Fluent Essays

InstructionsBefore submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.RubricAccess the following to complete this Assessment:Video: Parent-teacher interaction at pick-up timeVideo: Interviews with colleagues about parent involvementDocument: Little Steps NewsletterDocument: Transcription from a home visitWebsite: The Head Start Parent, Family, and Community Engagement FrameworkWebsite: The NAEYC Principles of Effective PracticeThis assessment has three-parts. Click each of the items below to complete this assessment.Part I: Family and Community Engagement AnalysisImagine you are walking down the hallway one day and encounter one of the kindergarten teachers, Ms. Shannon, speaking with a parent during pick-up time, as shown in this video. Many families have expressed concerns about the activities that their children partake in while they are at Little Steps Early Childhood Care Center. These parents say that their children seem to be playing a lot more than learning. Imagine the early childhood professionals interviewed in this video are your colleagues at Little Steps Early Childhood Care Center. This video shows how they have responded to the families’ concerns.Using the information from the videos, the Little Steps Newsletter, and the transcription from a home visit, write a three-page response that describes how the center’s policies and practices either align with or need improvement in order to align with the NAEYC Principles of Effective Practice Website.Part II: Family Engagement PresentationThe next Parent-Teacher Association meeting will be focused on educating families about activities that will enhance their children’s learning outside of the early childhood care center. Create a 10- to 12-slide PowerPoint presentation that includes the following:Five specific examples of developmentally appropriate learning activities for use within the home and community. Include a rationale in the notes section of your PowerPoint for each of the specific activities you describe.Two slides describing community resources the families in the community could access to promote the healthy development and learning of their children. Describe each community resource and explain how it can support the families in fostering healthy child development and learning.Part III: Recommendations for Improving Family and Community EngagementIn a three- to five-page response, describe at least three culturally responsive strategies that Little Steps Early Childhood Care Center can implement to engage families and communities. In your response, explain how utilizing The Head Start Parent, Family, and Community Engagement Framework, and NAEYC Principles of Effective Practice, can foster family and community engagement. cc001_rubric.pdf cc001_assessment_doc1_newsletter.docx cc001_assessment_doc2_transcript.docx Unformatted Attachment Preview CC001 Engages Families and Communities Assessment Rubric 0 1 2 3 Not Present Needs Improvement Meets Expectations Exceeds Expectations Part I: Family and Community Engagement Analysis Sub-Competency 1: Analyze research related to family engagement and its role in effective programs and practices. Learning Objective 1.1: Response is missing. Response does not make Response clearly explains Demonstrates the same Evaluate family applicable connections the practices and policies level of achievement as engagement policies between the family related to family “2,” plus the following: and practices for engagement practices and engagement. alignment with the NAEYC’s Principles of Response synthesizes NAEYC’s Principles of Effective Practice. Response analyzes information from all videos Effective Practice. alignment of practices and and documents to make a policies with NAEYC’s persuasive connection to Principles of Effective the NAEYC Principles of Practice. Effective Practice. Part II: Family Engagement Presentation Sub-Competency 2: Describe developmentally appropriate learning activities for the home and community. Learning Objective 2.1: Description is missing. Activities are not Activities are Demonstrates the same Describe developmentally developmentally level of achievement as developmentally appropriate, varied, appropriate, varied, and “2,” plus the following: appropriate learning and/or realistic for realistic for families, and activities designed to families. Rationale does supported by a clear Activities are engaging, engage families. not justify the importance rationale. varied, and realistic for of the activities. families. The rationale explains how the activities enhance a child’s development (emotionally, cognitively, intellectually, socially, physically, etc.). Sub-Competency 3: Analyze community resources that can support early childhood programs and families. Learning Objective 3.1: Analysis is missing. Analysis is vague or Response analyzes at least Demonstrates the same ©2014 Walden University 1 0 Not Present Analyze community resources that support families in fostering healthy child development and learning. 1 Needs Improvement incomplete. 2 Meets Expectations two appropriate community resources and provides a logical explanation of how the resources can be used to support healthy child development and learning. 3 Exceeds Expectations level of achievement as “2,” plus the following: Response analyzes three appropriate community resources, one of which is from one’s own community. Professional Skill 003: Technology: Use technology tools effectively. Learning Objective Images and layout are Images or layout provide Images and layout Images and design PS 3.1: inappropriate, hard to limited support for generally support audience elements are used Use images and layout read, and/or impede audience understanding of understanding of key purposefully, and they of presentations to audience understanding of key concepts. concepts. effectively support effectively key concepts. audience engagement and communicate content understanding of key to a specific audience. concepts. Part III: Recommendations for Improving Family and Community Engagement Sub-Competency 4: Describe culturally responsive ways to engage families in their children’s learning and development. Learning Objective 4.1: Description is missing. Description is vague or Response clearly describes Demonstrates the same Describe culturally does not reflect best three relevant culturally level of achievement as responsive strategies practices regarding responsive strategies to “2,” plus the following: that support family cultural responsiveness. support family and engagement and community engagement in Response clearly describes community early childhood education more than three relevant involvement in early programs. and effective culturally childhood programs. responsive strategies. Response describes strategies that are relevant to the scenario and are supported by logical connections to the professional knowledge ©2014 Walden University 2 base. Sub-Competency 5: Explain the benefits of applying the Head Start Parent, Family, and Community Engagement Framework and NAEYC Principles of Effective Practice. Learning Objective 5.1: Explanation is missing. Response provides a vague Response provides a clear Demonstrates the same Explain the benefits of explanation of the benefits explanation of the benefits level of achievement as applying the Head Start of using the Head Start of using the Head Start “2,” plus the following: Parent, Families, and Framework and the NAEYC Framework and the NAEYC Community Principles of Effective Principles of Effective Response includes relevant Engagement Practice. Practice. examples based on the Framework and the scenario and professional NAEYC Principles of experience. Effective Practice. Professional Skill 001: Written Communication: Demonstrates graduate-level writing skills. Learning Objective Multiple major and minor Multiple minor errors in Writing reflects competent Grammar, spelling, and PS 1.1: errors in grammar, grammar, spelling, and/or use of standard edited mechanics reflect a high Use proper grammar, spelling, and/or mechanics mechanics are distracting American English. level of accuracy in spelling, and are highly distracting and and negatively impact standard American English mechanics. seriously impact readability. Errors in grammar, and enhance readability. readability. spelling, and/or mechanics do not negatively impact readability. Learning Objective Writing is poorly organized Writing is loosely Writing is generally wellWriting is consistently PS 1.2: and incoherent. organized. Limited use of organized. Introductions, well-organized. Organize writing to Introductions, transitions, introductions, transitions, transitions, and Introductions, transitions, enhance clarity. and conclusions are and conclusions provides conclusions provide and conclusions are used missing or inappropriate. partial continuity. continuity and a logical effectively to enhance progression of ideas. clarity, cohesion, and flow. Learning Objective Writing does not integrate Writing loosely integrates Writing sufficiently Writing effectively PS 1.3: appropriate resources and some appropriate integrates appropriate integrates appropriate Support writing with content in support of ideas resources and content in resources (which may resources (which may appropriate resources. and argument. support of ideas and include peer-reviewed include peer-reviewed argument. resources) and content in resources) and content to support of ideas and support and expand upon argument. ideas and arguments. ©2014 Walden University 3 Learning Objective PS 1.4: Apply APA style to written work. APA conventions are not applied. APA conventions for attribution of sources, structure, formatting, etc., are applied inconsistently. Learning Objective PS 1.5: Use appropriate vocabulary and tone for the audience and purpose. Vocabulary and tone are inappropriate and negatively impact clarity of concepts to be conveyed. Vocabulary and tone have limited relevance to the audience. ©2014 Walden University APA conventions for attribution of sources, structure, formatting, etc., are generally applied correctly in most instances. Sources are generally cited appropriately and accurately. Vocabulary and tone are generally appropriate for the audience and support communication of key concepts. APA conventions for attribution of sources, structure, formatting, etc., are applied correctly and consistently throughout the paper. Sources are consistently cited appropriately and accurately. Vocabulary and tone are consistently tailored to the audience and effectively and directly support communication of key concepts. 4 Document #1: Each grade level has its own monthly newsletter created by our very own caregivers. It is given to students to take home to their parents at the end of each month. Here is the December issue of the newsletter from our toddler program. December LITTLE STEPS NEWSLETTER Greetings, parents and family members! Welcome to Little Steps’ December Newsletter for our toddler program. Reminders for Parents • Please remember to call and let us know if your child is going to be absent for the day. • Don’t forget to put extra clothes in your child’s cubby, in case of accidents or spills. • As the winter approaches, please make sure your child is appropriately dressed for the cold weather. We will make sure maintenance clears the sidewalks. However, if there is ice or snow on the ground, please use caution while walking to the center. November Recap • The word of the month was “respect.” We learned about what it means and focused on ways in which we can respect each other. • We learned about the seasons and why the leaves change in the autumn. • We learned about the upcoming holiday, Thanksgiving. Then, we drew pictures of things that we are thankful for and took turns sharing them with the class. Below is our bulletin board with the amazing artwork we created! ©2014 Walden University 1 • Thank you to everyone who contributed to our annual food drive. Little Steps Early Childhood Care Center was able to donate over 200 cans of food to those who need it. Great job, everyone! Dates to Remember December 10 – Book Fair December 21 – Holiday Show at 7:00 p.m. December 24 – Christmas Eve (closed) December 25 – Christmas (closed) December 31 – New Year’s Eve (closed) Don’t forget about our annual Parent-Teacher Conference on Wednesday, January 15, from 3:30 p.m. to 7:30 p.m. Be sure to log onto www.littlestepsdaycarecenter.com/ptconference to sign up for a 15-minute time slot! ©2014 Walden University 2 Document #2: Below is a transcription of the dialogue between a pre-kindergarten teacher, Ms. Bryson, and the mother of a child during a home visit. The mother, Ms. Rodriguez, and her daughter, Adela, speak English as a second language. Parent: Teacher: Parent: Teacher: Parent: Teacher: Parent: Teacher: Parent: Teacher: Parent: Teacher: Parent: Teacher: Parent: Teacher: Parent: Teacher: Hi, Ms. Bryson, Im Ms. Rodriguez. Its nice to meet you. Come in and have a seat. Its very nice to meet you, too. Lets talk about Adela. Shes a wonderful girl! Yes, I know! OK, great. Well, like I said, Adela is a wonderful student. Her English is getting better and better, and she is a pleasure to have in class. Im happy to hear that. When I do home visits, I talk to the parents about five specific areas: Number 1: Physical and Emotional Health (Is your child happy and healthy? Are there any physical or emotional problems I should know about?) Number 2: Attitude Toward School (Is your child happy to come to school? Does she like school?) Number 3: Relationships with Others (Does your child have good relationships with friends, with family, and with other children and adults?) Number 4: Hobbies, Interests, and Special Abilities (What interests your child? What does she do in her free time? Does she have a special ability, for example in sports or music, or art?) And finally: Number 5: Learning Experiences (What learning experiences does your child have outside of school?) Do you understand? I think so. Lets start with health. Tell me about Adelas physical health. Adela is healthy. She eats good food every day, and she is active—she has a lot of energy. Only, I think maybe she needs glasses. OK. I see. Next week we will have a vision screening here at school. An eye doctor will come and check everybodys eyes. Then we will tell you if Adela needs glasses. Do you understand? Yes, thats great. Anything else? No, I dont think so. Adela is a healthy girl. She has allergies in the spring, but she takes medicine and its OK. How about her emotional health? Is she happy? Sad? Nervous? Homesick? Adela is usually happy. Is she happy in school? Yes, she is also happy in school. She is always smiling! Lets go on to your daughters attitude toward school—like I said, she seems to like school. What do you think? Oh, yes—she loves school. Of course, she is happy when we have vacation, but she loves learning and is happy to go to school. Good. About her relationships with others, Adela has good friends at school. Everybody likes her. She speaks and plays with Susie and Carla the most—they are her best friends. Does she have good relationships at home? ©2014 Walden University 1 Parent: Teacher: Parent: Teacher: Parent: Teacher: Parent: Teacher: Parent: Teacher: Parent: Teacher: Parent: Teacher: Parent: Teacher: Parent: Teacher: Parent: Teacher: Parent: Teacher: Oh, yes. We have no problems. You know, she argues with her brother sometimes, but thats normal. Yes! OK, about her hobbies, interests, and special abilities: What are Adelas favorite hobbies or activities? What does she do in her free time? Adela plays soccer and watches a little TV, but her favorite thing is animals! She loves animals. She prefers books about animals, and she wants me to buy her a rabbit for her birthday. Yes, she told me she wants to be a veterinarian, an animal doctor! Thats true—she says that is her dream. Well, Im sure she can do it. We have a pet mouse in the classroom, and she always remembers to give it food and water. That’s great! But also, Adela said there is a soccer team. She is interested, but I dont know what to do for her to be on the team. The registration for the soccer team is next Friday—I will give you the information about that. And its free. Oh, thank you. That would be great. OK, as for learning experiences: Can you tell me about any special learning experiences outside of school—at home or after school? Learning experiences? I think everything is a learning experience— Yes! But, for example, our family goes to the library every week to check out books and videos, and we go to the park, and we walk in the woods. Adela helps me with cooking sometimes. My sister, Adelas aunt, also helps Adela to write in Spanish sometimes. Thats wonderful! Is her English OK? Oh, yes. Sometimes, new vocabulary is difficult, but she is learning very quickly. And she communicates in English with the other children with no problem. Does she show you her homework? Yes, she does. Sometimes we look in the dictionary together for the new vocabulary, and then we both learn. Thats wonderful. A very good idea. OK, I think were almost finished. Do you have any questions for me? Lets see...well, just, is Adela doing OK? Is she a good student? Yes, Ms. Rodriguez, Adela is an excellent student, and I really enjoy having her in class. She is doing fine, and I look forward to talking to you again in the spring. Please contact me if you have any questions before then, OK? Great, thank you very much, Ms. Bryson. Thank you too, Ms. Rodriguez—have a wonderful day. And please contact me anytime if you have questions or concerns about Adela. ©2014 Walden University 2 ... Purchase answer to see full attachment