Analyze collaborative planning with the goal of supporting healthy development and learning for young children with exceptionalities.

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CE2007: Collaborating with Families and Other Professionals to Support Children: Analyze collaborative planning with the goal of supporting healthy development and learning for young children with exceptionalities.

Assessment Rubric

0 Not Present

1 Needs Improvement

2 Meets Expectations

Topic 1: Collaboration and Teaming Between Early Childhood and Other Professionals

Identify at least five school-based members by title who will serve as the early intervening assistance Child Support Team to support Andrew and explain each professional’s role LO1: Identify school-based professionals on a Child Support Team for a young child in the prereferral process.

Response is missing.

Response is vague, inaccurate, and/or illogical, and/or incomplete when identifying the required minimum number of members of a Child Support Team for a young child in the prereferral process.

Response is clear, accurate, logical, and complete when identifying the required minimum number of members of a Child Support Team for a young child in the prereferral process. .

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LO2: Explain the role of each professional on a specific Child Support Team.

Response is missing.

Response is vague, inaccurate, illogical, and/or incomplete when explaining the role of each professional member of a Child Support Team.

Response is clear, accurate, logical, and complete when explaining the role of each professional member of a Child Support Team.

Briefly explain each form of collaboration, and analyze how two or more specific team members might apply each form to collaborate in support of Andrew. LO3: Explain coordination, consultation, and teaming as forms of collaboration in support of young child in the prereferral process. .

Response is missing.

Response is vague, inaccurate, illogical, and/or incomplete when explaining coordination, consultation, and/or teaming as forms of collaboration in support of young child in the prereferral process.

Response is clear, accurate, logical, and complete when explaining coordination, consultation, and teaming as forms of collaboration in support of a young child in the prereferral process. .

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LO4: Analyze how team members might apply coordination, consultation, and teaming to collaborate in support of a young child in the prereferral process.

Response is missing.

Response is vague, inaccurate, illogical, and/or incomplete when analyzing how team members might apply coordination, consultation, and teaming in support of a young child in the prereferral process. .

Response is clear, accurate, logical, and complete when explaining how team members might apply coordination, consultation, and teaming in support of a young child in the prereferral process. .

Explain at least three key guidelines for maintaining confidentiality regarding Andrew’s prereferral process that you would share in the first meeting of Andrew’s Child Support Team. LO5: Explain confidentiality guidelines for early childhood and other professionals involved in supporting a young child in the prereferral process.

Response is missing.

Response is vague, inaccurate, illogical, and/or incomplete when explaining confidentiality guidelines for early childhood and other professionals involved in supporting a young child in the prereferral process.

Response is clear, accurate, logical, and complete when explaining confidentiality guidelines for early childhood and other professionals involved in supporting a young child in the prereferral process.

Topic 2: Developing Partnerships with Parents/Families

Explain at least three guiding principles that you will communicate

Response is missing.

Response is vague, inaccurate, illogical, and/or incomplete when explaining

Response is clear, accurate, logical, and complete when explaining guiding principles that

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to school-based staff on the Child Study Team to foster respect, cooperation, and ongoing communication with Andrew’s parents. LO1: Explain guiding principles that foster respect, cooperation, and ongoing communication between school-based staff in support of a young child in the prereferral process.

guiding principles that foster respect, cooperation, and ongoing communication between parents/families and early childhood and other professionals in support of a young child in the prereferral process. .

foster respect, cooperation, and ongoing communication between parents/families and early childhood and other professionals in support of a young child in the prereferral process.

Keeping in mind what you know about Andrew’s parents, recommend three effective ways to encourage an ongoing exchange of communication. Explain why you recommended each choice as a communication method tailored to Andrew’s parents. LO2: Evaluate effective

Response is missing.

Response is vague, inaccurate, illogical, and/or incomplete in evaluating methods to encourage ongoing communication with specific parents involved in supporting a young child in the prereferral process.

Response is clear, accurate, logical, and complete in evaluating methods to encourage ongoing communication with specific parents involved in supporting a young child in the prereferral process.

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communication methods tailored to parents involved in supporting a young child in the prereferral process.

Explain two research–based strategies, including specific guidelines and benefits, Andrew’s parents can use to support Andrew’s development and learning at home. LO3: Explain research-based strategies parents/families can use to support a specific child’s development and learning at home.

Response is missing.

Response is vague, inaccurate, illogical, and/or incomplete when explaining research-based strategies parents/families can use to support a specific child’s development and learning at home.

Response is clear, accurate, logical, and complete when explaining research-based strategies parents/families can use to support a specific child’s development and learning at home.

Mastery Rubric In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.

MASTERY RUBRIC

Exceeds Expectations: In-Depth Analysis

LO1: Draw from The Collaboration Plan evidences in-depth analysis of multiple and relevant sources to

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multiple and relevant sources to analyze collaborative planning with the goal of supporting healthy development and learning for young children with exceptionalities.

demonstrate a thorough understanding of collaborative planning with the goal of supporting healthy development and learning for young children with exceptionalities.

.

 Yes

 No

Written Communication: Write with clarity, coherence, and purpose.

0 Not Present

1 Needs Improvement

2 Meets Expectations

LO1: Construct complete and correct sentences (AWE 2; Sentence Level Skills)

Sentences are incoherent and impede reader’s access to ideas.

Sentences are incomplete and/or include fragments and run-on sentences, which limit the reader’s access to ideas.

Sentences structure effectively conveys meaning to the reader.

LO2: Demonstrate the effective use of grammar

Multiple inaccuracies in grammar and

Some inaccuracies in grammar and mechanics limit reader’s

Use of grammar and mechanics is straightforward and effectively

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and mechanics. (AWE 2; Sentence Level Skills)

mechanics impede reader’s access to ideas.

access to ideas. conveys meaning to reader.

LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills)

Paragraphs, or lack of paragraphs, impede reader’s access to ideas.

Construction of main idea and/or supporting paragraphs limit reader’s access to ideas.

Main idea and/or supporting paragraphs effectively convey meaning to reader.

LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence)

Supporting materials are not present.

Supporting material is used inconsistently or inappropriately.

Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable.

LO6: Identify sources (AWE 2; Credit to source)

Sources are missing. Writing inconsistently identifies or misrepresents sources.

Writing clearly identifies the source of nonoriginal material and/or ideas.

Applied and Collaborative Learning: Apply knowledge and skills in collaboration with others to solve authentic problems.

0 Not Present

1 Needs Improvement

2 Meets Expectations

LO1: Recognize how compromise, mutual respect, and shared responsibility help people achieve a common goal.

Evidence of recognition is not present.

Evidence of recognition is unclear or incomplete.

Response includes evidence that demonstrates recognition of how compromise, mutual respect, and shared responsibility help people achieve a common goal.

Analyze collaborative planning with the goal of supporting healthy development and learning for young children with exceptionalities.

Introduction

Collaboration is a critical piece of work with children with exceptionalities. Collaboration can help children with exceptionalities feel heard, included and respected. Collaboration provides opportunities for children with exceptionalities to share their ideas, thoughts and feelings about their experiences. Collaborative planning can be challenging for many young children with exceptionalities and their families. The goal of collaborative planning is to create a process that helps young children with exceptionalities learn and grow in ways that promote independence and self-expression

Collaboration is a critical piece of work with children with exceptionalities.

Collaboration is a critical piece of work with children with exceptionalities. It can help them feel heard, included and respected. In order for collaboration to be effective, it must be supported by everyone involved in the process—including parents and professionals who have experience working with kids on the spectrum.

The key to successful collaboration is creating an environment that encourages open communication between all parties involved in the service plan development process (this includes administrators at your school district/site). The goal here isn’t just getting everyone on board with what you want; it’s about creating trust between yourselves as well as those who will ultimately serve your student population down the road!

Collaboration can help children with exceptionalities feel heard, included and respected.

Collaboration is a key part of the IEP process, IDEA process and SBAC process.

Collaboration can also help children with exceptionalities feel heard, included and respected.

Collaboration provides opportunities for children with exceptionalities to share their ideas, thoughts and feelings about their experiences.

Collaboration provides opportunities for children with exceptionalities to share their ideas, thoughts and feelings about their experiences. It also helps them feel heard and understood by others. Through this process, they can learn from each other’s experiences as well as develop a sense of belonging in the classroom environment.

Collaboration allows young children with exceptionalities to learn from each other’s experiences.

Collaboration allows young children with exceptionalities to learn from each other’s experiences. They can learn from each other’s strengths and weaknesses, successes and failures, solutions to problems.

Collaboration is a process of taking input from others in order to achieve a goal that is greater than the sum of its parts. In this sense it is more than just sharing ideas; it involves making connections between different areas of knowledge (for example: collaborating across disciplines). Collaborative learning provides opportunities for children who are on the spectrum or have autism spectrum disorder (ASD) to collaborate with peers who may be different from them due to age and/or by having an ASD diagnosis.

Collaborative planning can be challenging for many young children with exceptionalities and their families.

Collaborative planning can be challenging for many young children with exceptionalities and their families.

Children with exceptionalities are often misunderstood, which may make it harder for them to communicate their needs. In addition, parents may not know how to help because they don’t understand the child’s communication style or have difficulty reading non-verbal cues from the child. Parental stress is also common among families caring for children with special needs; this can make it difficult for parents to provide support when needed most—during times of transition or crisis (e.g., illness).

The goal of collaborative planning is to create a process that helps young children with exceptionalities learn and grow in ways that promote independence and self-expression.

The goal of collaborative planning is to create a process that helps young children with exceptionalities learn and grow in ways that promote independence and self-expression.

The first step in collaborative planning is to gather data about the child’s development, learning styles, strengths and weaknesses. A team of specialists will work together to collect information about each child’s interests, abilities and challenges as they relate to their physical challenges or developmental delays. This information will help determine how best to support them through their day-to-day lives at home or school so that they can reach their full potential as learners (see “How Collaborative Planning Works”).

Collaborative Planning may be used when: * You want your teachers/nurses/therapists etc., who work with children at home or school (including those who have disabilities), involved in creating plans for how best to meet their unique needs; * You want parents involved in making decisions about what kind of therapy would be most beneficial for their child; * You need help finding resources outside your community – this could include finding specialists who offer services such as speech therapy; physical therapy; occupational therapy etc.;

Collaborate well!

Collaboration is a process, not an outcome. It’s a way of working together and learning from each other. In other words, collaboration involves respect for the people involved in it.

Collaboration can be used as a tool for supporting healthy development and learning for young children with exceptionalities such as autism or ADHD (Attention Deficit Hyperactivity Disorder).

Conclusion

Collaborative planning can be a powerful tool for supporting young children with exceptionalities and their families. The goal of collaborative planning is to create a process that helps young children with exceptionalities learn and grow in ways that promote independence and self-expression. Collaboration is not about meeting someone’s expectations or getting things done by the book; instead, it should be about helping everyone involved feel heard, included, respected and supported as they work together toward shared goals.