EDSD 7084 Scholar Practitioners Who Impact Future Change

As a scholar practitioner, my responsibilities for leading evaluation initiatives would be to make sure that early learning standards are being met with validity and reliability.  It would be of great importance to provide the materials necessary for teachers to teach the standards.  Professional development would be a major responsibility making sure that educators have up to date credentials.  It would help teachers and program managers administer assessments, interpret data, and use child and program assessment data for program improvement (National Early Childhood Accountability Task Force, 2013). Another aspect that I would be responsible for would be informing appropriate stakeholders with the successes of the program.  Parents, families, teachers, staff, and community leaders need to be appropriately informed of what is taking place in the early childhood program.

Just as mentioned by the Task Force, when establishing a system in early childhood education, there can be several challenges- structural, conceptual, technical, and resource.  During my tenure in education the greatest challenge has been with resources.  This is related to limitations and inequities in funding for early childhood programs and infrastructure efforts (National Early Childhood Accountability Task Force, 2013).  Funding is adversely effected by federal, state, and local governments.  Another challenge would be to providing meetings to discuss data with stakeholders.  There is never enough time to discuss the data and plan for improvement. 

In order to ensure that the evaluation is appropriate, I will create a calendar of monthly data meetings with staff.  During these meetings we will discuss data and ways to improve the program quality and how to reach every student.  I will also plan quarterly data meetings with parents and families.  These meetings will be held at the end of each grading period and will be used to discuss test data and the effectiveness of the program. 

The guidelines that will be used for engaging stakeholders are:

·         The staff must take the lead to provide stakeholders the data and other information they need to be productive partners around student achievement. 

·         Partnership activities must be directly aligned with student achievement goals. 

·         Efforts must be collaborative and genuine. There are meaningful roles for each party to play and these must be clearly articulated. 

·         Information sharing must be transparent. Achievement data must be clear, accurate, and meaningful. 

·         All parties must operate from common values and a common vision for student achievement. 

·         All efforts must be mission-oriented and data-driven (Sustaining Reading First, 2009).

References:

National Early Childhood Accountability Task Force. (2013). The report of the National Early Childhood Accountability Task Force: Taking stock: Assessing and improving early childhood learning and program quality. Retrieved from http://policyforchildren.org/wp-content/uploads/2013/07/Taking-Stock.pdf

·         Chapter 2, “Framing a New Approach”

·         Chapter 5, “A Call to Action”

Sustaining Reading First. (2009). Engaging Stakeholders. Number 6. Retrieved from: https://www2.ed.gov/notclamped/programs/readingfirst/support/stakeholderlores.pdf

EDSD 7084 Evaluating and Supporting Early Childhood Programs

Program quality, like child development, is complex and multidimensional. —Epstein, A. page 3

During this course I will learn how to be a more proficient educator by looking into best practices for young children and providing developmentally appropriate experiences. I will be an advocate of program evaluation and reaching the highest level based on certain criteria. I am currently in a school that has recently undergone National Association for the Education of Young Children accreditation. This process was extensive with multiple steps and an abundance of input from different stakeholders. During this year long process, we worked together as a team to meet the needs of our students and when the committee came to review our school they were amazed by the hard work and dedication that we provide to our students every day.

Research shows a direct correlation between high-quality early learning and children's positive long-term outcomes in life, including increased educational attainment, healthier lifestyles, and more successful careers. NAEYC Accreditation helps teachers and other staff at early learning programs develop a shared understanding and commitment to quality. The accreditation process leads to increased staff morale, greater staff retention, and a more positive, energetic work atmosphere overall—enabling centers to provide a solid foundation for all children's success in life.

NAEYC Accreditation helps families recognize quality early learning programs and feel comfortable knowing that their children are receiving a high-quality, research-based education that will prepare them for future success (NAEYC, 2018).

By going through this accreditation process, I know the impact that program evaluation has on my school and my personal philosophy of teaching young children. I want to be a part of making education better and being held accountable by taking part in program evaluations. Every day I want to be able to touch a child and know that I made a difference. I want my students to feel success and know that they have accomplished his or her learning goals. When they meet standards and reach their personal goals- I feel rewarded and successful. I believe that children need to be provided with developmentally/age appropriate, hands-on learning activities. I also believe they learn through play and manipulation. My beliefs are incorporated daily in my classroom. Each child has their own personal learning goal and we strive everyday day towards meeting or exceeding it. In my classroom, I provide a variety of ways for learning because no two students are the same. I want my students to feel successful in their learning by providing the tools that each individual needs. Every day my students are engaged in hands-on experiences. This is helping to form a foundation for learning.

My personal goal every day is to provide a positive, loving, and nurturing learning environment for my children so that they will have an abundance of lifelong experiences.


Overview of the Accreditation Process https://www.naeyc.org/accreditation/early-learning/interested

Serving as Advocates for Families/Engaging Families in the Assessment Process

EDSD 7083 Assistive Technology and Supportive Applications

Assistive and supportive technology is important to use in the classroom to meet the needs of individual learners, especially ones with disabilities.  These devices and applications should be modified for a diverse group of students.  Assistive technology (AT) is any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities.  Student support teams meet and plan strategies and incorporate devices that a student will need to perform tasks in the classroom.  The assistive and supportive technology must be included in the student’s Individualized Education Plan (IEP).  According to Neese, assistive technology can help students with certain disabilities learn more effectively. Ranging in sophistication from “low” technologies such as a graphic organizer worksheet to “high” technologies including cutting-edge software and smartphone apps, assistive technology is a growing and dynamic field (Neese, 2018).

Assistive Technology-

Text-To-Speech Assistive Tools

As an assistive technology, text-to-speech (TTS) software is designed to help children who have difficulties reading standard print. Common print disabilities can include blindness, dyslexia or any type of visual impairment, learning disability or other physical condition that impedes the ability to read. However, other students can benefit from TTS technology, such as children that have autism, attention deficit hyperactivity disorder (ADHD) or an intellectual disability.

The technology works by scanning and then reading the words to the student in a synthesized voice, using a large number of speech sounds that make up words in any given context. With the advances in speech synthesis, TTS technology is more accurate and lifelike than ever.

Intel Reader                                                                                        
The Intel Reader is a mobile handheld device that uses TTS technology to read printed text aloud. It features a high-resolution camera that captures printed text, converts it to digital text and reads it to the user. During playback, words are highlighted as they are read aloud, and the user can pause and have the device spell out highlighted words. The available Intel Portable Capture Station functions as a stand for the Intel Reader to easily and quickly capture text from books and other documents.

At about the size and weight of a paperback book, the Intel Reader is mobile enough to use in any environment. Students can also transfer content from a home computer, or save generated audio versions of printed materials to a computer. Available voices vary in gender, pitch and speed.

AT can address many types of learning difficulties. A student who has difficulty writing can compose a school report by dictating it and having it converted to text by special software. A child who struggles with math can use a hand-held calculator to keep score while playing a game with a friend. There are AT tools to help students who struggle with:

Listening- Certain assistive technology (AT) tools can help people who have difficulty processing and remembering spoken language. Such devices can be used in various settings (e.g., a class lecture, or a meeting with multiple speakers).

Math- Assistive technology (AT) tools for math are designed to help people who struggle with computing, organizing, aligning, and copying math problems down on paper. With the help of visual and/or audio support, users can better set up and calculate basic math problems.

Organization and memory- Assistive technology (AT) tools can help a person plan, organize, and keep track of his calendar, schedule, task list, contact information, and miscellaneous notes. These tools allow him to manage, store, and retrieve such information with the help of special software and hand-held devices.

Reading- There is a wide range of assistive technology (AT) tools available to help individuals who struggle with reading. While each type of tool works a little differently, all of these tools help by presenting text as speech. These tools help facilitate decoding, reading fluency, and comprehension.

Writing- There is a wide range of assistive technology (AT) tools available to help students who struggle with writing. Some of these tools help students circumvent the actual physical task of writing, while others facilitate proper spelling, punctuation, grammar, word usage, and organization (Stanberry & Raskind, 2009).

Supportive Applications- Best Early Learning Apps- For Preschool & Kindergarten

Injini: Child Development Game Suite- Play-based learning exercises and games that are well suited for children with cognitive, language and fine motor delays. Originally designed for and tested by children with autism, cerebral palsy, and Down syndrome as well as general preschool aged kids.
Bugs and Buttons Teaches counting, path finding, patterns, sorting and tracking as well as fine motor skills such as pinching.

Based on the two assistive and supportive technologies identified, the areas of development the technology can be used for are cognitive, language, and fine motor.  The assistive technology can be used for children and adults of all ages and the learning applications are intended for preschool and kindergarten aged children. These apps support learning in the areas of early learning skills and students who have delays in other areas.  The assistive technologies help children read text. 

These assistive technologies and supportive applications are culturally responsive and effective for young children.  They can be changed according to the needs of the individual learner and they help to increase the level of mastery of cognitive skills and learning goals. 

References:

          Neese, B. (2018). 15 Assistive Technology Tools & Resources For Students With Disabilities. Retrieved from: https://www.teachthought.com/technology/15-assistive-technology-tools-resources-for-students-with-disabilities/

          Stanberry, K & Raskind, M.H. (2009). Assistive Technology for Kids with Learning Disabilities: An Overview. Retrieved from: http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview

EDSD 7083 Purposeful Assessment

Systematic Assessment and Interventions are a crucial component to education today.  Systematic assessment is the system that a teacher uses to assess students authentically and purposefully in the classroom.  When a student does not master or achieve success on these assessments, the teacher must plan an intervention to help accomplish these goals.  Assessment is an integral part of teaching and learning. Purposeful assessment practices help teachers and students understand where they have been, where they are, and where they might go next. No one assessment can provide sufficient information to plan teaching and learning. Using different types of assessments as part of instruction results in useful information about student understanding and progress. Educators should use this information to guide their own practice and in partnership with students and their families to reflect on learning and set future goals (Wisconsin Guiding Principles, 2017).

Purposeful Assessment components should include: performance levels considered acceptable, program quality standards that are aligned with standards for children’s learning, attention to inclusiveness, respecting variation in children’s culture and developmental challenges, and assessments both of program quality and children’s development (Zaslow & Halle, 2009).

Below are two scenarios that need assessment/intervention data.  I would like for my readers to give me feedback on assessments and/or interventions that you have found successful in your classroom.  Thanks so much for your help!

Scenario 1-   We have just completed the second term of school, and child one’s teacher is concerned that she isn’t mastering sounds of letters or blending and segmenting words.  She has been in RtI since the end of the first nine weeks.  Numerous Tier II interventions have been put into place.  She is eager to learn; just seems to be at a roadblock.  What are some assessments that can be used for early literacy skills and that the teacher can use the data to determine if she has a learning disability?

Scenario 2-   I have a 5 year old student who is in RtI and still cannot grasp the letters of the alphabet and the sounds they make.  He also is having difficulty in counting to 10 and one to one correspondence.  When he gets frustrated and can't do something, his behavior starts to show.  He “takes out" his frustration on other students.  He has a diagnosis of ADD and his parents have requested a communication log of when this occurs.  What other intervention can be used when he out lashes on the other students in the class?

References:

        Wisconsin’s Guiding Principles for Teaching and Learning. (2017). Retrieved from:

https://dpi.wi.gov/sites/default/files/imce/cal/pdf/guiding-principles3.pdf

Zaslow, M. & Halle, T. (2009). Purposeful Early Childhood Assessment. Retrieved fromhttp://www.researchconnections.org/files/meetings/ccprc/2009/P2-ZaslowandHalle.pdf

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