters, Mathematics Coach, Adams 12 Janyne McConnaughey, UCDHSC Doctoral Candidate Description This Primary Mathematics PBA will be introduced in ECE 6010 Literacy and Mathematics K-2 and applied in the primary practica during which students will engage in essential experiences related to mathematics:

1. Create a classroom environment that nurtures understanding of mathematics 2. Assessment of mathematics 3. Mathematics planning and instruction 4. Utilize individualization and intervention strategies to support mathematics

development in all children.

The student will use the performance indicators listed in each section of this PBA as a guide for planning and implementing developmentally appropriate mathematics activities and learning opportunities during the primary practicum. During practicum, students will teach lessons that incorporate the components of this PBA, or assist a kindergarten or primary teacher in adapting her teaching to meet the needs of children with IEPs, while being observed by a Practicum Site Supervisor or Practicum Faculty. It is not sufficient to demonstrate your ability to plan lessons in each instructional category; your ability to successfully teach and/or adapt lessons is required, in order to support primary teachers in your role as an early childhood special educator. Students will also shadow a Special Educator to learn about the roles and responsibilities of that position. Proficiency on this PBA will be determined by observed practice during practicum and review of required portfolio documentation by site supervisors and University practicum faculty Students must receive a rating of Proficient or Advanced (the latter rarely given to a novice Early Childhood Special Educator) on all elements to pass this performance-based assessment.




(check boxes as you complete item) Completing activities for this practicum requires students to:

� Work collaboratively with a classroom teacher (kindergarten through second grade).

� Shadow the special educator to learn about the roles and responsibilities of that position.

� Consider context: children, family, culture, and

classroom community. � Develop and document an environment that is

age appropriate and nurtures growth toward math understanding.

� Use and describe assessment information to inform math planning and instruction.

� Create 5 lesson plans with each lesson representing a different area (number systems and counting, computation, patterns, geometry, data analysis and graphing, and measurement). � Identify relevant Colorado Model Content

Standards � Define learning objectives. � Document child progress.

� Utilize intervention strategies and accommodations to support math development in all children. � Describe adaptations/modifications for 2


� Note individual or small group work with students requiring additional intervention.

� Participate in an IEP staffing. If possible, report some assessment results to parents and other professionals.

Note: participation in one IEP staffing suffices for both Primary Literacy and Primary Mathematics PBAs.

Refer to guidelines/indicators on following pages for more information. � Include photographs of classroom materials,

centers, book areas, bulletin boards, etc. Write a brief explanation for each photo.

� Include examples of the assessments that you used and a one-page summary on how you used them to plan math instruction.

� Include at least five lesson plans (each representing a different area) and your reflections for each lesson. • Identify CMCS. • Describe how you documented child


� Describe differentiated adaptations for 2 target children in the classroom.

� Include IEPs that address math. � Notation of individual or small group work

with students requiring additional intervention/accommodations.

� Document the IEP staffing process and analyze in terms of DEC Recommended Practices and IDEA laws.


Guidelines/Indicators for Section of Primary Mathematics PBA

1. Creates an environment that nurtures understanding of mathematics (a) Provides an instructional environment that encourages children’s thinking, provokes questioning, and

helps children make sense of the mathematics in which they are engaged. This environment should contain:

(b) Objects with naturally occurring numbers, numerals, and number words, such as clocks, timers, calendars, thermometers, computers, calculators, measuring cups, etc.

(c) A variety of objects that work together in a one-to-one relationship (markers and caps, cars and garages, containers with lids)

(d) Collections in different colors, shapes and sizes to encourage classifying and sorting experiences throughout the day (pebbles, plastic animals)

(e) Dramatic play props (cash register, menus, food containers) (f) Art materials for children to create and represent shapes (paper, pipe cleaners, playdoh, scissors, tape,

wood, fabric samples, tongue depressors) (g) Patterns and sequences that are concretely and pictorially represented (h) A variety of geometric manipulatives such as attribute blocks, unit blocks, parquetry blocks,

geoboards, and pattern blocks (i) Material related to measurement (rulers, tape measures, measuring cups and spoons, stopwatch,

calculators) (j) Materials to encourage seriating (various sized cups in water table to sort by size, paint-chip samples

to seriate by color hue, fabric squares to sort by texture softest to least soft) (k) Provides models of mathematical recording including student work and teacher demonstrations (l) Organizes materials so they are accessible and available to children (m) Organizes classroom working spaces to accommodate whole group, small group, and independent

learning experiences (n) Provides daily routines to reinforce concepts in mathematics (e.g., lunch count, days in school, etc.)

2. Assessment of mathematics (a) Uses local/state standards/benchmarks to identify student mathematics skills in relation to grade level

expectations. (b) Develops an assessment plan that includes formal, informal and performance- based assessments to

provide in-depth information on student strengths and weaknesses. (c) Accurately interprets standard scores, percentiles and grade/age equivalents. (d) Writes a concise evaluation of student performance from assessment interpretation. (e) Communicates information from assessments accurately and clearly to a variety of involved staff and

family. (f) Uses assessment information to appropriately plan mathematics instructions and intervention strategies

3. Mathematics planning and instruction Number systems, number sequences, and counting (a) Supports children in developing meaning for counting (b) Takes advantage of naturally occurring classroom events to develop number relationships—for

example compare two numbers (10 children voting for chocolate milk is greater than 5 children voting for white milk)


(c) Engages in conversations with children about quantity and comparisons as they interact with materials throughout the day (all, some, none, fewer, more)

(d) Uses number words and numerals, including zero, in meaningful everyday activities (e) Supports children’s understanding of number and number relationships (f) Provides opportunities for children to predict in planned activities (guessing the number of jellybeans in

a jar) and in naturally occurring activities (guessing how many days before the garden seeds sprout) (g) Supports children’s understanding of place value concepts and number composition (10s and 1s) (h) Creates number lines and timelines with children (moved from graphing) (i) Encourages children to estimate a numerical measure prior to actual measurement (show children plate

of cookies and ask them to estimate how many cookies there are prior to counting) Computation (a) Supports children’s understanding of grouping and regrouping of objects to correspond to addition and

subtraction of numbers (moved from ordering, grouping, and seriation) (b) Support children’s development of computational strategies, moving from counting all to counting on

and counting back to using known relationships (c) Supports children’s development of meaning for operations (addition, subtraction, multiplication) (Algebra, functions, and patterns) (a) Encourages children to notice patterns (visual pattern in bricks in the sidewalk, auditory pattern in the

melodies of music, repetitive language of predictable stories, physical patterns in exercise) (b) Provides opportunities for children to describe, create, reproduce, and extend patterns (repeating and

growth) using a variety of materials (beans, toothpicks, pattern blocks, unifix cubes) (c) Encourages children to begin to predict what comes next in the context of a pattern or sequence of

events (d) Notices patterns in numbers (e.g., one cat has two eyes, 2 cats have four eyes)

Geometry (a) Provides opportunities for children to identify, name, and describe characteristics of 2-dimensional

and 3-dimensional shapes during the course of classroom activities (shape puzzles, pattern blocks, tangrams)

(b) Encourages children to explore spatial relations (next to, above, below, inside, outside) during natural classroom events (“Sarah, please sit next to Amanda” “Put the puzzles on the shelf above the unifix cubes”)

(c) Provides opportunities for children to build complex shapes by putting simple shapes together (pattern blocks, tangrams)

(d) Provides opportunities for children to explore their environment through the lens of geometric shapes, attributes, and language

(e) Provides opportunities for children to categorize and create shapes according to attribute


Data analysis and graphing (a) Provides children with opportunities to create and use graphs in planned activities, the environment,

and throughout daily routines (bar, pictorial, concrete objects) (b) Engages children in many opportunities to create and use graphs and charts to collect, organize,

understand, and interpret information and to show relationship (c) Provides opportunities for children to create their own tables, charts, and graphs in planned and

spontaneous activities (d) Provides opportunities for children to assemble, sort, classify, and order abstract (survey of feelings)

and concrete data (such as buttons, pinecones, or fallen leaves) and talk about why they have sorted, classified, and ordered objects in a certain way

Measurement (a) Creates activities for children to assign a numerical value to the measure of a physical property

(length, weight, volume) by using multiple “unit” standard and nonstandard objects (counting “how many paper clips long” an object is)

(b) Provides opportunities for children to recognize and describe sequences (hours in the day, days of the week, months of the year, schedule of activities during school day, in stories, seasons of the year, past, present, future)

(c) Provides opportunities for children to compare length or weight by side-to-side matching (of strides, heights, rods, strips)

(d) Provides opportunities for children to compare weights by balance (“more,” “less,” “the same”) (e) Provides opportunities to compare capacity

4. Individualization/Intervention strategies (a) Implements research based instructional strategies that align with prioritized standards/benchmarks. (b) Develops instructional plans based on a scope and sequence of mathematics skills. (c) Collaborates with teachers, paraprofessionals, speech/language professionals and others in

implementing mathematics interventions in the school setting. (d) Collects ongoing data on student performance to determine effectiveness of instructional interventions. (e) Adjusts instructional interventions based on student data. (f) Recommends and supports accommodations and modifications in the classroom based on student data. (g) Plans effective multi-sensory instruction using a variety of instructional activities to provide for

learning. (h) Provides explicit instruction to individual or groups of students on an ongoing basis. (i) Plans daily/weekly lessons that include student objectives, standards, prioritized skills to review, new

concept/skills and practice activities. (j) Demonstrates the ability to select appropriate materials for instruction and for independent student work. (k) Provides effective scaffolding for students (l) Incorporates student strengths and interests into instructional interventions.


Rubric for Scoring Primary Mathematics PBA Developing (2)

Proficient (3)

Advanced (4)


1. Create a classroom environment that nurtures understanding of mathematics

� Developing materials to promote interest in mathematics

� Provides an environment that is adapted to age of children in the room as well as individual children’s interests, developmental needs, language, and culture to promote understanding of mathematics

� Accesses additional resources to enhance classroom environment

2. Assessment of mathematics

� Needs improvement to sufficiently collect data on individual children to assess and document student progress in mathematics

� Mathematics instruction is not adequately informed by use of assessment data


� Systematically uses a variety of formal and informal assessment measures to evaluate students’ mathematics development

� Able to place students along a developmental continuum and identify proficiencies and difficulties

� Able to interpret and use assessment data to guide instructional planning and teaching


� Develops creative informal assessments and methods for conveying student progress to families and colleagues


3. Mathematics planning and instruction

� Mathematics planning and instruction does not adequately cover the essential areas of mathematics development

� Implementation of mathematics is not adequately documented; reflections are lacking for each lesson

� Uses a balance of explicit and implicit approaches to develop understanding and skills related to: number systems and counting; computation; patterns; geometry; data analysis and graphing; and measurement

� Implementation of mathematics activities is documented through photographs or student work samples and reflections for each lesson

� Critically reflects and evaluates own effectiveness in order to guide subsequent mathematics planning and instruction


4. Utilize individualization and intervention strategies to support mathematics development in all children.


� Selects, adapts, and uses differentiated instructional strategies and math materials to meet needs of students with disabilities, culturally and linguistically diverse students, and high-achieving students

� Provides explicit instruction and effective scaffolding

� Collects ongoing data on student performance to determine effectiveness of instructional interventions

� Provides effective and individualized mathematics instruction for all learners in creative ways


Professional Practice Developers Suzanne Adams, Ph.D. UCDHSC Donna Wittmer, Ph.D. UCDHSC Description This Professional Practice PBA will be introduced in will be introduced in ECE 5040 Administrative Seminar and applied during practicum to support and guide learning as an Early Childhood Accomplished Teacher candidate and ECSE Specialist candidate in the area of professional and ethical practice. Students will complete a professional development plan as part of course assignments for ECE 5040. This plan should include your professional goals and how you plan to achieve them. Include short-term objectives and long-range plans. Describe your plans for participation in specific professional development activities to enhance your professional skills. Awareness and commitment to the profession’s code of ethical conduct will be rated by Practicum Faculty in consultation with Practicum Site Supervisor, after observing student in practice interacting with children, families, and colleagues in the infant/toddler or preschool practicum.


Professional Practice PBA Activities and Experiences Element 1: Write a professional plan which includes your professional goals and how you plan to achieve these goals. Consider your goals for this year and then your goals for your professional future. The professional plan should be approximately two pages (single-spaced—use of bulleted or numbered lists included).

Element 2: The observed practice of ECSE student while interacting with children, families, and colleagues during practicum must adhere to the following performance indicators:

a) practices within the CEC Code of Ethics and other standards of the profession (CEC 9; NAEYC 5)

b) upholds high standards of competence and integrity and exercise sound judgment in

practice of the profession. (CEC 9; NAEYC 5)

c) acts ethically in advocating for appropriate services (CEC 9; NAEYC 5)

d) conducts professional activities in compliance with applicable laws and policies (CEC 9;

NAEYC 5)

e) demonstrates commitment to developing the highest education and quality of life potential

of individuals with exceptional learning needs. (CEC 9; NAEYC 2, 5)

f) demonstrates sensitivity for the culture, language, religion, gender, disability, socio-

economic status, and sexual orientation of individuals (CEC 9; NAEYC 5)

g) demonstrates a high level of competence in understanding and responding to diversity of

culture, language, and ethnicity (NAEYC)

h) assists families in finding needed resources, such as mental health services, health care,

adult education, English language instruction, and economic assistance (NAEYC 2)

i) practices within one’s skill limit and obtain assistance as needed; (CEC 9; NAEYC 5)

j) uses verbal, nonverbal, and written language effectively (CEC 9)

k) recognizes signs of child abuse and neglect in young children and follow reporting

procedure (CEC 9)

l) respects family choices and goals (CEC 9, 10)

m) applies models of team process in early childhood (CEC 9, 10)

n) engages in professional activities that benefit individuals with exceptional learning needs,

their families, and one’s colleagues (CEC 9; NAEYC 5)

o) maintains confidential communication about individuals (CEC 9; NAEYC 5)


Rubric for Scoring Professional Practice PBA Proficiency on the professional development plan will be rated by University course faculty for ECE 5040 upon completion of course assignments. Awareness and commitment to the profession’s code of ethical conduct will be rated by University Practicum Faculty in consultation with Practicum Site Supervisor, after observing student in practice interacting with children, families, and colleagues in the infant/toddler or preschool practicum. Students must receive a rating or Proficient or Advanced on each element to pass this performance-based assessment.

Developing (2)

Proficient (3)


1. Develop and implement professional plan relevant to work with young children (demonstrates a commitment to continued professional growth)

� Sets some short and long-term professional objectives

� Engages in professional development activities that expand existing understanding of teaching and learning (e.g., observes teachers, plans for self-evaluation, uses the Internet to locate instructional activities, joins local teacher organizations, subscribes to educational journals)

� Articulates achievable long-range professional development plan relevant to work with young children and their families

� Participates in professional development activities to enhance professional skills (e.g., attends meetings, subscribes to professional journals, member of professional organization, observes effective teachers, responds to formative feedback, and engages in self-evaluation to enhance effectiveness)

� Critically evaluates own effectiveness in order to guide subsequent professional activities

� Actively engages in professional development activities that address personal needs and enhance professional skills (e.g., models life-long learning, attends workshops and conferences, participates in study groups, serves on committees, takes leadership in professional organizations, etc.)

2. Demonstrate an

awareness and commitment to the profession’s code of ethical conduct

� Uses vocabulary related to professional and ethical practice and collaboration

� Works collaboratively with specialists and related service personnel

� Applies research and knowledge of early childhood profession to guide professional practice

� Practices within the CEC Code of Ethics, NAEYC Code of Ethical Conduct, and other standards of the profession

� Conducts professional activities in compliance with applicable laws and policies

� Takes leadership role in professional organizations

� Provides leadership for equity through professional practice in urban and diverse communities


Appendix

Observation of Practicum Student Practice

Behavior Support Plan form

Intervention Plan form

Learning Supports for Children with Disabilities

Preschool Curriculum Planning forms

Preschool/Primary Lesson Planning form


Observation of ECSE Practicum Student Practice (classroom setting) University of Colorado at Denver and Health Sciences Center

Student: Semester: Site Supervisor (rater): Practicum Site:

Rating code: 1 = not observed/implemented 2 = minimally implemented 3 = proficiently implemented

Rating Comments

ENVIRONMENT (for practicum completed at student’s own worksite/classroom)

Clearly defines boundaries in activity areas

Separates noisy areas from quiet activities

Arranges learning centers to allow for several peers

Provides a place for personal belongings for each child (coat locker, box, or shelf)

Arranges traffic patterns to eliminate wide open spaces

Creates pleasant surroundings—neat storage and attractive (minimal) room decorations placed at child eye level

Labels materials and shelves to encourage independence

Provides a variety of materials suited to the age, interest, and abilities of children and which reflect children’s families, culture, and language

Provides duplicates of favorite materials (especially for toddlers)

Rotates materials and makes changes to learning centers on a regular basis

Posts (minimal) room decorations at child eye level

Provides relaxing, comfortable, home-like environment

CLASSROOM ROUTINES

Maintains a consistent and predictable schedule

Adjusts schedule as needed to respond to children’s needs and special circumstances—provide explanations when changes are made to the schedule

Minimizes transitions, provides advance notice, and explains what happens next

Eliminates excessive waiting or sitting for long periods

Practices rituals for arrival and departure to help children and families cope with separation



Rating Comments

ADULT-CHILD INTERACTIONS

Uses responsive, active listening and validates children’s feelings

Demonstrates respect for individual differences (culture, language, interests, needs, abilities)

Encourages children to participate in the ongoing process of making decisions, developing rules, and solving problems

Teaches children to express their feelings and needs without aggression (verbal or physical)

Builds a climate of emotional security through frequent positive interactions with children: smiles, warm gazes, physical closeness

Uses positive (non-punitive) guidance techniques

Uses supportive positive language when dealing with behavioral issues or concerns which allow children to learn coping strategies and peaceful conflict resolution

Helps children develop appropriate social behavior with peers; promotes engagement, interaction, communication, and learning for all children, including those with special needs

Makes adaptations and accommodations based on children’s needs (considers individual students’ strengths, interests, functioning level, learning style, personalities, etc.)

Allows children time to be successful independently before providing support (“zone of proximal development”)

Demonstrates knowledge of next developmental steps (and goals and objectives for children with IFSP or IEP) as a basis for providing appropriate learning experiences

PROFESSIONAL CONDUCT

Demonstrates appropriate work standards

Accepts direction and constructive criticism

Takes the initiative to do what needs to be done or to ask what needs to be done

Shows respect and positive regard for all children, parents, and staff

Demonstrates understanding of the program curriculum and respects the program philosophy

Participates and collaborates as a team member

Establishes and maintains positive collaborative relationships with families


Observation of ECSE Practicum Student Practice (home visitation setting) University of Colorado at Denver and Health Sciences Center

Student: Semester: Site Supervisor (rater): Practicum Site:


Rating Comments

FAMILY/PROFESSIONAL COLLABORATION AND COMMUNICATION

Individualizes interactions based on needs of different family members

Develops family-guided routines (embedding naturalistic instruction into the family’s daily routine) and communicates with parents to inquire about how the routines are working for the child and family

Provides many opportunities for parents to ask questions regarding decisions concerning their child

Acknowledges the expertise that family members possess about their child

Collaborates with families to prioritize the skills targeted for intervention

Works primarily with parents and caregivers rather than child

Focuses on support during home visits and ensures that the family receives all the assistance they need to meet their priorities during the rest of the week

Makes attempts to learn words and phrases in the family’s preferred language

Provides a variety of materials suited to the age, interest, and abilities of children and which reflect children’s families, culture, and language

ADULT-CHILD INTERACTIONS

Builds a climate of emotional security through frequent positive interactions with child: smiles, warm gazes, physical closeness

Uses positive (non-punitive) guidance techniques

Makes adaptations and accommodations based on child’s needs (considers strengths, interests, functioning level, learning style, personality, etc.)

Allows child time to be successful independently before providing support (“zone of proximal development”)

Demonstrates knowledge of next development steps (and goals and objectives of child with IFSP) as a basis for providing appropriate learning opportunities



Rating Comments

PROFESSIONAL CONDUCT

Demonstrates appropriate work standards

Accepts direction and constructive criticism

Takes the initiative to do what needs to be done or to ask what needs to be done

Shows respect and positive regard for all children, parents, and staff

Demonstrates understanding of the program curriculum and respects the program philosophy

Participates and collaborates as a team member

Establishes and maintains positive collaborative relationships with families


BEHAVIOR SUPPORT PLAN Triggers: Antecedent events Behaviors Maintaining consequence

Function:

Preventions New Replacement Skills New Responses by Adults


Functional Behavioral Assessment Form (ABC Analysis)

Child’s Name: Description of target behavior: Date and Time of Day

Setting (Describe activity, people involved, related background information)

Antecedent Events that occur immediately before a challenging behavior and seem to trigger it

Behavior Described in observable, measurable, and specific terms

Consequence What happened immediately following the challenging behavior— responses of adults and other children

Presumed Function of the Behavior What did the child obtain or avoid/escape? What did s/he learn?


INTERVENTION PLAN (group settings)

Child’s name: ____________________________________ (first name only) IFSP or IEP Objective: Describe intervention plan for addressing this objective during each of the following early childhood routines/activities: Greeting: Large Group (circle time): Centers (child-selected time): Small Group (teacher-directed): Snack: Outdoor Activities:


INTERVENTION PLAN (home setting)

Child’s name: ____________________________________ (first name only) IFSP or IEP Objective: Describe intervention plan for addressing this objective during each of the following typical family routines and activities: Meal and snack times: Indoor play: Outdoor play: Self-care (dressing, toileting, bathing): Bedtime routine: Other:


LEARNING SUPPORTS FOR CHILDREN WITH DISABILITIES Type of Modification Description Examples Environmental support The teacher alters the physical,

social, and/or temporal environment.

For a child who may wander from center to center, make a photo display of the centers so the child can select from the photos to make an individual schedule of what she plans to do.

Materials adaptation The teacher modifies the play materials so that the child can manipulate them.

For a child who does not have the strength to stand for long periods of time, make a simple tabletop easel to let the child sit in a chair while painting.

Simplifying the activity

The teacher simplifies a complicated activity by breaking it into smaller parts or reducing the number of steps.

For the child who is interested in table games but overwhelmed by the parts and pieces, describe the steps in clear, simple terms and draw the child pictures so she can follow the steps.

Using child preference The teacher uses the child’s preferred material, activity, or person to encourage the child to play.

For the child who loves trains and has not yet explored the dramatic play area, develop a train station theme for the area or train-motif placemats in the housekeeping area.

Special equipment The teacher uses special or adaptive devices to allow the child’s access to and participation in the activity.

For the child who uses a wheelchair, which places him at a different height than the other children, ask the therapist about using a beanbag chair for floor-time activities.

Adult support The teacher or another adult in the classroom joins the child’s plan and encourages involvement through modeling and commenting.

For the enthusiastic child who is often on the verge of losing control, go to the play area and join the child’s play to slow down the pace and talk about the children’s play.

Peer support The teacher uses peers and helps them join a child’s play to give encouragement through modeling and commenting.

For the child who has difficulty with activities that require several steps (such as making a collage or building a castle), pair the child with a buddy. The two can then take turns participating in the activity.

Invisible support The teacher arranges naturally occurring events within an activity to increase the probability of the child’s success.

For the child who is not yet speaking or has difficulty making others understand, place photos or picture symbols in the play area so that the child can use them to increase peers’ understanding.

Adapted from S. R. Sandall, I. S. Schwartz, G. E. Joseph, H. Y. Chou, E. M. Horn, J. Lieber, S. L. Odom, & R. Wolery (2002). Building Blocks for Teaching Preschoolers with Special Needs. Baltimore: Paul H. Brookes Publishing Co.


Preschool Curriculum Planning Form—Week Overview Curriculum Topic or Theme:

Monday Tuesday Wednesday Thursday Friday

Group time (songs, stories, etc.)

Small Groups: Literacy, Math, Art, Science, Health & Safety, etc. (Note: weekly plan must include a small group for each day)

Special Activities (including family activities)

Outdoor Activities

Snack


Preschool Curriculum Planning Form—Environmental Changes/Opportunities/Adaptations

Environmental Changes and Special Opportunities for Children Center Changes to the Environment Based on

Classroom and Individual Interests, Strengths, and Needs

Special Opportunities/Objectives for Children (CMCS or Building Block Standards; program or district standards)

Adaptations or Interactions for Individual Children (focus on children with IEP)

Library and Writing Center

Math Center

Science Center

Dramatic Play Center

Art Center


Preschool Curriculum Planning Form—Environmental Changes/Opportunities/Adaptations

Environmental Changes and Special Opportunities for Children Center Changes to the Environment Based on

Classroom and Individual Interests, Strengths, and Needs

Special Opportunities/Objectives for Children (CMCS or Building Block Standards; program or district standards)

Adaptations or Interactions for Individual Children (focus on children with IEP)

Blocks Center

Table Toys/ Manipulatives Center

Sand/ Water/ Sensory Center

Computer Center


Preschool/Primary Lesson Planning Form Colorado Model Content Standard (or Building Blocks) Addressed: (Write out—do not list just as a number [CMCS Math #1]) Learning Objectives: (Observable and measurable description of student learning linked to standards addressed) Setting: (Describe the situation in which the lesson will be taught and the number of children included) Materials: (Identify the resources needed) Activity procedure: (Describe how the lesson/activity will be presented—exactly what you and the children will do; outline each of the steps that you plan to accomplish during this lesson) Adaptations for special needs: (Variations in presentation, materials used, or child responses based on individual needs; adjustments made to accommodate difference in learning modalities, skill level, and special needs) Assessment: (Describe methods to be used to assess whether children achieved the learning objectives; describe how assessment will be documented—how you will record observations and results in order to monitor progress and use assessment for future planning) Follow-up/ extensions: (Extending the lesson and maintaining interest in the topic by integrating into other subject areas, learning centers or home activities) Reflection/self evaluation: (Written after implementation of the lesson/activity.)