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This is the culminating assignment that brings together what we have discussed in this course. Using the information you have already collected (DRDP, ECERS, CLASS, and TPOT) imagine that all of your assessments were conducted on one school. You will create a summary of the school by using the evidence from your assessments and evaluating the program using the QRIS to determine if this particular program meets quality standards. 

Instructions 

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Utilize the data from your observations and notes, course content/course literature and critical thinking skills to establish the schools strengths and areas for improvement.
Follow these steps to help you complete this assignment: 

  1. Look over and review your observations and notes from the DRDP assignment, and your ECERS/CLASS observation assignment and the answers to your summary questions in your papers.
     
  2. Using the QRIS, evaluate the program on the following:
     
    • Element I –Child outcomes and screening (DRDP)
       
    • Element 4- Teacher Qualifications and Teacher-Child Interactions (CLASS)
       
    • Element 6- Program Environment (ECERS)
       
  3. For elements 2, 3, 5 and 7, choose how many points your school would get (this is your choice, there is no right or wrong answer)
     
  4. Based on the rating you gave them for the elements above and to the best of your ability, give the school a Site Star Rating. You will need to justify the score you give them with evidence.
     
  5. Use the NAEYC Standards of Quality (10 components of a quality school) as well as any other course literature to evaluate the school’s quality.
     
  6. Identify the program’s strengths and areas of improvement.
     
  7. Using all of the information you compiled from above, in narrative form, write a summary of your program’s quality.
     

Structure of paper (6 page minimum): 

In order to adequately support your conclusions, you need to include: 

  • Evidence from observations
     
  • Explicitly defined course material (Define terms- i.e. validity, reliability etc.)
     
  • Accurate summaries of course literature
     
  • Personal Critical thought backed up by research
    Clarity & Style
     
  • Double check work for spelling errors, complete sentences, run-on sentences, consistent font, punctuation etc.
     
  • Organize your writing so that your ideas follow a logical progression (hint: follow the order of the body of the paper above)
     
  • Information should be presented in an appropriate level of detail
     
  • Information should be accurate and supported by references, quotes, and/or
    citations (as appropriate)
     
  • Statements of fact should be supported by references (to observation or source)
     
  • In-text citations should be in APA format
     
  • The reference page should include all text sources
    Submitting the assignment
    I attached all the DRDP, ECERS, CLASS, and TPOT below make sure you go over 
  • Also I attached the instruction so you can clear

Running records

Name: Hana Nguyen

Child’s Name: Helen Age: 3.5 Date: 02/20/2021

Center Name: Happy preschool Time: 9-10 a.m.

Location/ Setting: Classroom at snack time

timeObjective recordsSubjective comment
00:0800:2300:501:3902:14– Helen is comfortable welcoming the teacher and talks to the teacher,” when you touch the toys, you can have gern,”- Helen turns to her teacher, her teacher shows her hands and talks,” but look at my hands, my hands look clean,”- Helen claps her hands, and tries to explain to her teacher, “ but you gotta, cause you can’t see the little germs cause they are so tiny.” Helen describes little germs by using two fingers and open them about an inch- Her teacher repeats her sentences to confirm. Helen agrees and says,” I’ll go wash my hands. I’ll be right back.” When she comes back to the table, she shows her hand and says to the teacher,” I washed them.” She picks up one piece of orange and eats.- Helen looks at her teacher as the teacher is talking about the chart. Helen stands up, comes to the board, points at the chart, and says,” It’s for three oranges and four pretzels. Her teacher asks, “ Can you count it for me please?” She counts, “ one, two, three.”-Then she stopped for a bit when she heard her teacher say,” now, two, three.” and asks Helen,” okay, and then what else?”biosocial· Use of self-correction when she misses out the name germs.· She understands they are the reason people wash hands from what the teacher taught them and she insists one must wash hands even if they look clean.
02: 202:50-The teacher asks,” crackers and pretzels, and how many?” Helen goes back to the board and counts,” two of those, two of those, four.” After that, she points at the chart and says,” now three cucumbers.”- Helen sits down and counts “one two three” the teacher wonders,” I don’t know if I’ll like those, they are green.Reading mastering and counting· She has mastered reading and can differentiate the different snacks provided.Number Sense1.0 Children begin to understand numbers and quantities in their everyday environment1.2 Beginning to recognize and name few written numerals.· She has mastered counting
3:00-Helen turns her face and replies,” They’re yummy. I taste one.” She uses her right hand to grab the tong, and her left hand holds the bowl. As she is doing it, Helen says to her teacher,” I can give you them.” She picks up a piece of cucumber and puts it on her teacher’s plate.-She tells her teacher,” Try them and see if you like them,” Then she pulls the tray of orange near her and grapes slide orange with her right hand.- Her teacher asks her,” Just like this?” Helen looks up and replies,” yeah!” and she continues to peel the orange on her plate and says,” They’re very tasty.”- Helen looks at her teacher and her friend, then says,” You guys both have black hair and you both have brown hair.” She thinks a little and says,” My little sister does too.”1.0 Language Use and ConversationChildren understand and use language to communicate with other effectivelyHelen replies on her teacher.

Summary: In the time running records were taken the girl in white and black stripe shows mastery of what she has been taught on procedure before taking snacks one should wash their hands, she knows the reason to wash hands and she uses self-correction until she mentions the name germs correctly. She can count correctly all the snacks provided and differentiate between different colors.

Curriculum plan

To support: I will use different snacks next time to test mastery of counting and differentiating.

To extend: I will use more close related snacks to see the differentiation skills gained.

To challenge: I will not provide them with the list showing the order of taking the snacks to see if she can remember.

Anecdotal

Name: Hana Nguyen

Child’s Name: Kira Age: 3.5 Date: 02/20/2021

Center Name: Happy preschool Time: 9-10 a.m.

Location/ Setting: At the classroom ( on the carpet)

Kira sits next to Isaac on the ground, and they play with the colorful shapes and numbers. At first, Isaac pick a yellow star and put it below the O letter yellow and says, “ yellow start, right here,” Kira reach to the blue number nine while talking to Isaac, “ Blue is my favorite color, you know,” Isaac turn his face to Kira and replies,” yeah, I like blue,” Kira excited to leans up then picks the pink shape number nine and four , saying,” I like pink, pink, pink, mine,” At that time, Isaac points with his index finger to the blue shape and say,” blue, blue, blue, mine.” Kira waits for Isaac to collect all the blue shapes next to him. Kira sits up, points to yellow shapes , and says with her excited face,” lellow, lellow, lellow, my favorite.” She keeps two of them in her hands. She continues to point at the green shapes and says,” Green, green, my favorite.” Her friend Isaac gets the green shapes and stacks it on the red shapes. Kira and Isaac enjoy playing together when they both express happy faces and yell,” AAA.”

Developmental significance:

Social interaction:

3.0 Friendship

Kira is enjoying the company of Isaac. Influencing him in picking the numbers, choosing the numbers she likes and being playful.

2.0 Interaction with peer

has good interaction as Kira gives Isaac a chance as they arrange the numbers.

Language and Literacy

2.0 Alphabetic and Word/ Print Recognition

They know how

Curriculum plan:

To support: I will interchange the partners and give her another partner. To increase her ability to work with different children.

To extend: I will ask them to explain to each other what one is doing at a time to improve working as a team

To challenge: I will add an extra board of alphabet and an extra child to test her working as a group.

Checklist

Observer name: Hana Nguyen

Date: 20/2/2021

OBSERVATION CHECKLIST FOR PRESCHOOL CHILD

Child name: Brody

Date: 20/2/2021

Age: 3 years

The child under observation is playful, excited and runs around in the classroom. He joins the teacher and pushes around objects to the ground when the teacher realizes his shoe races are not properly tied and asks him to do it. The child is able to interact with the teacher and the other children as he goes to a point of playing hide and seek with the teacher and later joins the other children in sliding on the sliding board.

Physical development:

Comments: the child is sliding on the board and sliding the blocks without being affected much by what other children are doing.

Curriculum:

To support: I will assist the child in understanding how to play well with other children and understand when they are hurt and what they should do.

To extend: I will assist the child in learning how to give chances to her peers when playing.

To challenge: I will assist the child in differentiating the different sizes and colors of toys provided.

Frequency tally

Sample frequency tally sheet

Child name: Raven Observer: Hana Nguyen

Target behavior: jumping a board

Target alternative behavior: stepping on the board as he jumps

Date: 20/1/2021 setting/activity: classroom

Frequency Tally

Children Hopping

NameTally marksFrequency
Martine (white shirt)│││││││││9
Meagan (black shirt)1

Additional comment: the child improves the jumping skills each time he tries until after four tries when he can comfortably jump the board without stepping on it.

To support: I will be giving him time to practice the jump several times to improve on his jumping skills

To extend: I will provide a bigger board once he can jump the board provided comfortably.

To challenge: I will ask his friends to participate in the jumping so that he can get some competition.

Summary questions

1. Which of the observation methods used during the assignment did you prefer?

Frequency tally because frequency chart allows the teacher to collect data on a target behavior using frequency count, duration or intervals. The chart used is made to fit any situation or behavior.

2. Identify at least one strength for each method

Running records: it focuses on reading and running skills only

Anecdotal note: are quick and easy to write

Checklist: the students are involved in development of the checklist as they get assessed

Frequency tally: it covers each behavior at a time

3. Identify at least one limitation for each method

Running record: it is not standardized and depends on the teacher.

Anecdotal notes: the anecdotal notes are not standardized.

Checklist: the checklist unless used with rubrics do not have clear ways of evaluating the behavior and giving a rating score

Grading Rubric:

ContentCriteriaPoints
Video 1:Running Record 3 points• Continuous Recording• Objective• Legible
Video 2:Anecdotal Notes 3 points• Brief Statements (Applied as evidence)• Objective• Legible
Video 3:Checklist3 points• Complete (all indicators marked)• Legible
Video 4:Frequency Tally 3 points• Behaviors are labeled• Tallies are clear
Question 1: 2 points• Answer uses complete sentences• Answer clearly states what observation method is preferred and “why?’ is fully explained
Question 2: 3 points• A minimum of one strength is listed for each observation method (2a-2d)• Answer uses complete sentences• Each answer is justified with evidence from observation
Question 3: 3 points• A minimum of one limitation is listed for each observation method (3a-3d)• Answer uses complete sentences• Each answer is justified with evidence from observation

This is the culminating assignment that brings together what we have discussed in this course.

Using the information you have already collected (DRDP, ECERS, CLASS, and TPOT) imagine that

all of your assessments were conducted on one school. You will create a summary of the school

by using the evidence from your assessments and evaluating the program using the QRIS to

determine if this particular program meets quality standards.

Instructions

Utilize the data from your observations and notes, course content/course literature and critical

thinking skills to establish the schools strengths and areas for improvement.

Follow these steps to help you complete this assignment:

1. Look over and review your observations and notes from the DRDP assignment, and

yourECERS/CLASS observation assignment and the answers to your summary questions

in your papers.

2. Using the QRIS, evaluate the program on the following:

● Element I –Child outcomes and screening (DRDP) ● Element 4- Teacher Qualifications and Teacher-Child Interactions (CLASS) ● Element 6- Program Environment (ECERS)

3. For elements 2, 3, 5 and 7, choose how many points your school would get (this is your

choice, there is no right or wrong answer)

4. Based on the rating you gave them for the elements above and to the best of your

ability, give the school a Site Star Rating. You will need to justify the score you give them

with evidence.

5. Use the NAEYC Standards of Quality (10 components of a quality school) as well as any

other course literature to evaluate the school’s quality.

6. Identify the program’s strengths and areas of improvement.

7. Using all of the information you compiled from above, in narrative form, write a

summary of your program’s quality.

Structure of paper (6 page minimum):

Component to include Points

worth

Minimum pages

APA-style title page 2 1

QRIS Individual Elements Scores 10 .5 page double

spaced

QRIS Site Star Rating 10 .5 page double

spaced

Connections to NAEYC and at least 1 Resource from Course

Literature

15 1 page double

spaced

Strengths and Areas of Improvement 15 1 page double

spaced

Closing Summary (15 pts)- 1 page double spaced 15 1 page double

spaced

APA-style Reference page 3 1

In order to adequately support your conclusions, you need to include:

● Evidence from observations ● Explicitly defined course material (Define terms- i.e. validity, reliability etc.) ● Accurate summaries of course literature ● Personal Critical thought backed up by research

Clarity & Style

● Double check work for spelling errors, complete sentences, run-on sentences, consistent font, punctuation etc.

● Organize your writing so that your ideas follow a logical progression (hint: follow the order of the body of the paper above)

● Information should be presented in an appropriate level of detail ● Information should be accurate and supported by references, quotes, and/or

citations (as appropriate)

● Statements of fact should be supported by references (to observation or source) ● In-text citations should be in APA format ● The reference page should include all text sources

Submitting the assignment

Hana Nguyen

Large group

Video: The Alphabet book

Interest in literacy LLD 5

· Elias with a red hoodie sits in front of the teacher, he looks at the picture in a book while the teacher points at the alphabet in the book. Also, he repeats after the teacher reads the author name ( Allen Baker) of the book Black and White Rabbit, ABC.

· Elias replies, “ Hey, I know a different kid. Brian starts with a B.” after the teacher explains, “ It’s you know what because bakers bake bread and it starts with a B, “bu.” Baker starts with a “b” baker, [b] bread, so B. Well we started with A right.” 

Small group: Stick Puppet ATL_ ERG 3 curiosity and initiative in learning

The girl with the pink sweater, Sophia holds the smiley puppet on her hand and hangs the fox puppet to Isabella. Sophia turns the page and looks at the book while the teacher says,” This one is the fox. If you go back a page, this one was the wolf. And this “is, where you are now.” Sophia realizes the different kinds of animals in the book and says,” that one is here. There is one and two.” The teacher confirms, “ Yeah, there are two different ones, a wolf and a fox.”

(Building either EARLIER OR MIDDLE)

Responding ( Easier)

The teacher asks Isabella, “ do you want to ask the gingerbread man where he’s going?” Isabella shakes her head. Sophia noticed her teacher’s question and answer, “I will (something unintelligible) where are you going? I’m going, I’m going to the river. Then I turn the page. And they were running and they needed a rest. They need their rest. Then you’re the fox.”

Video Snacktime and Germ (mealtime) Relationship and Social Interaction with Familiar Adults

Teacher asks, “Can I have a snack with you? ‘ Okay, but today is my first day here so I don’t know what I should do first.” Kylie with the striped black and white shirt respondes, “ Wash your hand. Cause when you touch the toys, you can have germs.” The teacher tells her, “ But look at my hands, my hands look clean. Don’t you think my hands look clean?” Kylie explains, “ But you gotta, cause you can’t see the little germs cause they’re so tiny.”

The teacher asks, “To the sign? And what is that?” Kylie stands up and comes to the white board to count, “ It’s 3 oranges, 4 pretzels.” After that she counts one, two, three when her teacher grabs the food to her plate.

Building Blocks outside

Relationships and Social Interactions with peer:

The girl with the blue shirt picks up and moves the blocks with her two hands, she tells her friend with the pink dress, “ You take mine apart then I’ll take yours apart.” She also tells her friends how to build the blocks,” this is go on top, put this on ( the blocks).”

Question 1

Children have a lot to learn during their early stages of life. Various studies have illustrated that young children have a lot of aspects that require development. Besides, they tend to learn various things and in various circumstances during their tender and early ages. From such an implementation, it is realized that the appropriate age for the development of a child is from the age of birth to around 5 years, where they gasp onto various information and knowledge before other various and new knowledge is initiated and relayed to them (“Ages and Stages of Development – Child Development (CA Dept of Education)”, 2021). Examples of the conditions and circumstances that illustrate the best and appropriate time for child development are the various activities that they discover during their daily expenditures, these activities may include messing around with water and other house items as they learn various things that proves their development.

Question 2

The early stages of the life of children include various implementations and activities that build and expand their knowledge. This implies that the respective actions executed by the children in various environments and conditions contribute to their growth in knowledge, and their general development. When a child of a young age, when a child from the age of birth to around the age of is involved in various circumstances and activities that contribute to their development, the development of the particular child can be described in various manners. Foremost the exposure that the particular child earns is essential and required for their development, and this means that the development of the child in such situations is excellent. It is because they acquire the respective knowledge and information that build them. An example is the exposure of the child to mind building games, which contribute to the development of the brain, thus boosting intelligence. Such is regarded as successful and the intended development of a child.

Question 3

One DRDP measure for measuring the social emotional development is the social and emotional understanding, where the interaction and the involvement of the child in various social and emotional aspects is realized. From such measures, the required knowledge about the growth and development of a child in social matters and concerns is achieved (“DRDP (2015) Preschool Fundamental View Measures | Desired Results Access Project”, 2021). This implies that the particular measure is an important benefit and reasons for implementation. Social and emotional understanding is a measure that has great influence and constructive use during the build and the measure of social development. This is because it involves the actual aspects and activities that directly relate to the social and the emotional development of the child.

Question 4

I believe that the DDRP has general reliability and has great efficiency during most circumstances of implementation. From my understanding, and rom the knowledge about the particular measures, it is an important and activity to implement a particular measure during the gauging and the invigilation of the respective development of a child regarding to various aspects (“DRDP (2015) Preschool Fundamental View Measures | Desired Results Access Project”, 2021). It is therefore easy to decide on the final rating to be accorded to a specific circumstance due to the respective activities and executions realized in the respective circumstance. For circumstances involving recurrent aspects and activities illustrate the level and improvement of development in the particular circumstance. Due to this reason, I would pick a recurrent and the same rating for such circumstances.

Question 5

I believe about the test-retest reliability of the various DRDP items (“DRDP (2015) Preschool Fundamental View Measures | Desired Results Access Project”, 2021). This is realized and witnessed due to the various circumstances and conditions realized during the respective development of the child. Different conditions have different aspects, thus resulting in test-retest reliability. From such conditions, the observation of a child in different aspects and ways still exhibits the respective aspects of development, thus finding the same ratings.

Question 6

I believe about the inter-rater reliability in DRDP items. Such an implementation reason is realized due to the difference in the reasoning and ideas of the raters. However, the scale rating has a clear illustration of the respective conditions and aspects that are clear and visible to every rater regardless of the circumstances and conditions, and thus achieve the same interpretation from other people. This would result in the choice of the same rating.

Hana Nguyen

Large group

Video: The Alphabet book

Interest in literacy LLD 5

· Elias with a red hoodie sits in front of the teacher, he looks at the picture in a book while the teacher points at the alphabet in the book. Also, he repeats after the teacher reads the author name ( Allen Baker) of the book Black and White Rabbit, ABC.

· Elias replies, “ Hey, I know a different kid. Brian starts with a B.” after the teacher explains, “ It’s you know what because bakers bake bread and it starts with a B, “bu.” Baker starts with a “b” baker, [b] bread, so B. Well we started with A right.” 

Small group: Stick Puppet ATL_ ERG 3 curiosity and initiative in learning

The girl with the pink sweater, Sophia holds the smiley puppet on her hand and hangs the fox puppet to Isabella. Sophia turns the page and looks at the book while the teacher says,” This one is the fox. If you go back a page, this one was the wolf. And this “is, where you are now.” Sophia realizes the different kinds of animals in the book and says,” that one is here. There is one and two.” The teacher confirms, “ Yeah, there are two different ones, a wolf and a fox.”

(Building either EARLIER OR MIDDLE)

Responding ( Easier)

The teacher asks Isabella, “ do you want to ask the gingerbread man where he’s going?” Isabella shakes her head. Sophia noticed her teacher’s question and answer, “I will (something unintelligible) where are you going? I’m going, I’m going to the river. Then I turn the page. And they were running and they needed a rest. They need their rest. Then you’re the fox.”

Video Snacktime and Germ (mealtime) Relationship and Social Interaction with Familiar Adults

Teacher asks, “Can I have a snack with you? ‘ Okay, but today is my first day here so I don’t know what I should do first.” Kylie with the striped black and white shirt respondes, “ Wash your hand. Cause when you touch the toys, you can have germs.” The teacher tells her, “ But look at my hands, my hands look clean. Don’t you think my hands look clean?” Kylie explains, “ But you gotta, cause you can’t see the little germs cause they’re so tiny.”

The teacher asks, “To the sign? And what is that?” Kylie stands up and comes to the white board to count, “ It’s 3 oranges, 4 pretzels.” After that she counts one, two, three when her teacher grabs the food to her plate.

Building Blocks outside

Relationships and Social Interactions with peer:

The girl with the blue shirt picks up and moves the blocks with her two hands, she tells her friend with the pink dress, “ You take mine apart then I’ll take yours apart.” She also tells her friends how to build the blocks,” this is go on top, put this on ( the blocks).”

Question 1

Children have a lot to learn during their early stages of life. Various studies have illustrated that young children have a lot of aspects that require development. Besides, they tend to learn various things and in various circumstances during their tender and early ages. From such an implementation, it is realized that the appropriate age for the development of a child is from the age of birth to around 5 years, where they gasp onto various information and knowledge before other various and new knowledge is initiated and relayed to them (“Ages and Stages of Development – Child Development (CA Dept of Education)”, 2021). Examples of the conditions and circumstances that illustrate the best and appropriate time for child development are the various activities that they discover during their daily expenditures, these activities may include messing around with water and other house items as they learn various things that proves their development.

Question 2

The early stages of the life of children include various implementations and activities that build and expand their knowledge. This implies that the respective actions executed by the children in various environments and conditions contribute to their growth in knowledge, and their general development. When a child of a young age, when a child from the age of birth to around the age of is involved in various circumstances and activities that contribute to their development, the development of the particular child can be described in various manners. Foremost the exposure that the particular child earns is essential and required for their development, and this means that the development of the child in such situations is excellent. It is because they acquire the respective knowledge and information that build them. An example is the exposure of the child to mind building games, which contribute to the development of the brain, thus boosting intelligence. Such is regarded as successful and the intended development of a child.

Question 3

One DRDP measure for measuring the social emotional development is the social and emotional understanding, where the interaction and the involvement of the child in various social and emotional aspects is realized. From such measures, the required knowledge about the growth and development of a child in social matters and concerns is achieved (“DRDP (2015) Preschool Fundamental View Measures | Desired Results Access Project”, 2021). This implies that the particular measure is an important benefit and reasons for implementation. Social and emotional understanding is a measure that has great influence and constructive use during the build and the measure of social development. This is because it involves the actual aspects and activities that directly relate to the social and the emotional development of the child.

Question 4

I believe that the DDRP has general reliability and has great efficiency during most circumstances of implementation. From my understanding, and rom the knowledge about the particular measures, it is an important and activity to implement a particular measure during the gauging and the invigilation of the respective development of a child regarding to various aspects (“DRDP (2015) Preschool Fundamental View Measures | Desired Results Access Project”, 2021). It is therefore easy to decide on the final rating to be accorded to a specific circumstance due to the respective activities and executions realized in the respective circumstance. For circumstances involving recurrent aspects and activities illustrate the level and improvement of development in the particular circumstance. Due to this reason, I would pick a recurrent and the same rating for such circumstances.

Question 5

I believe about the test-retest reliability of the various DRDP items (“DRDP (2015) Preschool Fundamental View Measures | Desired Results Access Project”, 2021). This is realized and witnessed due to the various circumstances and conditions realized during the respective development of the child. Different conditions have different aspects, thus resulting in test-retest reliability. From such conditions, the observation of a child in different aspects and ways still exhibits the respective aspects of development, thus finding the same ratings.

Question 6

I believe about the inter-rater reliability in DRDP items. Such an implementation reason is realized due to the difference in the reasoning and ideas of the raters. However, the scale rating has a clear illustration of the respective conditions and aspects that are clear and visible to every rater regardless of the circumstances and conditions, and thus achieve the same interpretation from other people. This would result in the choice of the same rating.

ECERS- R RATING MEASURES CAS 305_ ADVANCED OBSERVATION AND ASSESSMENT IN EARLY CHILDHOOD.pdf.download/ECERS- R RATING MEASURES CAS 305_ ADVANCED OBSERVATION AND ASSESSMENT IN EARLY CHILDHOOD.pdf

ECERS- R RATING MEASURES CAS 305_ ADVANCED OBSERVATION AND ASSESSMENT IN EARLY CHILDHOOD.pdf.download/Info.plist

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