Collaborating with families and other professionals to support young children( Written Communication)

Can anyone complete this today? please follow the rubric

Collaboration Plan for Andrew Unger

Age: 5

Grade: Kindergarten

1: Andrew’s Child Support Team

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.

Team Member

Title

Role on the Team

1.

2.

3.

4.

5.

2: Planning for Collaboration

Based on Andrew’s specific challenges and the titles and roles of the members of his Child Support Team, consider how team members can collaborate using coordination, consultation, and teaming to support Andrew. 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.

Form of Collaboration	Explanation and Application
Coordination	Explanation of coordination: (1–2 sentences) How two or more Child Support Team members might apply coordination in support of Andrew: (2–3 sentences)
Consultation	Explanation of consultation: (1–2 sentences) How two or more Child Support Team members might apply consultation in support of Andrew: (2–3 sentences)
Teaming	Explanation of teaming: (1–2 sentences) How two or more Child Support Team members might apply teaming in support of Andrew: (2–3 sentences)

3: Maintaining Confidentiality

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. (2–3 sentences each)

Confidentiality Guidelines

1.

2.

3.

4: Collaborating with Parents: Guiding Principles

Explain at least three guiding principles that you will communicate to school-based staff on the Child Study Team to foster respect, cooperation, and ongoing communication with Andrew’s parents. (2–3 sentences each)

Guiding Principles for Collaborating

1.

2.

3.

5: Fostering Effective Communication with Parents

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. (1 paragraph each)

Recommended Methods and Rationale

for Encouraging Ongoing Communication

1.

2.

3.

6: Next Steps: Suggestions for Andrew’s Parents

Explain two research–based strategies, including specific guidelines and benefits, Andrew’s parents can use to support Andrew’s development and learning at home. (1 paragraph each)

Research-Based Strategies

to Support Development and Learning at Home

1. Strategy:

2. Strategy:

©2017 Walden University 1

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

©2017 Walden University 4

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.

©2017 Walden University 5

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.

CE2007 Assessment

Instructions

Review the details of your assessment including the rubric. You will have the ability to submit the assessment once you earn a score of 80% or better on all of the related sub-competency quizzes and engage with your Faculty Subject Matter Expert (SME) in a substantive way about the competency.

Overview

For this Assessment, you will demonstrate your ability to plan for effective collaboration in support of a young child who may be at risk of developing an exceptionality. You will create a Collaboration Plan for the prereferral process by identifying the members of a Child Support Team and explaining essential elements of how they will collaborate with the child’s family to support the child.

Professional Skills: 

Written Communication

 and 

Applied and Collaborative Learning

  are assessed in this Competency.

This Assessment requires submission of one (1) document: a Collaboration Plan. Save this file as
 CE2007_firstinitial_lastname (for example, CE2007_J_Smith).

You may submit a draft of your assignment to the 

Turnitin Draft Check

 area to check for authenticity. When you are ready to upload your completed Assessment, use the 
Assessment tab on the top navigation menu.

Instructions

Before 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.

Rubric

Access the following to complete this Performance Task Assessment:

·

Collaboration Plan Template

PREPARING A COLLABORATION PLAN

Step 1: Read the “Case Scenario” that follows:

Step 2

image1

PREPARING A COLLABORATION PLAN

Step 1: Read the “Case Scenario” that follows:

Andrew is a 5-year-old boy in a full-day kindergarten program in Mrs. Brown’s classroom. During the first few weeks of school, Mrs. Brown notices that Andrew is struggling to adjust to the kindergarten day. In particular, he has difficulty following directions and making transitions from one activity to the next. However, other children are also having difficulty adjusting, so Mrs. Brown continues to observe Andrew. As the weeks follow and most of the class settles into the daily routine, Andrew’s difficulties seem to increase. Mrs. Brown’s observation notes identify concerns about Andrew’s behavior and development, including the following:

· Early Literacy Skills:

· Limited expressive vocabulary outside of his areas of interest, which include animals, and especially dogs

· Limited sight-word vocabulary for kindergarten

· Fine-Motor Skills:

· Poor fine-motor skills, especially with cutting

· Difficulties using a computer mouse

· Poor eye-hand coordination (also noticed by the P.E. teacher)

· Behavioral Concerns:

· Frequent interruptions, for example, Andrew will ask unrelated questions and change topics during daily group times

· Becomes frustrated when unsuccessful with both learning tasks and physical activities

Mrs. Brown also has the following anecdotal notes from her Fall parent-teacher conference with Andrew’s parents, both of whom attended the conference: “Andrew’s father, Mr. Unger, works full time. Since Andrew and his two younger siblings were born, his mother has stayed home to care for the children. Mrs. Unger’s native language is French. She appears to speak and understand English with little difficulty, although, she stated she is more comfortable with email and other written forms of communication. The family speaks both French and English at home. Mrs. Unger explained that Andrew’s experience with group programs before beginning kindergarten was mainly in family-based activities offered by the community, such as at the local library. She also noted that Andrew has always had a lot of energy, as do his siblings. Along with the family’s two dogs, she describes them as all ‘very lively’.”

Mrs. Brown draws on her experience to support and foster Andrew’s growth as best she can. However, after not seeing improvement, she shares her concerns with the school’s special education teacher and asks for a prereferral intervention for Andrew. In turn, Andrew’s parents are notified, and the prereferral process, including forming a Child Support Team for Andrew, begins.

Step 2

Based on the information in the Case Scenario on Andrew and research-based practices/strategies, use the Collaboration Plan Template document to develop a Collaboration Plan for Andrew’s Child Support Team. Follow the instructions on the template to complete all six parts of the Collaboration Plan.