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Unit Plan Assignment
Part I: The Big Idea
SPED 595T, Spring 2016
Student Name:
Directions: Fill in the spaces below describing your class, the standards you will be focusing on and your big ideas for the unit. I will make comments to the right of your answers and assign a point total. Go to the Unit Plan webpage link in Moodle for details on Part I and II. See Moodle for due date.
Please note: As you write in this document the boxes will expand. You have as much room as you need for each section, but keeping your descriptions simple is better.
Comments and Grades: I will make comments to the right of each box in a different color and give you a number grade based on the thoughtfulness, quality and completion of each question. The rubric is embedded on the Weebly welcome page and can be downloaded as a document.
|Subject |Comments |Points |
| | |(1) |
|What subject are you writing your Unit Plan for? | | |
|Parent-Child Playgroup: Parent Education (teacher-directed large group activity; topics include child development, community resources, |Great topic! The most important job for a child to do...play! |1 |
|parenting - and other topics indicated by parent/caregiver preference) | | |
| |I would pick my daughters up from preschool and ask the teachers how their day was and they | |
|Early Start Parent-Child Playgroup schedule consists of: |would almost always say, “She played really well today.” | |
| | | |
|Parent-child directed play (facilitated by teacher) - 30 minutes |It was not until I started to talk to the teachers, read about play and go to workshops like | |
|“Good morning” circle - 10 minutes |yours that I understood what this statement meant. | |
|Parent education - 15 minutes | | |
|“Closing circle” - 5 minutes | | |
| | | |
|Total time: 1 hour | | |
|Ages |Comments |Points |
| | |(1) |
|What are the age(s) of the students in the class? | | |
|3 months |It’s so good to educate the parents about play when the children are this young. |1 |
|5 months | | |
|9 months | | |
|10 months | | |
|12 months - 2 children | | |
|13 months | | |
|14 months - 2 children | | |
|15 months | | |
|25 months | | |
| | | |
|Typically developing family members that attend: | | |
|9 months (cousin) | | |
|24 months - 2 children (twin siblings) | | |
| | | |
|A new family may begin attending in one week and the Parent-Child Playgroup will be an offered service at the Individualized Family | | |
|Service Plan (IFSP) meeting. | | |
|Disability Areas |Comments |Points |
| | |(1) |
|What disabilities do your students have? Please include numbers of students and general information about disability types. (EG: 5 | | |
|students with learning disabilities.) | | |
| |OK |1 |
|Orthopedic Impairment: | | |
|Plagiocephaly/torticollis: 5 | | |
|Brachial plexus injury: 2 | | |
|Missing limb/myofibromatosis: 1 | | |
|Gross motor delay/history of prematurity: 1 | | |
|Gross motor delay/weakness on right side of body: 1 | | |
| | | |
|Deaf/Hard of Hearing: | | |
|Bilateral atresia/microtia: 1 | | |
| | | |
|Visual Impairment: | | |
|None attend Playgroup at this time | | |
| | | |
|Note: above are the primary eligibility categories for the children that attend the weekly Playgroup; additional early intervention | | |
|services may include physical therapy, language-speech therapy, occupational therapy, DHH services, OI services, service coordination, | | |
|transportation, VI services, orientation & mobility | | |
|Functioning Levels |Comments |Points |
| | |(1) |
|Family and child information. | | |
|Family Information: |There are lots of risk factors in addition to physical disabilities. Play may seem a silly |1 |
|Education/literacy levels of parents that attend Parent-Child Playgroup varies and include those not graduated from high school to those |thing to address with the issues some families face, yet it is through play that can make all | |
|having attended college. |issues better including future success in academics. | |
| | | |
|Seven families are from monolingual Spanish speaking homes. |You’ve detailed your students well. It is so important to understand the child and the family | |
|One family is from a bilingual home (Spanish and English). |so you can have the kind of conversations necessary for communicating goals and purposes to | |
|One family is from a bilingual home (Arabic and English). |families. You obviously have a deep understanding of both family and child and can therefore | |
|Two families are from monolingual English speaking homes. |give the parents appropriate information to better their relationship with their children. | |
|A Spanish speaking interpreter is present at all Parent-Child Playgroups and written materials are provided in English and Spanish. | | |
| | | |
|Socio-economic status varies, including “high risk status”. Some families receive public assistance such as WIC and Medi-cal. Two | | |
|families are single parent households (one father was deported to Mexico, one father chose to leave the family home). One family | | |
|recently immigrated to the United States from Syria. One parent is 17 years of age (single parent household). One parent is currently | | |
|pregnant and is considered “high risk” due to premature birth of older child. | | |
| | | |
|Present Levels for Children: | | |
|Three of the children are currently demonstrating (and have been maintaining) age appropriate skills and we will be holding a Closing | | |
|IFSP meeting in the next month. | | |
| | | |
|The two youngest children in the program are currently exhibiting age appropriate skills in are all areas of development, but due to | | |
|their diagnosis (and risk for developmental delay) are receiving Early Start services. As they mature and higher level skills are | | |
|expected to develop (i.e., reaching and grasping objects), it is anticipated that delays may occur in development; the purpose of early | | |
|intervention is to reduce (or even eliminate) the need for Part B services after the age of three. | | |
| | | |
|Anther child currently demonstrates age appropriate skills when wearing his bone amplification hearing aid (BAHA). Due to his bilateral | | |
|atresaia/microtia (resulting in bilateral moderate-to-severe conductive hearing loss without his hearing aid) he will be receiving a | | |
|second BAHA in the future. Funding through California Children’s Services is pending. | | |
| | | |
|The child who is 25 months of age has age appropriate gross motor and self-help/adaptive skills. He is at a 16 month level in the areas| | |
|of cognition and receptive language, 18 month level in the area of fine motor skills, 12 month level in the area of expressive language | | |
|and a 13 month level in the area of social-emotional development. | | |
| | | |
|The child with a missing limb (lower leg amputated and he received a prosthesis two months ago) demonstrates age appropriate skills in | | |
|all areas of development except for gross motor (he is 13 months of age and is at an 11 month level in gross motor development). | | |
| | | |
|Three other children are demonstrating delays in the area of gross motor development and are at 7 to 9 month level in this area (one of | | |
|these children also is demonstrating delays in expressive and receptive language that are at an 8 month level). All other areas of | | |
|development are age appropriate. | | |
|Standards |Comments |Points (2) |
|Division for Early Childhood Recommended Practices I will focus on during my intervention: |These are perfect standards to use. |2 |
|1. Environment/E2: Practitioners consider Universal Design for Learning principles to create accessible environments. | | |
|2. Family/F2: Practitioners provide the family with up-to-date, comprehensive and unbiased information in a way that the family can | | |
|understand and use to make informed choices and decisions. | | |
|3. Family/F6: Practitioners engage the family in opportunities that support and strengthen parenting knowledge and skills and parenting | | |
|competence and confidence in ways that are flexible, individualized, and tailored to the family’s preference. | | |
|4. Family/F7: Practitioners work with the family to identify, access and use formal and informal resources and supports to achieve | | |
|family-identified outcomes or goals. | | |
|5. Instruction/INS13 Practitioners use coaching or consultation strategies with primary caregivers or other adults to facilitate positive| | |
|adult-child interactions and instruction intentionally designed to promote child learning and development. | | |
| | | |
|Big Ideas |Comments |Points |
| | |(4) |
|Please fill in 3 to 5 Big Ideas that you will focus on in your Unit Plan. Big Ideas can be framed as statements or questions. Think about|These big ideas will result in happier, more successful children. |4 |
|the Big Ideas as larger more authentic reasons for learning something. (IE: What were the three most important reasons behind the | | |
|founding of the 13 original colonies? Learning how to subtract numbers with decimals will keep you from getting “ripped off” at Universal| | |
|City Walk. Blending sounds to make words will help you read the directions to Connect Four so your older brother doesn’t cheat; or | | |
|blending sounds helps us figure out unfamiliar words while reading independently. ) | | |
|1. Parent confidence and competence will be developed through parent education, resources and parent-to-parent support/mentoring during | | |
|Parent-Child Playgroup.. | | |
|2. Parents will transfer knowledge and skills from Parent-Child Playgroup setting to home and community settings. | | |
|3. Parent-to-parent support will be demonstrated as parents/caregivers share successes and challenges in implementing new strategies in | | |
|the home and community setting. | | |
| | | |
| |Total Points for Part I |10 |
Unit Plan Assignment
Part II: The Project
SPED 595T, Spring 2016
Directions: Describe and explain two project ideas for your Unit Plan. Keep in mind the big ideas and standards you will be covering and assessing during the unit. Next, list all key vocabulary (general, academic or content specific) that needs to be taught. In addition to your projects and key vocabulary, consider all the content and materials you will need to teach your unit.
Go to the Unit Plan web page link in Moodle for details on Part II. See Moodle for due date.
|Project Idea #1 |Comments |Points |
| | |(7) |
|In one to two sentences, describe your first student project idea. | | |
|Parent Education: The appropriate use of technology with infants/toddlers. |This is such an important sub-topic to your overall unit plan. |7 |
|In a narrative format, please elaborate on why you chose this project. How does it allow your students to show that they understand the | | |
|standards and big ideas of your Unit Plan? Explain your thinking about how this will be an effective summative assessment and/or | | |
|addresses the standards you have chosen. Finally, what kind of technology would your students use to demonstrate proficiency or how might| | |
|you as the teacher use technology to share students’ projects? | | |
|Since this is a class about technology, and I work with families who have children birth to three years of age, I would like provide |You’ve sequenced the topic breakdown well. It’s a topic that people often have a lot of | |
|parents with recommendations on the appropriate use of technology with young children. The American Academy of Pediatrics and Zero to |feelings about and being careful about addressing them is important. I’ve learned to be very | |
|Three have position papers on this very important topic (“screen time” is not appropriate for children under the age of two). The |careful about the topic around my students and family or I sound like I’m on my soapbox. You | |
|reality is that technology (i.e., screen time) is present in many households and is a daily part of young children’s lives. |have the benefit of being the expert. | |
| |What have you learned about sharing your own understanding of screen time with families? | |
|How I will address standards: |I have found the need to be respectful of family choices, but emphasize the need for true | |
|Environment/E2: Discussion/instruction will be oral and provided in writing. The written handouts will be translated into Spanish. |social interaction and play with concrete materials. However, knowing that technology is a | |
|Family/F2: Reliable sources, such as the American Academy of Pediatrics and Zero to Three, will be used for Parent Education. It will |“reality” of everyday use for many, many families, I have discussions with families about how | |
|be presented in a “family friendly” manner, utilizing reflective practice to ensure parent understanding. |technology may be used as a reinforcer (i.e., their child wants to use the tablet, have them | |
|Family/F6: Parents will share times technology is used in the home. This will lead to a discussion on what is appropriate use vs. what |ask for it if you are working on requesting and oral language skills - then give them the | |
|is not. It will be importance to recognize the family preferences and reflect with them on appropriate use (it will be important not to |tablet). I have spoken to families about using the pictures they have on their phone to | |
|demean, or “put down” a family for their current practices - this could impact the parent-professional relationship in a negative way). |develop pointing skills, naming family members and having conversation about activities in the| |
|Family/F7: After presenting information on technology use, can talk about how other family members use technology (i.e., if there is an |pictures (like if the family went to the zoo). Again, this is encouraging interactions and | |
|older sibling that needs a computer to do homework, share how they can access computers at the public library). Early Start is about the|developing language, fine motor and social skills while using technology. | |
|family, not just the child with exceptional needs! | | |
|Instruction/INS13: Follow up to formal Parent Education will occur during home visits with a modeling/coaching strategy. Talking to the|You’ve really thought this through. Technology can be wonderful if we are conscious about its | |
|parents about “screen time” and technology in the home (or when they are in the community setting) and finding ways to promote their |use. Parents and students are lucky to have you as their teacher. | |
|child’s development during their daily routines. | | |
|Project Idea #2 |Comments |Points |
| | |(7) |
|In one to two sentences, describe your second student project idea. | | |
|Parent Education: Incorporating developmentally appropriate early literacy activities into daily routines and with every day materials |Great! Amazing how a wooden spoon and a pot can go a long way. It’s true for older children |7 |
|(you don’t have to buy anything!). |too. | |
|In a narrative format, please elaborate on why you chose this project. How does it allow your students to show that they understand the | | |
|standards and big ideas of your Unit Plan? Explain your thinking about how this will be an effective summative assessment and/or | | |
|addresses the standards you have chosen. Finally, what kind of technology would your students use to demonstrate proficiency or how might| | |
|you as the teacher use technology to share students’ projects? | | |
|We often think of “literacy” as reading and writing. Early literacy for young children can involve making your own books, exposing |All of these activities make up the foundation for the child. If you can see that this is fun,| |
|children to print during daily routines such as when the family is at the grocery store or doctor’s office. Music and movement |the brain development of the children will benefit. | |
|activities (i.e., finger plays, songs) also develop early literacy skills for very young children. We know how important it is to read | | |
|to children and expose them to books, but I am planning to discuss the many opportunities families may have to incorporate development of|Although things like Music Together classes, RIE classes, Montesorri type preschool | |
|early literacy skills in fun ways - again as part of the their daily routines. |philosophies, etc. can be expensive, you are addressing these principles in a way that can be | |
| |used by any parent with children with and without disabilities. | |
|How I will address standards: | | |
|Environment/E2: Families will be able to sing songs, use finger plays/signs and be shown how to make their own felt boards with scraps | | |
|of materials. Handouts will be provided for music/movement songs (English and Spanish) and the songs will be sung during Playgroup. | | |
|Parents will be given the opportunity to verbally share, and demonstrate, songs/finger plays they do at home with their children. | | |
|Family/F2: Early literacy handout will be provided from Zero to Three website (English & Spanish). A Zero to Three video will be shown | | |
|in class (5 minutes in length) which provides developmentally appropriate early literacy activities for children birth to 12 months of | | |
|age. Through these Parent Education strategies, parents can make informed choices on how to integrate early literacy activities into | | |
|their daily routines (with ongoing professional support, as needed). | | |
|Family/F6: By having families share the finger plays and music/movement activities they do with their children at home, it builds their | | |
|confidence as parents and allows them to share expertise with one another. | | |
|Family/F7: Based on each family’s concerns/priorities, individualized discussions with each parent can then be shared with the group. | | |
|Parents can share resources with one another on activities they participate in to promote their child’s early literacy skills (i.e., | | |
|story time at the library, community center “toddler time”). | | |
|Instruction/INS13: Through reflective practice, develop a plan for individual families to integrate early literacy into daily routines | | |
|(i.e., make up and sing a “bath time” song). During home visits, provide modeling/coaching to further promote parent competence and | | |
|develop skills of child. | | |
|Vocabulary |Comments |Points |
| | |(3) |
|List all vocabulary you would teach within your unit. This may include grade level vocabulary from your school curriculum, high frequency| | |
|words, subject specific vocabulary from a science or social studies unit, or academic vocabulary students need to know (i.e. indent, | | |
|summarize, simile, etc.). | | |
|Technology - What do we mean by “technology use” for families of infants/toddlers? |These are great questions that lead to resources and shifting of thinking. |3 |
|Early literacy - What does this mean for families of infants/toddlers? | | |
|Everyday routines - What are they for each child/family? | | |
|Community resources - What is available to families in our community to promote early literacy activities (especially those that are low | | |
|cost and/or free)? | | |
|Developmentally appropriate practice - What activities will parents be doing during their child’s daily routines that is developmentally | | |
|appropriate practice? | | |
|Content |Comments |Points |
| | |(3) |
|List all the content, tech and non-tech items, required to teach your unit. You might want to list technology you may or may not have | | |
|access to (a wish list). It is OK to dream. After completing Part III (formative and summative assessment) and Part IV (sequencing | | |
|skills) you may need to amend this section. | | |
|Research position papers and peer reviewed articles for Parent Education topics. |Excellent list. |3 |
|Research evidence-based practices for providing early literacy instruction to families of children with infants/toddlers. | | |
|Develop introduction, presentation, parent discussion, summary for each topic. Plan to “revisit” topic at next Playgroup for parents to |What happens when parents literacy levels are low or they do not speak English? Do you ever | |
|provide updates, ask questions and support one another. |promote audio books? Is there an official position on this? | |
|Prepare developmentally appropriate activities for infants/toddlers to engage in while Parent Education is occurring. |We have an interpreter during Playgroup and all written materials are presented in English and| |
|Interpreter/Translator - Provide interpreting services during Parent Education, translate written materials into Spanish. |Spanish. We do have families with low literacy levels, which is why we always review/discuss | |
|Written materials - Handouts to review (and have families take home) that provide information on appropriate technology use and early |materials during Parent Education. The handouts are also reviewed again during home visits to| |
|literacy. |reinforce what has been presented. | |
|Projector, computer and screen - View early literacy parent education videos from Zero to Three. | | |
| |Some families use audio books. As you know, there are ebooks that allow a finger swipe to | |
| |move the page. I have heard both pros and cons of audio/ebooks. Of course, for some children| |
| |using an audio book is an appropriate adaptation (i.e., for a child with a visual impairment).| |
| |For many families, it is also a convenience. For example, with my own children we often | |
| |listened to audio books in the car, or they would sit with their little cassette tape player | |
| |(yes, I am that old!) and listen to stories independent of me. There are many skills that are| |
| |being developed when holding a “real” book. These include fine motor to turn the page/point | |
| |at a picture, visual scanning (left to right, which is also a precursor to pre-writing | |
| |skills), eye hand coordination to reach down and touch the edge of the paper to turn the page,| |
| |etc. | |
| | | |
| |I’m a big believer of audio books and reading aloud. My favorite all time teacher book is the | |
| |Read Aloud Handbook by Jim Trelease. | |
| |Total Points for Part II |20 |
Unit Plan Assignment
Part III: Assessments
SPED 595T, Spring 2016
Directions: Describe and explain three formative assessments, two summative assessments and the technology you might use to assess student understanding or mastery of the Big Ideas and/or standards.
Go to the Unit Plan webpage link in Moodle for details on Part III. See Moodle for due date.
|Assessments | | | |
|Formative Assessment #1 |Technology |Comments |Points |
|(Topic: Appropriate Use of Technology) | | |(6) |
|1. During Parent Education, after reviewing information provided by |Use power point/projector in Playgroup classroom to outline AAP and|Terrific. Will you have an interpreter? Do the parents also have access to the web at home or |6 |
|the AAP and Zero to Three, ask parents reflective questions about |Zero to Three recommendations. |in your classroom? | |
|their use of technology and what they may change in how they expose |Handout will be provided with summary of the above. This will |We always have an interpreter for the playgroup, since many attendees are mono-lingual Spanish| |
|their children to technology based on the Parent Education |include links to the AAP and Zero to Three webpages so parents can |speaking families. Some families do not have access to the internet at home, but do go to the| |
|session/group discussion. |do additional research at home. |public library. Zero to Three also has written handouts that support the webpages/video. I | |
| |Note: All information is provide in English and Spanish. |also provide written materials since not all families can access the internet from home. | |
| | |Unfortunately, we do not have a computer in our classroom for the parents. I never have | |
| | |thought of making one accessible to them. Hmmmm….maybe this a topic for my grant writing | |
| | |assignment? We could have a computer for parents to use in the classroom. | |
| | |I ask because a large number of my parents don’t have internet access to my site but are given| |
| | |access in our parent center. | |
|Explain why you chose this formative assessment and the technology. |Why I Chose This Type of Assessment: The Parent Education time is |Nice informal way to present. A good way to create a relaxing environment. The reflective time| |
|How does the technology you chose make the assessment process more |informal. Parents, and children, are sitting on the floor in a |is so important. | |
|engaging, efficient, or effective? How will you know the assessment |circle. The teacher (myself) is facilitating the Parent Education | | |
|worked? |session. It is appropriate to have a reflective time to discuss |Thoughtful and important assessment. | |
| |what the parents have learned and how what they have learned may | | |
| |impact how they are using technology when they are at home, or in | | |
| |the community, with their children. | | |
| |Why I Chose This Type of Technology: We have a projector and screen| | |
| |in the classroom. To provide multiple means of representation, I | | |
| |will have my oral presentation and there will be a visual | | |
| |presentation with the power point. Having access to the websites on| | |
| |a handout will allow parents to follow up at home (sometimes it is | | |
| |difficult for parents to focus the entire portion of Parent | | |
| |Education since they are also attending to the needs of their young| | |
| |children). | | |
|Formative Assessment #2 |Technology |Comments |Points |
|(Topic: Appropriate Use of Technology) | | |(6) |
|2. During home visits, I will follow up with parents regarding their|Low tech: Complete checklist based on Zero to Three handout. |A great way to check for understanding. Giving parents an alternative to handing their device |6 |
|use of technology with their young children. To assess their |Document results on spreadsheet (high tech). |to their child is important. It’s one thing to say less technology, but another to give | |
|understanding we will review a checklist from the Zero to Three |High tech: utilizing device(s) the family may be providing for |alternatives or suggestions for appropriate use. | |
|handout and talk about their current use of technology during their |their child (i.e., tablet, smartphone). | | |
|daily home routines, versus how they used technology prior to the |High tech: Model with program iPad other developmentally appropriate| | |
|Parent Ed session (and when/if the family is in the community |ways to use technology (i.e., video modeling). | | |
|setting). Depending on their responses, we will reflect on other | | | |
|“appropriate” ways they may use technology. For example, if they are| | | |
|waiting at the doctor’s office, instead of giving their child a | | | |
|tablet/smart phone to engage independently with an app, discuss how | | | |
|they may instead look at family pictures and discuss “who” is in | | | |
|the pictures, “where” they are, or have their child “point to | | | |
|Daddy’s nose”. | | | |
|Explain why you chose this formative assessment and the technology. |Why I Chose This Type of Assessment: |Managing relationships is so much of our job. You are so right about showing respect to the | |
|How does the technology you chose make the assessment process more |In the field of early intervention, it is important to build a |family first. | |
|engaging, efficient, or effective? How will you know the assessment |trusting relationship with families and respect the choices they | | |
|worked? |make for their child/family. A more reflective |As a kid who grew up in suburbia, understanding low-income students and families who are | |
| |(non-confrontational) approach builds the parent’s confidence and if|second language learners took some time. Of course, I’ve learned so much from the students and| |
| |they are able to make the choices for their child based on their new|families I teach too. I’m sure you have as well. | |
| |knowledge, they are more apt to follow up on a consistent basis |I rely heavily on our interpreter/translator for direction on “cultural awareness”. Her | |
| |(versus the “experts” telling them what it best). |expertise is greatly appreciated and respected! I know how important it is to respect other | |
| | |families and acknowledge that they are the experts on their children. It is interesting, | |
| |Why I Chose This Type of Technology: |though, when I meet with some families who have children (toddler/preschool-age) with | |
| |Following up with the parent using the technology that the family is|significant social/communication delays and the parents give them access to technology | |
| |using in the home (or when they are in the community) provides the |throughout their day. The parents are proud of how “smart” their child is because they can | |
| |parents with the opportunity to share with me how they are applying |use apps on an iPad and know how to get to videos on uTube. As a teacher, it can be | |
| |new knowledge and ask questions based on what technology they have |challenging to respectfully share with them that at this age their social interactions and | |
| |(or don’t have) in the home. For example, many families have smart |communication skills are so very important -especially if their child is demonstrating “red | |
| |phones that take photographs. This is an excellent opportunity for |flags” for asd. | |
| |a parent to recognize the rich, developmentally appropriate | | |
| |activities they can engage in with their child (talking with their | | |
| |child about the photos instead of having the child independently | | |
| |engage in an app without any interaction). The reality is...many | | |
| |families use technology every day. The important thing is to | | |
| |teach/reinforce appropriate ways to use it during the family’s daily| | |
| |routines! (even though the AAP states no child under the age of two|Good way to start with where the parents are comfortable and can use their technology to their| |
| |should have “screen time”, which I agree with). |advantage. | |
|Formative Assessment #3 |Technology |Comments |Points |
|(Topic: Early Literacy) | | |(6) |
|3. Before presenting the Parent Ed topic on early literacy, create a|Low tech: Document on data sheet baseline data. Have data sheet |Understanding your audience is essential for planning an effective presentation. I wish the |6 |
|baseline by asking parents how often they read to their children. |for length of time reading, music/movement activities demonstrated |admin staff would think about this often forgotten step before presenting. | |
|Also, ask if there are times they incorporate finger plays/music |by each child in Playgroup. | | |
|movement activities into their daily routines (document parent |High tech: Enter on excel spreadsheet baseline, ongoing and final |Good idea to track parent responses and revisit the data over time. | |
|responses). |data. Make comparison to document progress of child. | | |
|Create baseline by observing children actions/responses during | | | |
|music/movement time, and fingerplays, during Playgroup.. | | | |
|Explain why you chose this formative assessment and the technology. |Why I Chose This Type of Assessment: | | |
|How does the technology you chose make the assessment process more |The type of data I want to document is quick and easy to enter on a | | |
|engaging, efficient, or effective? How will you know the assessment |data sheet that has been created in advance for each parent/child. | | |
|worked? |It is easy to quantify (i.e., number of minutes, type of movement) | | |
| |and will be easy to compare baseline, mid-intervention and | | |
| |post-intervention (Parent Ed). | | |
| |Why I Chose This Type of Technology: Classroom paraeducator can be | | |
| |trained on how to properly document data based on observations and | | |
| |parent report, as requested by the teacher (me). Excel spreadsheets| | |
| |are simple to create and manipulate. When sharing results with | | |
| |parents post-intervention, it is easy to take the data and create a |The beauty of using Excel is the formulas and graphs you can create to represent the data. | |
| |visual representation of their child’s progress (and hopefully their|Nice portfolio projects if you ever decide to get your PhD or present to larger groups around | |
| |own progress indicating an increase in reading time with their |your expertise (both larger parent groups and other teachers). | |
| |child). The visual representation (i.e., graph) may be more | | |
| |meaningful for parents than just reviewing a narrative or numerical | | |
| |comparison of pre/post intervention data. | | |
|Summative Assessment #1 (Final Project) |Technology |Comments |Points |
|(Technology) | | |(6) |
|1. Just as I have recently administered a survey to parents asking |Use powerpoint/projector to present sample survey to parents. |Good to review results. Also a stage in the presentation process that is often forgotten. |6 |
|about their satisfaction with Playgroup, at the end of this school |Low tech: paper copy of survey will be given to parents. | | |
|year I will administer a survey to parents gathering information |High tech: create survey using survey monkey and show parents how | | |
|about their understanding of appropriate use of technology with |to access/complete survey using this technology. | | |
|young children. The survey will also ask about their past, and |Survey results will be summarized for all Playgroup parents and data| | |
|current, practices with their children regarding technology use. |will be entered on to excel spreadsheet for review/analysis. | | |
|The sample survey will be reviewed with parents so they can have any|The survey will be provided in English and Spanish. | | |
|questions answered before they have to complete the survey. | | | |
|Explain why you chose this summative assessment and the technology. |Why I Chose This Type of Assessment: A confidential survey will |A good idea to have parents see their responses and how they compare to each other and the | |
|How does the technology you chose make the assessment process more |allow parents to demonstrate their understanding of the appropriate |experts. | |
|engaging, efficient, or effective? How will you know the assessment |use of technology with their young children, as well as their | | |
|worked? |current practices (after participating in both the Playgroup Parent |Improving parent awareness is the first step. Doing it without shame is important. | |
| |Ed, as well as follow up at individual home visits). By making the | | |
| |survey confidential, parents can be honest in their responses | | |
| |without feeling “judged” if they choose to still provide their child| | |
| |with screen time in a way that conflicts with “expert” | | |
| |recommendations; this will give more accurate data. The survey will| | |
| |allow parents to provide comments so they can expand on the survey | | |
| |responses, if they wish. | | |
| |By orally reviewing the survey, and providing a visual sample, with | | |
| |the larger group, we are showing multiple representations of the | | |
| |survey. It also gives a parents the opportunity to ask questions | | |
| |about how to take the survey and survey content before actually | | |
| |taking the survey. We will know the survey was successful if we | | |
| |receive completed surveys back from all participants. Also, we can | | |
| |follow up at the next Parent Ed session of Playgroup and get parent | | |
| |input on the survey itself (i.e., was it easy to ready, easy to | | |
| |complete). | | |
| | | | |
| |Why I Chose This Type of Technology: | | |
| |Presenting the survey ahead of time via powerpoint/projector to the | | |
| |larger parent group gives us the opportunity to review the survey | | |
| |with the entire group (more efficient than one-on-one with each | | |
| |parent). By offering a choice between a paper copy and survey | | |
| |monkey, we may increase our parent participation (some parents don’t| | |
| |have access to computers/survey monkey, while others prefer to | | |
| |complete using paper and pen). | | |
|Summative Assessment #2 |Technology |Comments |Points |
|(Early Literacy) | | |(6) |
|2. For the infants/toddlers: a Desired Results Developmental |1. Low tech: a paper copy of the DRDP measures will be completed |OK. The DRDP is something you need to do so totally appropriate that you would include this in|6 |
|Profile (DRDP) will be completed for each participant in the |based on observation of the infant/toddler, parent input and |your unit plan. | |
|Playgroup. This will indicate the progress the infant/child has |elicited responses during music/movement time of Playgroup. | | |
|made in the area of early literacy and will be compared to the DRDP |2. High tech: The results of the DRDP for each child will be input |Do you like the input process and the long term profiles that are represented by the data? | |
|completed for the child in the fall. Measures LLD1-LLD5 will be |into their electronic DRDP profile. A comparison of past, and |I have never found the input process to be difficult - it is just important to be diligent | |
|utilized for the purposes of this summative assessment. The results|current measures, will be made within the electronic profile. |that information is entered correctly. I actually think the graphs can be misleading. They | |
|(child’s progress) of this assessment will be shared with the family|Visual representation of a child’s progress in the form of graphs |don’t compare the child against the developmental level of ALL children - just those that | |
|at their child’s next IFSP meeting. |will be made using the DRDP profile, then shared with the parent. |have been included in the DRDP. Since many of the children with DRDPs have IEPs, I feel the | |
| | |data would be skewed and may not be an accurate representation of their child’s skills | |
| | |compared to a typical sample population. However, I think the reports that show the | |
| | |individual child’s progress are more “valid”. | |
|Explain why you chose this summative assessment and the technology. |Why I Chose This Type of Assessment: The DRDP is a measure that is | | |
|How does the technology you chose make the assessment process more |required to be completed two times a year for infants/toddlers | | |
|engaging, efficient, or effective? How will you know the assessment |receiving early intervention services. It allows the | | |
|worked? |interventionist, and parents, to see the progress a child has made | | |
| |in multiple areas of development (for the purposes of this | | |
| |assignment, I am only addressing the area of early literacy). If | | |
| |the family moves to another part of California, the interventionists| | |
| |in that new area will also be familiar with the DRDP since it is a | | |
| |state-wide requirement. Since multiple methods are used to gather | | |
| |information for the DRDP (i.e., parent input, observation and | | |
| |elicited response), the results will more accurately reflect the | | |
| |child’s abilities and give the parents the opportunity to share | | |
| |their knowledge about their own child’s progress and strengths! | | |
| | | | |
| |Why I Chose This Type of Technology: | | |
| |The DRDP profile was created by the State of California as a way to | | |
| |measure the progress a child makes in multiple areas of development,| | |
| |and keep that information electronically. By having the data | | |
| |entered and stored electronically, it is much easier to show visual | | |
| |representation of progress for each individual child by generating | | |
| |different types of graphs/charts. There is also a way to show a | | |
| |comparison of a specific child’s progress to all other children of | | |
| |the same age who have DRPD “records” throughout the State of | | |
| |California. Also, since we are required to complete the DRDP and I | | |
| |making an efficient use of my time by also using it to measure the | | |
| |progress a child has made during Playgroup - particularly in the | | |
| |area of early literacy. | | |
| | |Total Points for Part III |30 |
Unit Plan Assignment
Part IV: Skills Section
SPED 595T, Spring 2016
Directions: Sequence your skills. List at least 10 skills, sequenced from the beginning of the unit to the end (tech and non-tech), using the UDL format. Look for at least 10 ways to integrate technology throughout the sequencing of skills and explain your reasoning.
Go to the Unit Plan webpage link in Moodle for details on Part IV. See Moodle for due date.
|Skills |
|Directions: List the skills you will be covering throughout the unit and the technology you will be using to represent a skill, engage the students in practicing that skill, and the opportunity for student expression. Remember, all boxes need |
|to be filled out. At least 10 boxes will have technology solutions. |
|Skill |Technology and Non-technology Solutions Used for Each Skill |
| |For Representation |For Engagement |For Expression |Points |
| | | | |(30) |
|Example: Writing a Simple Sentence |Mimio Interactive Board with Picture from Google |Picture Displayed using LCD projector, Students Use |Students Send Complete Sentence Using Neo Share | |
| | |Paper and Pencil for Practice | | |
|Example: Identifying Facts and Opinions |Teacher uses LCD Projector and Elmo with Think-Aloud |Students Think-Pair-Share and use Socrative to answer|Students Generate own Fact/Opinion and submit using| |
| |Strategy |Fact/Opinion Questions |Edmodo | |
|Example: Identifying Quadrilaterals |Teacher uses Khan Academy to Show Different |Students search throughout the classroom to find |Students create math-trail or scavenger hunt for | |
| |Quadrilaterals |real-life quadrilaterals or go to favorite website |quadrilaterals throughout the school. | |
| | |for practice. | | |
|Center-based: Parent demonstration of knowledge/understanding of parent |Verbally ask parents questions. Present questions via|Parents will listen to other parent responses and |Parents will share videos taken with program iPad |3 |
|ed topic (proper use of technology with infants/toddlers) |projector onto screen (English and Spanish) |expand upon them. Type parent responses to project |during home visits of their child’s favorite | |
| | |onto screen. |activities that do not involve “screen time”. | |
|I like the use of the iPad to record non screen time activities. Seems | | | | |
|paradoxical, but so important to limit that screen time like we’ve talked| | | | |
|about early on in the semester. | | | | |
|2. Utilized research-based information to inform parents of |Watch ZtoT Video Demonstrating proper (and improper) |Stop throughout video for opportunity to prompt |Parents answer multiple choice questions as part of|3 |
|proper/improper use of technology with very young children. |ways to use technology (use projector, ZtoT website) |parents on what is being reviewed in the video. This|prompt (multiple choice questions are projected on | |
| | |creates a more active learning experience (versus |screen and verbally read to parens). | |
|Stoping video frequently is a really good idea. Especially when videos | |just passively watching a video and answering | | |
|are packed with good info. | |questions at the end) | | |
|3 . During home visit: family has iPad and wants to properly use |Review Junior Blind Curriculum with parents on iPad. |Watch Junior Blind video; pause and see if parents |Parents verbally respond to prompts about Junior |3 |
|technology to support child with visual impairment. |(verbal exchange, written information and Junior |have any questions; have parents reflect on their |Blind curriculum. Parents role play with teacher | |
| |Blind video examples) |child’s current strengths and areas of need based on |about intervention strategies, and iPad use, based | |
|Nice use of the iPad. | |the video examples of another toddler |on the curriculum. | |
|4. During home visit: Implement iPad curriculum with the parent/child |Model for parent how to engage child with iPad |Parent is asked where they would be most comfortable |Toddler reaches for object on screen and parent |3 |
|using family’s iPad |(positioning, cues for child, etc.), then coach |practicing the skills on the iPad with their child |provides reinforcement with verbal praise and | |
| |parent as they implement strategy with child. |and when their child would be most alert (when parent|hugging the child. | |
|Good idea to ask the parent for their preference. Honoring the parent and| |preference is honored, they are more apt to actively | | |
|their space. | |participate/engage) | | |
|5.Home/Community: Reinforce proper use of technology when family is in |Review AAP guidelines about appropriate technology |Brainstorm with parents appropriate times/places they|Have parents role-play with teacher how they would |3 |
|the home/community setting with their child. |use. Ask parents about their current use of |may choose to use technology appropriately with their|properly use technology with their child. For | |
| |technology with their young children. |child (this is a non-judgemental way to have the |example, parent shows pictures of family members on| |
|Once again you are asking the parent and listening to their ideas. | |dicussion without having parents feel guilty if they |cell phone and then asks “child” (teacher), “who is| |
| | |are using technology in certain instances) |that?” Parents can have the opportunity to expand | |
| | | |the question my asking, “Where is Daddy’s nose” or | |
| | |Shaming parents or children gets us nowhere. You are |“Who else is wearing red in the picture?” | |
| | |smart to approach it this way. | | |
|6. Home visit: Child needs to develop skill of isolating index finger to|Give parent handout with information on fine motor |Have activity be reflective and interactive. Allow |Have parent share what materials they have in the |3 |
|point to objeccts. |skills. Review uTube video on program iPad that shows|parents to share the strengths and interests of their|home that could be utilized to develop desired | |
| |activities that can help an infant to develop the |child and then use their input to further strategize |skill with their child (i.e., shaving cream or salt| |
|There are many things at home that can be used to help with this skill. |skill to isolate their index finger and point (i.e., |materials/apps using the parent knowledge (and |to “draw” in). | |
|It gives parents the ability to think about how their environment serves |infant engaging with ziploc bag filled with different|reflection). |If parent has iPad (or other tablet at home), have | |
|as a classroom. |colors of paint). | |them review their current apps then discuss ways to| |
| | | |develop isolation of index finger using their | |
| | | |current apps (i.e., “Touch the star like this!” and| |
| | | |show how to touch just the star on the screen). | |
|7. Center-based: During parent ed, teach parents multiple modes of |Review “signs of the month” on felt board with |Parents practice saying and making the sign after it |Parents practice the signs with each other (and |3 |
|communication that can reduce frustration for their child. |families. The word is written in English, Spanish |has been modeled by the teacher. Parents can ask the|interpret the signs the other person is doing). | |
| |and there is a picture of the object (or someone |teacher about additional signs they are interested in|During playgroup and home visits, parents practice | |
| |making the sign); model for parents the sign while |(usually only three to four signs are reviewed each |the signs (and receive reinforement from early | |
|Is the Youtube video a part of a website showing each sign? I like the |verbally saying the word. A uTube vidoe is watched |month). Parent preferences/interests are followed to|intervention staff for using the signs). Parents | |
|visual support for parents when you are not around to help. Handouts can |on the classroom screen showing the sign. Parents |keep them engaged in the activity. |share other ways they encourage their children to | |
|sometimes have limitations. |are given a handout to take home with the signs (and | |communicate besides words/signs (i.e., does their | |
| |written words) so they can practice with their child | |child use eye gaze, pointing, smiling).. | |
| |and other family members. | | | |
|8. Center-based: Support parent use of signs with their children (and |Teacher shows video to parents from uTube that shows |Review video 1:1 with parent. Stop frequently to |After watching the video, have parent reflect and |3 |
|read other “cues” their children may be using to communicate) using |parent-child interactions and how parents are |point out/discuss what is happening in the video. |share back what went well and if there were any | |
|videomodeling as a method of feedback |facilitating their child’s communication exhanges |Include questions, such as “Why do you think your |exchanges they “missed”. Have parents share other | |
| |with verbal praise, modeling the use of signs (and |child was doing ____? “ or “What do you think your |times during daily routines they can facilitate | |
|Nice one on one and support for parent. The relationship with the parent |acknoweldging thei child’s effort to use sign) and |child was trying to tell you there?” Asking more |communication exchanges with their child. | |
|is essential. |reading child’s cues (smiling and arms/legs move when|open ended questions will keep the parent engaged in | | |
| |child is excited). Model for parents how to encourage|the video review and allow them to share their | | |
| |communication exchanges. Videotape parent and child |expertise about their child. | | |
| |engaging in communication exchanges with program iPad| | | |
| |during playgroup. Leave the parent with a list of | | | |
| |items that were discusse dduring the video review. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | |Total for Part IV |30 |
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