AY3005. Overview

For this Performance Task Assessment, you will analyze assessment data from case study documents regarding a two-year-old child and will create an action plan to support the child’s physical and social-emotional development. You will also develop a plan for communicating results to colleagues on the school’s Care Team and to her family and for building a collaborative partnership with her family members.

Professional Skills: Written Communication is assessed in this Competency.

Your Response to this Performance Task should reflect the criteria provided in the rubric and should adhere to the required length.

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.

Case Study: Assessment Data Analysis and Partnership Building

Julia is a two-year-old child in Mr. Martinez’s class. She has captured his attention because of his concern about her development and learning. So far, Julia has taken the Peabody Motor Scale. Her teacher also has anecdotal records, has spoken with Julia’s mom, Ms. Song, and has met with the school’s Care Team in order to begin to determine how best to help Julia thrive.

For this Assessment, you will analyze assessment data from the case study and create an action plan to support Julia’s physical and social-emotional development. You will also develop a plan for communicating results to colleagues on the school’s Care Team and to her family and for building a collaborative partnership with her family members. Begin by reviewing the case study documents: “Julia’s Portfolio,” “Care Team Meeting Transcript,” and “Parent Interview Transcript.”

Using the Family Conference Planning Sheet Template, complete the following:

Summary of Julia’s Assessment Results
Use information from Julia’s Portfolio and the Care Team transcript to compose an analysis of Julia’s assessment data and to synthesize the perspectives of the colleagues involved in the meeting. (1–2 paragraphs)
Explain three areas of knowledge and/or skills related to fostering collaborative partnerships that are important to keep in mind when sharing assessment data with colleagues. (1 paragraph each)
Explain three areas of knowledge and/or skills related to fostering collaborative partnerships with families that are important to keep in mind when sharing assessment data with families. (1 paragraph each)
Action Plan Template
Create a research-based action plan, based on Julia’s assessment data, to support her physical and social-emotional development, explaining the following for supporting growth in each domain:
One goal
One activity in the classroom
One activity at Home
One assessment track progress
Timeframe
Family Conference Planning
Provide an overview of your agenda for the meeting.
Explain how assessment information will be communicated with Julia’s mom at the conference, including an explanation of the action plan you created for Julia. Include an overview of key points, including relevant information about early intervention services and your plan for how you will share this information. (3–5 paragraphs)
Provide at least three additional questions you have for Julia’s mom that would enhance your knowledge of Julia’s development and learning. (2–3 paragraphs)
Explain at least three strategies you would use to promote an ongoing, respectful, collaborative partnership with Ms. Song. (2–3 paragraphs)

___________________
Summary of Julia’s Assessment Results:

Based on Julia’s Portfolio and the Care Team transcript, it is evident that Julia’s development and learning require attention and support. Her assessment data reveals certain areas that need to be addressed to enhance her physical and social-emotional development. It is essential to consider the perspectives of the colleagues involved in the meeting to gain a comprehensive understanding of Julia’s needs and to formulate an effective plan.

Areas of Knowledge and/or Skills for Collaborative Partnerships with Colleagues:

Effective Communication: When sharing assessment data with colleagues, it is crucial to communicate clearly and concisely. Using appropriate terminology and providing sufficient context will ensure a shared understanding of Julia’s assessment results. Additionally, active listening skills and open-mindedness are essential to value diverse perspectives and facilitate productive discussions.

Professional Collaboration: Collaborating with colleagues requires the ability to work as a team, acknowledging each member’s expertise and contributions. Recognizing the unique strengths of each team member and fostering a supportive environment promotes effective collaboration. This includes sharing responsibilities, seeking input, and collectively generating strategies to support Julia’s development.

Data Interpretation and Analysis: When sharing assessment data, colleagues must be able to interpret and analyze the information accurately. This involves understanding assessment tools and methodologies and applying critical thinking skills to draw meaningful conclusions. Colleagues should consider multiple perspectives and engage in reflective discussions to ensure a comprehensive understanding of Julia’s strengths and areas of growth.

Areas of Knowledge and/or Skills for Collaborative Partnerships with Families:

Culturally Responsive Communication: When sharing assessment data with families, it is essential to adopt a culturally responsive approach. Recognizing and respecting diverse cultural backgrounds, beliefs, and practices builds trust and strengthens partnerships. Clear and accessible language, along with effective listening skills, enables meaningful communication with families.

Empathy and Active Engagement: Fostering collaborative partnerships with families requires empathy and active engagement. Showing genuine interest in the child’s well-being and understanding the family’s perspective helps establish a supportive relationship. Actively involving the family in decision-making processes and valuing their input empowers them as partners in their child’s development.

Resource and Referral Knowledge: Families may require additional support services beyond the classroom. Being knowledgeable about early intervention services and available community resources is essential. Providing families with information about these services, explaining eligibility criteria, and assisting with referrals demonstrates a commitment to holistic support for the child and the family.

Action Plan for Julia’s Physical and Social-Emotional Development:

Goal: Enhance Julia’s gross motor skills and promote social interaction with peers.

Classroom Activity: Implement a structured outdoor playtime with age-appropriate equipment and activities that encourage physical movement, coordination, and interaction with classmates.

Home Activity: Provide parents with a list of gross motor activities they can engage in with Julia, such as dancing, playing catch, or crawling through obstacle courses.

Assessment to Track Progress: Conduct regular observations of Julia’s gross motor skills and social interactions during playtime, recording observations in a structured checklist.

Timeframe: Implement the action plan over a period of three months, with ongoing monitoring and adjustments as needed.

Family Conference Planning:

Overview of Meeting Agenda: The family conference will serve as an opportunity to discuss Julia’s assessment results, the action plan developed, and early intervention services available. It will also provide a platform for open dialogue and collaboration between the school and Julia’s family.

Communication with Julia’s Mom: During the conference, assessment information will be communicated to Julia’s mom in a sensitive and informative manner. The action plan will be explained, emphasizing the importance of supporting Julia’s physical and social-emotional development. Relevant information about early intervention services, such as therapy options and potential benefits, will be shared. The goal is to ensure Julia’s mom understands the rationale behind the action plan and

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