SCOPE AND SEQUENCE CHILDHOOD 2008.doc · Web viewThe teacher of the Early Childhood...

Early Childhood Education/Senior Services

Course of Study

(Early Childhood Education/Senior Services)

SUBJECT CODE 09.0201

CTPD 023

WEST SHORE CAREER AND TECHNICAL DISTRICTLAKEWOOD HIGH SCHOOL

1400 FRANKLIN BOULEVARD216-529-4151

June, 2008

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Course of StudyTable of Contents

Acknowledgements ……………………………………………………………………….3 Resolution/Approval of Board ……………………………………………………………4Recommendation of Advisory Committee………………………………………………..5District Mission …………………………………………………………………………..7District Vision ……………………………………………………………………………8Career and Technical Education Goals …………………………………………………..9 Program Design …………………………………………………………………………10Junior Scope & Sequence ……………………………………………………………….15Curriculum Mapping Junior Year ……………………………………………………… 27 Senior Scope & Sequence ……………………………………………………………….31Curriculum Mapping Senior Year ………………………………………………………42Student Assessment Policy ……………………………………………………………...48

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Acknowledgements

Early Childhood Education and Care(Early Childhood Education/Senior Services)

West Shore Career Technical District/Lakewood

Sincere appreciation goes to the following individuals for their assistance and cooperation in preparing this Career & Technical program’s course of study.

Dr. David Estrop, Superintendent, Lakewood City Schools Mrs. Linda Thayer, West Shore Career Technical District Director, Lakewood High School Dr. William Wagner, Principal, Lakewood High School Mrs. Jean Tobia, Program Instructor, West Shore Career Technical District

And the Early Childhood Education/Senior Services Advisory Committee:

Nicole Anthony, Student, Early Childhood Education/Senior ServicesToni Gelsomino, City of Lakewood Department of Human ServicesBeth Scina, Instructor, Career Paths to Teaching, LHSStephanie McMahan, Director of Lakewood Community Care CenterDr. Barbara Bowley, Guidance Counselor, Career Technical DistrictDe De MacNamee-Gold, Site Coordinator Center West, Office on AgingSue Michels, Administrator, Lakewood Schools Prekindergarten Facilitator Sue Eller, Director, Haynes Nursery SchoolLinda Thayer, Director, Career Technical District

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Approval of BoardEarly Childhood Education and Care

(Early Childhood Education /Senior Services)West Shore Career Technical District/Lakewood

WHEREAS, Early Childhood Education/Senior Services Advisory Committee of the West Shore Career Technical District has reviewed the Early Childhood Education/Senior Services Course of Study, and WHEREAS, the course of study is based upon the Ohio Department of Education’s Ohio Competency Analysis Profile and the Integrated Technical and Academic Competencies for Early Childhood Education and Care, and

WHEREAS, the Early Childhood Education/Senior Services Advisory Committee has reviewed these competencies and has edited competencies to address labor market need, and to acknowledge the school district’s ability to offer academic and specialized programs.

NOW, THEREFORE, BE IT RESOLVED, in accordance with the superintendent’s recommendation, that the West Shore Career Technical District adopt the Early Childhood Education/Senior Services Course of Study.

Approval date: _______________________

___________________________________ _________________________________Superintendent Board President

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Recommendation by Early Childhood Education/Senior Services Advisory Committee Early Childhood Education and Care (Early Childhood Education/Senior Services) West Shore Career Technical District/Lakewood

The Early Childhood Education/Senior Services Advisory Committee of the Early Childhood Education and Care, West Shore Career Technical District, has reviewed this course of study and recommends it for use as the foundation for instruction in classroom, laboratory and cooperative occupational experiences.

The developers of the course of study have considered the competencies found on the Integrated Technical and Academic Competencies for this program have been reviewed, modified and accepted as being congruent with our school district’s philosophy and student outcome measures.

We believe that this course of study adequately and correctly focuses upon the development of technical competencies, attitudes, values, and appreciation’s critical to successful employment in the career of teaching.

The Early Childhood Education/Senior Service Advisory Committee recommended this course of study on ____________________________. (date)

__________________________ ___________________________Name Name

__________________________ ___________________________Business Business

__________________________ ___________________________Date Date

__________________________ ___________________________Name Name

__________________________ ___________________________

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Business Business __________________________ ___________________________

Date Date

__________________________ ____________________________Name Name


__________________________ ___________________________Date Date

__________________________ ___________________________Name Name


__________________________ ___________________________ Date Date

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Mission of Lakewood City Schools

Early Childhood Education and Care

(Early Childhood Education/Senior Services)West Shore Career Technical District/Lakewood

In partnership with our families and community, Lakewood City Schools will develop

responsible citizens, who are critical and creative thinkers, committed to life-long

learning, invested in a diverse society, and prepared for technological and global

opportunities.

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Lakewood City Schools Vision StatementEarly Childhood Education and Care

(Early Childhood Education/Senior Services)West Shore Career Technical District/Lakewood

In recognition of the need of the community for Life Long Learning, the Lakewood City

School District will become the primary provider of academic services for all learners

ranging in age from Pre-Kindergarten Children through Adults. In addition, the school

district will enhance academic services through improved coordination of social and

medical services in partnership with our community and other educational institutions.

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CAREER AND TECHNICAL EDUCATION GOALSEarly Childhood Education and Care

Early Childhood Education/Senior Services_____________________________

WEST SHORE CAREER AND TECHNICAL EDUCATION DISTRICT

To continue to infuse technology into the curriculum and meet industry standards

Continue to upgrade and modernize career and technical labs and offer a variety of career training opportunities

To continue to partner with post-secondary education institutions to create pathways to foster life-long learning

To develop and maintain active advisory committee membership which offer overall direction and specific occupational knowledge of competencies required in business and industry

To continue to develop ties with parents and community to meet community education needs.

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Early Childhood Education and Care (Early Childhood Education/Senior Services) West Shore Career Technical District/Lakewood

PROGRAM DESIGN

Program Philosophy We believe the Early Childhood Education/Senior Service Program should give students the specialized knowledge and skills needed to enter the job market, participate in further educational programs, and recognize their rights and responsibilities as productive citizens of this society.

We believe technical knowledge, basic performance, health and safety practices, understanding of the world of work, and the skills necessary for securing and maintaining employment should be the core of this instructional program.

We believe that since the student is preparing to work with children, infants through elementary school, including children with special needs, and senior citizens, emphasis should be placed upon working cooperatively in all types of childcare services, educational institutions, as well as senior centers. These would include duties of childcare workers; understanding the needs, growth, development, behavior, and guidance of children, and senior citizens, developing interpersonal skills as a coworker, as well as recognizing the abused child or child with special needs.

Program GoalsEarly Childhood Education/Senior Services is a program designed to prepare students for gainful employment in entry-level jobs in the field of early childhood education, and services for senior citizens, and/or preparation for post secondary training. This program’s goals are to build on;

1. The following are basic units of learning in Early Childhood Education/Senior Services.

- Professional skills and knowledge needed in order to care for, supervise, and educate children as students organize, plan, and operate within an early childhood environment.

- Proper safety and supervision procedures and attitude in order to practice a safe and diligent work ethic on the job.

- Employability and leadership skills needed to gain employment, maintain employment, and advance in the workplace and in the community.

2. The following occupational, academic, and employability competencies are goals for the Early Childhood Education/Senior Service students to attain in order for participants to become productive employees.

- Practice, understand, respond to and apply the issues of health, safety and nutrition

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- Establish an environment for infants, preschoolers, school-age children and senior citizens that encourages developmentally appropriate holistic development (social, emotional, intellectual, aesthetic and creative, language and physical)

- Demonstrate professionalism and leadership qualities- Solve problems and think skillfully in work related situations- Work cooperatively with diverse groups of people- Apply self-management processes- Acquire certification in Communicable Disease, First Aid, and Child Abuse

Recognition and Prevention- Demonstrate strong communication skills, both verbal and written, with an

emphasis on parent-teacher communication

Overview of ProgramThe Early Childhood Education/Senior Service program prepares students to work with infants, toddlers, and young children in childcare centers and as teacher assistants in preschools, and elementary schools. Students will also receive training to work with the physically and/or developmentally delayed. Experiences are provided in working in the geriatric field also in senior centers. This program also prepares students for college work in elementary education, special education, child development, as well as gerontology.

As the program operates, a constant theme is the behavior needed to be useful and productive, with a focus on the ability to work and communicate with others as a team, using problem solving and divergent thinking, engaging in cooperative learning, demonstrating a respect for diversity, applying effective communication skills, and demonstrating a respect for authority.

The incoming students must have filled out a program application during the scheduling period of their sophomore year. The application process includes two recommendations from present/past teachers, good attendance and an interview with the Early Childhood Education/Senior Services instructor before acceptance into the program is given.

Population ServedAll students who are at the junior level, are on track to graduate, and are interested in pursuing employment in Early Childhood Education/Senior Service may enroll. Students must be able to receive required verification from the Ohio Bureau of Criminal Investigation through fingerprint screening. All students are encouraged to apply unless established behaviors prevent the student from benefiting from the program or create a significant safety hazard to self or others.

Housing of the ProgramThe program is comprised of classroom and laboratory experiences in the school facilities that meet minimum state standards and licensing regulation. The job sites include several day care agencies, nursery schools, Lakewood public school preschool programs as well as senior citizen centers. The first two and a half weeks of the school year, the students will meet at Lakewood High School for an intense preparation time before going to their cooperating work sites. This time will also provide group visits to job sites to acclimate

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them before they begin the first of their six week rotations. Level I students will experience six unique settings over the course of their junior year. Level II students will partcipate in three- six week rotations in the first semester. They have the option to do extended placement or early placement the second semester.

Supervisor of the ProgramThe teacher of the Early Childhood Education/Senior Services program reports directly to the West Shore Career Technical Director.

Occupations Addressed by the ProgramThe program consists of the basic core competencies required of those students preparing for employment within the field of childcare and education of children. Many opportunities for employment in the field of gerontology are also available. Possible career opportunities include infant, toddler, preschool and school age teacher or assistant, special needs aide, family child care provider, and group home aide, geriatric aide, recreational and/or activity director.

Basic Program OperationThe Early Childhood Education/Senior Services program is a two year course. Students will spend over 1,100 hours (450 hours laboratory, 120 hours related, per year) learning the skills of this trade. The students will be taught child development, child guidance methods, curriculum development, lesson planning, health and nutrition, safety and first aid, working with children with special needs, working with parents, communication skills, laws representing administrating children’s centers, the aging process, changes in the various aspects of aging, developmental tasks of aging and sensory changes of seniors. Academic skills are integrated within the program’s instruction.

Field Experience and/or Early PlacementDuring the second semester of the second year, qualified students may choose to further training by securing part time employment in a suitable job station, per board policy. Early placement is an integral part of each student’s program. The student, parent, instructor and employer cooperatively plan job-training agreements. The instructor works closely with the field station supervisor and/or employer and expects students to keep appropriate records of experiences and competencies gained.

Articulation AgreementsAn articulation agreement with Cuyahoga Community College will earn undergraduate credit hours towards a Early Childhood Education program by meeting the necessary competencies and completing the two-year high school program. AcademicsAcademic concepts are considered an essential and integral part of the occupational competencies and are presented in an integrated mode through problem solving techniques of instruction by certified instructors in math, science, and communications classes.

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TechnologyStudents become technically certified to meet Red Cross standards. In addition, they learn to operate a variety of audiovisual equipment. Efforts are made to keep the program and students current with technology.

Student LeadershipParticipation in the Family Career and Community Leaders of America (FCCLA) student organization is an integral part of the in-school instructional program and is included in the curriculum. Students are encouraged to participate in FCCLA activities to increase their competence in leadership, citizenship, and communication. FCCLA provides opportunities for students to participate in meetings and leadership activities at the local, state, and national levels.

Critical Thinking and Decision MakingDeveloping critical thinking and decision-making skills is an integral part of classroom instruction. The instructional laboratory and field station sites are designed to allow the students to solve, for themselves, a host of practical challenges to develop critical thinking and problem solving.

Statement of ModificationWith the recommendation of the Early Childhood Education/Senior Services Advisory Committee, the program has been reviewed, modified and accepted as being congruent with our school district’s philosophy and student outcome measures.

Disclaimer StatementThis Course of Study conforms to all federal, state and local laws and regulations including Title IX and non discrimination against any student because of race, color, creed, sex, religion, citizenship, economic status, married status, pregnancy, handicap, other physical characteristics, age or national origin. This policy of nondiscrimination shall also apply to otherwise qualified handicapped individuals.

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SCOPE AND SEQUENCE

Level I: Junior Year

EARLY CHILDHOOD EDUCATION/SENIOR SERVICES

WEST SHORE CAREER TECHNICAL DISTRICT

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ITAC 2.11 Build interpersonal relationships

TPO: Given a team building activity, build interpersonal relationships by working cooperatively to achieve the specified goal. Clear Learning Target: I can . . .

2.11.1 Demonstrate knowledge of the components of effective communication2.11.2 Relate to people of different ages, abilities, genders, cultures, and behavior 2.11.3 Demonstrate caring, empathy, and appreciation for others2.11.4 Communicate personal feelings, needs, and ideas constructively2.11.5 Demonstrate effective listening skills2.11.6 Manage conflict and stress

ITAC 2.5 Apply listening skills

TPO: When given a lecture and/or cooperative group activity, apply listening skills so that all expectations are met.Clear Learning Target: I can . . .

2.5.1 Identify major points of the message (including key information, directions, specific details)2.5.2 Determine real needs or goals by attending to both verbal and nonverbal messages2.5.3 Differentiate between facts, opinions, and feelings2.5.4 Document message using standard note-taking techniques2.5.5 Overcome communication barriers2.5.6 Clarify communication by rephrasing statements, asking questions, showing

empathy, and interpreting both verbal and nonverbal information

OCAP 1.1 Maintain a safe environment

TPO: Given safety scenarios and/or role play situations, maintain a safe environment by responding with 100% accuracy.Clear Learning Target : I can . . .

1.1.1 Maintain child-accessible areas free of hazards1.1.2 Maintain safe areas for children at different developmental levels1.1.3 Follow established procedures for operating safety equipment1.1.4 Locate information covering emergency and medical procedures1.1.5 Identify, health and building regulations1.1.6 Check play equipment and toys for safety and repair1.1.9 Identify established procedures for controlling refuse 13

OCAP 1.2 Supervise the environment to prevent or reduce injuries

TPO: Given the early childhood setting, supervise the environment to prevent or

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reduce injuries at all times while children are in the environment.Clear Learning Target: I can . . .

1.2.5 Develop strategies for managing children’s tendencies to bite, climb, and escape1.2.6 Develop strategies for involving children in setting safety rules and making safe

choices1.2.7 Provide supervision appropriate to the nature of each activity (e.g., large-muscle, small-muscle, dramatic play, cooking, and water activities)

ITAC 6.5 Implement safety procedures and programs

TPO: Given safety scenarios and/or role-play situations, implement safety procedures and programs with 100% accuracy.Clear Learning Target: I can . . .

6.5.1 Identify safety requirements6.5.2 Demonstrate knowledge of safety rules and guidelines6.5.3 Interpret safety signs and symbols6.5.4 Demonstrate desirable safety attitudes and habits6.5.5 Use safety equipment in accordance with established procedures6.5.6 Document results of safety procedures and programs

ITAC 1.2 Read information and understanding

TPO: Given the textbook and job station packet, read for information and understanding by completing all components of the packet with at least 85% accuracy.Clear Learning Target: I can . . .

1.2.1 Locate needed information in written materials using formatting cues, skimming, and scanning1.2.2 Interpret written information, including manuals, graphs, and schedules1.2.3 Unlock the meaning of unknown or technical vocabulary using standard strategies

(e.g., context clues, prefixes, suffixes)1.2.4 Locate key points, main ideas, relevant details, facts, and specifications in written

materials1.2.5 Judge the accuracy, appropriateness, style, and plausibility of information,

proposals, or theories in materials read

ITAC 2.1 Apply basic communication skills

TPO: While in an assigned group and/or using the detailed assignment sheet, apply basic communication skills to accomplish specified job tasks.

Clear Learning Target: I can . . .

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2.1.1 Guide communication activities using established rules for grammar, word usage, spelling, and sentence construction2.1.2 Select communication style appropriate to audience and situation2.1.3 Present messages in a form that assists recipient’s understanding (e.g., speak and

write clearly and concisely, write legibly)2.1.4 Locate needed information using communications reference tools (e.g.,

dictionary, thesaurus, style manual, word division guide)2.1.5 Interpret oral, written, and nonverbal messages2.1.6 Follow written and oral instructions2.1.7 Clarify messages received (e.g., through paraphrasing, questioning)

ITAC 4.5 Comply with confidentiality requirements of workplace policies and procedures

TPO: Given the early childhood setting, comply with confidentiality requirements of workplace policies and procedures according to job sites.Clear Learning Target: I can. . .

4.5.1 Identify types of confidential information (including mail and information about personnel, customers, company) 4.5.2 Maintain records on the distribution of information using established format and procedures4.5.3 Provide information only to authorized personnel, whether transmitted physically or via technology4.5.5 Identify the consequences of a breach of confidentiality

ITAC 4.6 Apply appropriate strategies for dealing with differences associated with diversity (e.g., racial, ethnic, gender, educational, social and age)

TPO: Given materials from the lecture on cultural diversity, apply appropriate strategies for dealing with the differences associated with diversity (e.g., racial, ethnic, gender, educational, social and age) by designing a developmentally appropriate activity to be placed in the early childhood classroom setting.Clear Learning Target: I can . . .

4.6.1 Recognize the differences associated with diversity and the implications of those differences

4.6.2 Demonstrate effective interpersonal skills in working with others of different backgrounds

4.6.3 Express feelings, actions, and ideas respectfully4.6.4 Identify appropriate strategies and solutions for dealing with cultural conflicts and

differences4.6.5 Demonstrate respect for diverse international business practices and etiquette

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ITAC 2.2 Apply oral communication skills

TPO: Given a detailed assignment sheet, apply oral communication skills according to the rubric provided.Clear Learning Target: I can . . .

2.2.1 Apply basic communication skills in communicating orally2.2.2 Use nonverbal techniques to reinforce the intended verbal message2.2.3 Support oral communication with creative attention-getters, analogies, examples,

verbal illustration, etc.2.2.4 Supplement oral communication with other forms of communication (including

graphic, written, artistic)2.2.5 Demonstrate sensitivity to cultural diversity (e.g., accepted variations in distances

between speakers, use of eye contact, meaning of gestures; bias-free language)2.2.6 Adjust delivery according to perceived reception

ITAC 2.3 Apply written communication skills

TPO: Given a detailed assignment sheet, apply written communication skills according to the rubric provided.Clear Learning Target: I can . . .

2.3.1 Apply basic communication skills in communicating in written form2.3.2 Organize information into the appropriate format in accordance with standard

practices (including prewriting, drafting, proofreading, editing/revising, preparing final copy/publishing)2.3.3 Incorporate creative and original elements (e.g., unique writing style, content,

layout) in the written product 2.3.4 Supplement written communication with other forms of communication

(including graphic, oral, artistic)2.3.5 Demonstrate sensitivity to cultural diversity2.3.6 Use technology (e.g., spelling checkers) to enhance accuracy

OCAP 2.3 Promote good nutrition

TPO: While in an assigned group and given a word processor and the food guide pyramid, promote good nutrition by developing a one-month snack menu. each snack developed should represent two of the four groups.Clear Learning Target: I can . . .

2.3.1 Identify the nutritional needs of children2.3.4 Interact with other staff, primary caregivers, and agencies concerning the children’s health and nutrition2.3.5 Plan age-appropriate meals, snacks, and cooking activities2.3.6 Involve children in food preparation activities that include nutrition education

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2.3.7 Plan meals and snacks appropriate to children’s cultural and dietary needs2.3.10 Assist children in developing self-help eating skills

OCAP 3.2 Establish an environment for preschoolers that encourages developmentally appropriate play, exploration, and learning

TPO: Given the early childhood setting and resource materials, establish an environment for preschoolers that encourages developmentally appropriate play, exploration, and learning by planning and teaching developmentally appropriate lessons according to the criteria on the daily lab evaluation.Clear Learning Target: I can . . .

3.2.1 Create a changing and sensorial environment3.2.2 Identify spontaneous opportunities for promoting learning3.2.3 Provide a variety of developmentally appropriate materials, books, and equipment3.2.4 Provide materials that demonstrate acceptance of diversity (e.g., gender, family,

race, language, disability and culture)3.2.5 Read to preschoolers and school-age children3.2.6 Provide variety and balance in planning and conducting learning activities (e.g.,

active and quiet; free and structured; individual, small-group, and large-group)3.2.7 Create toys and equipment from available materials3.2.8 Plan activities that expand the learning environment to include community

OCAP 4.1 Promote developmentally appropriate physical development

TPO: Given the early childhood setting and resource materials, promote developmentally appropriate physical development by planning and teaching developmentally appropriate lessons according to the criteria on the daily lab evaluation.Clear Learning Target: I can . . .

4.1.1 Plan for the physical developmental needs of each child (infant, toddler, preschooler, school-aged)4.1.2 Provide opportunities for children to develop physical self-help skills appropriate to developmental stage and motor skills4.1.3 Provide exercises that develop eye-hand coordination4.1.4 Provide activities and materials for developing small muscles4.1.5 Provide activities and materials for developing large muscles4.1.6 Interact with children during physical development activities4.1.7 Assist children in manipulating and exploring a variety of objects4.1.8 Provide experiences with moving, hiding and changing objects4.1.9 Provide freedom to develop motor skills4.1.10 Play active games4.1.11 Join in play as a partner and facilitator

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OCAP 5.1 Promote developmentally appropriate intellectual development

TPO: Given the early childhood setting and resource materials, promote developmentally appropriate intellectual development by planning and teaching developmentally appropriate lessons according to the criteria on the daily lab evaluation.Clear Learning Target: I can . . .

5.1.1 Plan for the intellectual developmental needs of each child (infant, toddler, preschooler, school-aged)

5.1.2 Support children in learning intellectual self-help skills5.1.3 Assess cognitive development through the observation of each child’s play5.1.4 Develop methods for helping each child to think, reason, question, and

experiment5.1.5 Select techniques, materials, and activities that stimulate each child’s curiosity5.1.6 Recognize differences in individual learning styles5.1.7 Develop strategies for encouraging the naming of objects and discussion of

experiences and observations5.1.8 Expand children’s knowledge and understanding of their world through the use of

field trips5.1.9 Identify the importance of creative expression in children’s development5.1.10 Provide verbal and nonverbal encouragement for each child’s creativity5.1.11 Motivate each child to try new and different activities5.1.12 Support each child’s explorations and discoveries5.1.13 Develop ways to affirm each child’s use of the imagination

OCAP 6.1 Promote developmentally appropriate social and emotional development

TPO: While in an assigned group and given early childhood scenarios, promote developmentally appropriate social and emotional development in accordance with NAEYC standards at all times in all settings.Clear Learning Target: I can . . .

6.1.1 Demonstrate respect for each child as an individual6.1.2 Identify common fears at different developmental stages6.1.3 Develop strategies for ensuring children’s sensitivity to differing cultural values

and expectations6.1.4 Provide security and bonding by responding to each child at his or her level6.1.5 Communicate with eyes, voice, attention, and interest6.1.6 Discuss good touching and bad touching in order to help prevent sexual abuse6.1.7 Comfort distressed children6.1.9 Encourage each child to call other children and adults by name6.1.10 Assist children through periods of stress, separation, transition, and other crises6.1.11 Foster independence through the development of social and emotional self-help

skills

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6.1.12 Develop activities that increase each child’s awareness of him/herself as a member of a family and ethnic or social group

6.1.13 Develop strategies to encourage cooperation among children6.1.14 Develop activities that allow each child to experience success

OCAP 6.4 Provide a supportive environment for children to learn and practice appropriate and acceptable behaviors as individuals or in groups

TPO: Given the early childhood setting, provide a supportive environment for children to learn and practice appropriate and acceptable behaviors as individuals or in groups at all times in all situations following the guidelines provided. Clear Learning Target: I can . . .

6.4.1 Identify realistic expectations concerning children’s attention spans, interests, social abilities, and physical needs6.4.2 Develop a trusting relationship with children as a foundation for positive guidance and self-discipline 6.4.3 Use positive guidance methods6.4.4 Adapt guidance practices based on knowledge of each child’s personality and

stage of development6.4.5 Establish simple, reasonable, and consistent guidelines that encourage self-control6.4.6 Explain established guidelines and limits in accordance with children’s level of

understanding6.4.7 Provide smooth unregimented transitions from one activity to another6.4.8 Modify play when it becomes unsafe or stressful6.4.9 Address problem behaviors or situations at the time when they occur6.4.10 Demonstrate acceptance of children’s feelings 6.4.11 Provide appropriate outlets for the expression of feelings6.4.12 Provide children with realistic choices6.4.13 Develop strategies that both limit inappropriate behavior and demonstrate respect

and support for children’s dignity6.4.14 Develop methods for avoiding power struggles with children6.4.15 Develop strategies for reestablishing positive relationships after enforcing limits

ITAC 1.1 Solve problems and make decisions in work-related situations

TPO: While in an assigned group and given lecture material and a career problem to solve, solve problems and make decisions in work-related situations by following the worksheet steps on problem solving. Clear Learning Target: I can . . .

1.1.1 Identify factors that influence problem solving and decision making1.1.2 Analyze the source of the problem or the situation requiring a decision1.1.3 Generate possible alternatives

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1.1.4 Analyze possible alternatives1.1.5 Match problem-solving and decision-making processes to the situation1.1.6 Use creative thinking processes to support solving problems and making decisions1.1.7 Justify solution or decision with evidence to support or refute alternatives1.1.8 Formulate action plans1.1.9 Implement action plans1.1.10 Evaluate action taken1.1.11 Monitor action plans1.1.12 Adjust action plans as needed

ITAC 6.8 Determine resources needed to produce a given product or provide a Service

TPO: While in assigned groups and using a detailed program plan checklist, determine resources needed to produce a given product or provide a service. Group project must have each item completed from the program plan checklist.Clear Learning Target: I can . . .

6.8.1 Identify the different types of resources involved in the production of a product or provision of a service (e.g., financial, human, material, equipment)6.8.2 Create a management plan for the allocation of financial resources to meet

financial goals6.8.3 Plan for the appropriate allocation and use of materials and equipment6.8.4 Plan for the allocation and use of human resources6.8.5 Plan for the allocation and use of information and technology needed to make and

support decisions6.8.6 Plan for the allocation and use of natural resources6.8.7 Plan for the allocation and use of space so as to make the best use of facilities for

goal achievement

ITAC 2.7 Apply graphic communication skills

TPO: Given the detailed assignment sheet, apply graphic communication skills according to the rubric provided.Clear Learning Target: I can . . .

2.7.1 Apply basic communication skills in communicating through graphics2.7.2 Ensure that all information is accurate and complete2.7.3 Specify graphics needed to support presentations2.7.4 Communicate information using graphics in, print, poster, or transparency form2.7.6 Incorporate creative and original elements into graphics2.7.7 Employ effective design techniques in development of graphics (including space, lines, shading, shaping, symbols)2.7.8 Demonstrate sensitivity to cultural diversity

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ITAC 2.6 Apply demonstration/presentation skills

TPO: Given the detailed assignment sheet, apply demonstration/presentation skills according to the rubric provided.Clear Learning Target: I can . . .

2.6.1 Apply basic communication skills in presenting a demonstration/presentation2.6.2 Select valid and reliable references(s)2.6.3 Organize content based on purpose and audience2.6.4 Determine desirable format2.6.5 Incorporate creative and or original elements into the demonstration/presentation2.6.6 Organize the components necessary to conduct a demonstration/presentation2.6.7 Incorporate media that support the purpose of the demonstration/presentation

(including projection equipment, computer software)2.6.8 Present the results of an investigation2.6.9 Demonstrate the operation of the equipment or facilities and/or given techniques

and procedures 2.6.10 Communicate possible problems, processes, and solutions2.6.11 Demonstrate knowledge of the topic(s) to be communicated2.6.12 Use self-expression appropriate to the situation (including grooming, adjustment

of behavior, expression of feelings and ideas)2.6.13 Convey information to audience according to accepted business communication

practices2.6.14 Adjust communication according to audience feedback

ITAC 2.8 Convey information through multimedia presentation

TPO: Given the Curriculum Project Planning Module, convey information through the multimedia presentation according to the project presentation rubric.Clear Learning Target: I can . . .

2.9.1 Organize content based on purpose and audience2.9.2 Evaluate which set of procedures, tools, or equipment will produce the desired

results2.9.3 Produce a presentation, including designing, creating, importing data and graphics, editing, formatting, and sequencing2.9.4 Operate multimedia equipment2.9.5 Apply problem-solving techniques to resolve problems encountered in the process

of designing and implementing multimedia presentations

ITAC 6.1 Apply self-management processes in the workplace

TPO: Using the given materials and resource box guidelines, apply self- management processes in the workplace through the development and maintenance of the resource box.

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6.1.1 Develop a system for organizing work6.1.2 Apply time-management skills6.1.3 Apply anger-management skills6.1.4 Apply stress-management skills6.1.5 Arrange work environment based on the principles of ergonomics6.1.6 Maintain a work area conducive to productivity (e.g., neat, orderly)6.1.7 Manage resources to support achievement of goals

ITAC 6.3 Maintain/promote wellness

TPO: Using the reflective journal, maintain/promote wellness. Write a one-page journal entry on the guided reflection topic.Clear Learning Target: I can . . .

6.3.1 Recognize positive and negative influences on wellness (including social activities, sports, hobbies, environment, health, emotions, economics)

6.3.3 Follow wellness principles that result in significant, measurable improvements in own overall health condition and the health condition of peer(s)6.3.4 Monitor health and health parameters6.3.5 Act on environmental issues that influence wellness

ITAC 6.7 Manage work and family responsibilities for the well-being of self and Others

TPO: Given a life scenario, mange work and family responsibilities for the well- being of self and others. Answer all five guided questions.Clear Learning Target: I can . . .

6.7.1 Explore the meaning of work and the meaning of family6.7.2 Analyze how work life is affected by families and how families are affected by

work life6.7.3 Implement strategies for balancing work and family roles

ITAC 6.12 Demonstrate knowledge of the aging process

TPO: Given teaching scenarios and/or role play situations, demonstrate knowledge of the aging process based on class readings.Clear Learning Target: I can . . .

6.12.1 Implement and set up supplies and equipment for senior activities6.12.2 Demonstrate planning and teaching recreational activities6.12.3 Participate in communication with senior citizens6.12.4 Demonstrate an understanding of the aging process6.12.5 Explain the physiological aspects of aging

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6.12.6 Explain the psychological aspects of behavior in later life6.12.7 Identify stages of adjustment to death and dying6.12.8 Analyze gains and losses of old age

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CURRICULUM MAPPING

LEVEL I: JUNIOR YEAR



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Curriculum Mapping



Level I: Junior Year

Competency

Competency

Correlated Competency

Integration Strategy

2.11 Build interpersonal relationships4.2 Contribute to teamwork

Foreign Language: Cultural Knowledge

Using team-building activities, work cooperatively as a team to achieve a specified goal.

6.1 Apply self-management processes in the workplace

Science: Conditions for learning science

Following the resource box guidelines, develop a system for organizing work selected. Self-reflect on the selections chosen.

2.5 Apply listening skills Language Art: Reading/meaning construction

Use problem solving strategies to clarify thinking and understanding of the material.

1.2 Read for information and understanding

Language Arts: Reading/meaning construction

Use problem solving strategies to clarify thinking and understanding of the material.

1.1 Maintain a safe environment

6.5 Implement safety procedures

Science: Scientific inquiry

Using safety scenarios and/or role play situations, respond with 100% accuracy.

1.2 Supervise the environment to prevent or reduce injuries

Science: Applications for learning

Using the job site handbook as a reference to supervise safety while facilitating learning through play in the lab setting.

6.3 Maintain/promote wellness

Science: Applications for science learning

Keep a notebook through the year on

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assigned topics.1.2 Read for information and understanding

Language Art: Reading/meaning construction

While completing job station packets, use problem-solving strategies to clarify thinking and understanding of the material.

6.1 Promote developmentally appropriate social and emotional development

Foreign Language: Cultural knowledge

Using early childhood scenarios, apply developmentally appropriate practices according to NAEYC standards.

4.6 Apply appropriate strategies for dealing with differences associated with diversity (e.g., racial, ethnic, gender, educational, personality, social and age)


Design a developmentally appropriate activity that supports diversity.

2.7 Apply graphic communication skills

Language Arts: Writing/meaning construction

Using the assignment sheet, create an interactive bulletin board on an assigned topic.

2.6 Apply demonstration/presentation skills

Language Arts: Oral communication/structure

Organize the components necessary to conduct a demonstration/presentation that demonstrates knowledge of the topic.

2.3 Promote good nutrition

Language Art: Writing/structure

Create a one-month snack menu using information from a variety of sources.

4.5 Comply with confidentiality of workplace policies and procedures


Using job site handbooks, identify types of confidential information and explain the restrictions on sharing information with others.

1.1 Solve problems and make decisions in work-related situations


Solve a career problem by following the guided steps given on problem-

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solving and decision-making.

6.7 Manage work and family responsibilities for the well-being of self and others

Language Arts: Oral communication/meaning construction

Using life scenarios, implement strategies for balancing work and family. Connect these experiences with families of the job site setting.

2.2 Apply oral communication skills

Language Arts: Oral communication/structure

Develop a repertoire of organizational strategies for presenting information orally.

2.3 Apply written communication skills

Language Arts: Writing/application

Incorporate creative and original elements while varying styles and formats for the intended purpose and audience.

2.1 Apply basic communication skills

Language Arts: Communication structure, meaning and application

Follow written and oral directions to accomplish a specific task.

2.8 Convey information through multimedia presentation

Language Arts: Listening/visual literacy/application

Present the assigned Curriculum Planning Project using multimedia equipment.

6.8 Determine resources needed to produce a given product or provide a service


Using resource materials, complete all items on the program planning checklist.

6.12 Demonstrate knowledge of the aging process

Science: Life sciences Organize the components necessary to conduct a demonstration/presentation that demonstrates knowledge of the topic.

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SCOPE AND SEQUENCE

LEVEL II: SENIOR YEAR



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OCAP 2.1 Respond to children’s health issues

ITAC 6.6 Support the provision of first aid in accordance with company policy and procedures

TPO: Given the early childhood setting, respond to children’s health issues according to job site procedures.Clear Learning Target: I can . . .

2.1.1 Identify available first-aid supplies and the functions of each2.1.2 Take axillary body temperatures2.1.3 Acquire certification in the recognition of child abuse and neglect2.1.4 Acquire certification in recognizing and responding to communicable diseases2.1.5 Complete training in protection against blood-borne pathogens2.1.9 Comply with regulations regarding the administration of medications and application of topical ointments and creams2.1.11 Follow established hand washing procedures2.1.12 Conduct daily health checks2.1.13 Interact with center director concerning infections (e.g., report infections, seek

advice)2.1.14 Follow established procedures for the care of sick children in day care settings2.1.15 Follow established policies for the management of communicable diseases6.6.1 Identify supplies and equipment needed in emergency situations6.6.2 Locate supplies and equipment needed in emergency situations6.6.3 Follow established procedures for the administration of first aid until official help

arrives6.6.4 Analyze the impact of stress throughout an emergency situation6.6.5 Practice universal precautions during first aid procedures ( including those related

to blood-borne pathogens, confined spaces, emergency egress, fire safety, hearing conservation)

OCAP 10.1 Demonstrate knowledge of early childhood theories and practices

TPO: Given teaching scenarios and/or role-play situations, demonstrate knowledge of early childhood theories and practices based on developmentally appropriate practices.Clear Learning Target: I can . . .

10.1.1 Demonstrate a positive attitude toward working with young children10.1.3 Promote a positive atmosphere within the child care center10.1.4 Identify the responsibilities of an advocate for families, children, and the early

childhood education and care profession

OCAP 10.2 Demonstrate professionalism

TPO: Given a daily lab evaluation form and completed lesson plan, demonstrate

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professionalism by completing the self-reflection sections.Clear Learning Target: I can . . .

10.2.1 Articulate own philosophy, goals, and objectives concerning the early childhood education and care profession10.2.3 Conduct routine evaluations of own job performance10.2.4 Participate in professional training courses and conferences10.2.5 Participate in professional organizations10.2.6 Maintain certification in cardiopulmonary resuscitation (CPR), first aid,

communicable diseases, and recognition of child abuse and neglect10.2.7 Demonstrate acceptance of supervision, comments, and criticism10.2.8 Cooperate as a team member

OCAP 8.1 Manage program and equipment operations

TPO: Given the early childhood setting, manage program and equipment operations according to procedures.Clear Learning Target: I can . . .

8.1.1 Interact with children, primary caregivers, and guests8.1.2 Practice telephone etiquette8.1.3 Operate audiovisual equipment8.1.4 Operate common office equipment8.1.5 Demonstrate basic computer skills8.1.8 Maintain the confidentiality of children’s records8.1.9 Identify staff responsibilities within program

OCAP 8.2 Adhere to established regulations and policies for the planning and reporting functions involved in early childhood education and care

TPO: Given the early childhood setting, lesson planning resources, students will adhere to established regulations and policies for the planning and reporting functions involved in early childhood education and care.Clear Learning Target: I can . . .

8.2.1 Identify goals and objectives for the group8.2.2 Develop daily plans that support the growth and development of each child8.2.3 Develop strategies for resolving conflicts between primary caregivers and child

care staff8.2.4 Handle problems of suspected abuse and neglect in accordance with state law

and/or program policy8.2.5 Follow established protocol for reporting problems8.2.6 Coordinate program plans and activities (including guidance and discipline

techniques) with the primary caregivers, specialists, and program personnel

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ITAC 4.1 Demonstrate leadership

TPO: Given a cooperative learning assignment, demonstrate leadership by collaborating with colleagues by accomplishing group goals.Clear Learning Target: I can . . .

4.1.1 Identify a variety leadership strategies4.1.2 Demonstrate leadership qualities4.1.3 Distinguish between the uses of leadership and management4.1.4 Analyze the factors influencing choice of leadership strategy in a given situation4.1.5 Match leadership strategies to the given group situation4.1.6 Collaborate with others to accomplish goals

ITAC 4.2 Contribute to teamwork

TPO: While in an assigned group and given a work-related problem to solve, contribute to teamwork by solving the problem within the specified time frame.Clear Learning Target: I can . . .

4.2.1 Demonstrate sensitivity to cultural, gender, and generational differences (in communication, interpersonal skills, and learning preferences)4.2.2 Demonstrate concern for each team member and for team goals (e.g., provide encouragement, maintain a can-do attitude and common focus)4.2.3 Complete aspects of assigned tasks according to team-established procedures and within specific timelines4.2.4 Employ group process techniques to solve problems, make decisions, build consensus, resolve or manage conflicts, construct compromises, support self- expression, and bring forth new ideas and opinions4.2.5 Evaluate the team’s efforts

ITAC 4.3 Choose ethical courses of action in all work assignments and personal Interactions

TPO: Given The NAEYC Code of Ethics, choose ethical courses of action in all work assignments and personal interactions by writing a personal code of ethics according to the guidelines provided.Clear Learning Target: I can . . .

4.3.1 Establish a personal code of ethics4.3.2 Ensure that personal code of ethics is consistent with the professional code of

ethics of the chosen profession4.3.3 Identify strategies that strengthen desirable character traits (including honesty,

integrity, compassion, empathy, justice)4.3.4 Identify consequences of unethical conduct4.3.5 Recognize conflict between personal/professional ethics and the ethics of others

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4.3.6 Demonstrate awareness of legal responsibilities (e.g., copyright laws, harassment, equity)

4.3.7 Identify strategies for responding to the unethical actions of individuals and organizations

ITAC 4.4 Demonstrate work ethic

TPO: While in an assigned group and given ethical scenarios, demonstrate work ethic through role-playing the group’s solution to the scenario.Clear Learning Target: I can . . .

4.4.1 Exhibit desirable personal and professional attitudes and behaviors (including positive view of self and work, awareness of impact on others, responsibility, pride)4.4.2 Exhibit desirable personal and professional work habits and behaviors (including

punctuality, regular attendance, quality performance, meeting or exceeding of job expectations, self-motivation, honesty)

4.4.3 Determine own role within the company’s mission4.4.4 Participate in required and voluntary professional development to benefit

employer and self4.4.5 Improve performance for the benefit of employer and self4.4.6 Display a sense of personal responsibility for the welfare of the company and

colleagues (including health, safety, environmental concerns)4.4.7 Distinguish between work ethics of various organizations, work groups, and

cultures

ITAC 5.5 Demonstrate job-keeping skills

TPO: Given the early childhood setting and an assigned group, demonstrate job- keeping skills by working cooperatively with colleagues according to policy.Clear Learning Target: I can . . .

5.5.1 Demonstrate strong communication skills orally, in writing, or via computer5.5.2 Apply basic arithmetic and mathematics skills to job tasks5.5.3 Apply thinking skills to job tasks (including creative thinking, decision making,

reasoning, problem solving, interpretation of information)5.5.4 Apply interpersonal skills in relating to others on the job5.5.5 Identify an awareness of employer expectations for the job5.5.6 Carryout job tasks in accordance with employer expectations5.5.7 Display positive work ethic

OCAP 2.2 Maintain a healthful environment

TPO: Given the early childhood setting, maintain a healthful environment according to job site procedures.

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2.2.1 Provide adequate ventilation and lighting and a comfortable room temperature2.2.3 Clean play areas and materials2.2.6 Comply with regulations for handling and storing food2.2.7 Comply with regulations for cleaning and sanitizing food preparation items and

tableware2.2.8 Comply with department of health regulations for the disposal of food and

garbage

ITAC 2.4 Apply technical writing skills TPO: Given a detailed assignment sheet, apply technical writing skills according to the rubric provided.Clear Learning Target: I can . . .

2.4.1 Apply basic communication skills2.4.2 Consider topic in relation to the audience and purpose2.4.3 Determine when graphics, charts, and sketches are needed to support and clarify

text2.4.4 Present information in a clear and concise manner

ITAC 3.6 Use word processing software to accomplish specified job tasks

TPO: When given selected early childhood journals, use word-processing software to accomplish specified job tasks. Write a two-page article critique according to the rubric provided.Clear Learning Target: I can . . .

3.6.1 Demonstrate knowledge of the functions and features of word-processing software

3.6.2 Construct word-processed documents for the specified purpose3.6.3 Locate needed operations information using software documentation or help

functions3.6.5 Edit documents using available software features and functions

ITAC 3.2 Access/transmit information using electronic communication systems

TPO: Using the Internet and a detailed web site search assignment sheet, access/transmit information using electronic communication systems. Write a web site critique on a specific early childhood topic according to the rubric provided.Clear Learning Target: I can . . .

3.2.1 Determine which systems are most appropriate for given situations

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3.2.3 Access information electronically (e.g., via information services, CD-ROMs, laser disks, videos, and the internet)

3.2.4 Conduct searches electronically

ITAC 6.2 Use reference materials to obtain information appropriate to a given problem, topic or situation

TPO: Using the rubric and lesson plan format as a guideline, use reference materials to obtain information appropriate to a given problem, topic or situation. Write a developmentally appropriate lesson plan.Clear Learning Target: I can . . .

6.2.1 Obtain needed technological and informational reference materials6.2.2 Collect information from selected references6.2.3 Evaluate the validity and reliability of the information obtained6.2.4 Organize information for use in problem solving, decision making, or

communications6.2.5 Apply information to workplace situations

OCAP 2.4 Provide activities that promote good health

TPO: Given the early childhood setting and resource materials, provide activities that promote good health by planning and teaching developmentally appropriate lessons according to the criteria on the daily lab evaluation.Clear Learning Target: I can . . .

2.4.1 Plan activities and routines designed to reduce tension and stress2.4.5 Develop strategies for helping children develop basic health habits

ITAC 1.8 Utilize scheduling techniques to ensure that jobs are completed by the stated due date

TPO: Given the lesson plan book, utilize scheduling techniques to ensure that jobs are completed by the stated due date by recording written lesson plan activities in the designated curriculum area within the scheduled week to teach.Clear Learning Target: I can . . .

1.8.2 Develop schedules for materials production, handling, and distribution1.8.4 Distribute schedules to all concerned personnel1.8.5 Implement schedules as planned1.8.6 Make changes in schedules as appropriate

ITAC 1.3 Use observation skills to analyze work-related situations

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TPO: Using anecdotal records recorded during observations, use observation skills to analyze work-related situations. Write a one-paragraph summary and an action plan.Clear Learning Target: I can . . .

1.3.1 Collect data through sensory perceptions-seeing, hearing, tasting, touching, and smelling

1.3.2 Identify predictable patterns and relationships in given situations1.3.3 Monitor situations for deviations1.3.4 Identify patterns and relationships that create doubt, uncertainty, difficulty, or

disappointment1.3.5 Devise appropriate responses to given situations1.3.6 Apply past observations to present work-related situations

ITAC 2.10 Create graphs and charts

TPO: While the anecdotal observations taken, create graphs and charts. Write a one-paragraph summary of the data.Clear Learning Target : I can . . .

2.10.1 Access sources of needed information2.10.2 Select data for inclusion2.10.3 Convert data into chosen graphical format2.10.4 Ensure that the results are correctly represented (including font, scale, size)2.10.5 Draw conclusions from information presented in graphs and charts

ITAC 1.6 Apply statistical analysis skills

TPO: While reviewing anecdotal observation records, apply statistical analysis skills. Accurately record the data on the developmental skills checklist for each child assigned.Clear Learning Target: I can . . .

1.6.5 Make inferences or predictions based on data analysis1.6.6 Represent statistical data using tables, charts, and graphs

ITAC 1.7 Analyze critical data to guide work activities

TPO: Using anecdotal records from observations of the children, analyze critical data to guide work activities by creating developmentally appropriate lesson plans based on the anecdotal data recorded.Clear Learning Target: I can . . .

1.7.1 Identify critical data needed1.7.3 Ensure that documentation is complete and error-free and provides valid and reliable evidence

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1.7.4 Ensure that documentation is in compliance with established procedures1.7.5 Analyze documentation to determine appropriate actions for specific situations

OCAP 4.2 Stimulate children’s creative abilities

TPO: Given the early childhood classroom job site and resource materials, stimulate children’s creative abilities by planning and teaching developmentally appropriate lessons according to the criteria on the daily lab evaluation.Clear Learning Target: I can . . .

4.2.1 Provide time for spontaneous and extended play4.2.2 Provide physical activities that focus on celebrations and cultural diversity4.2.3 Provide a variety of age-appropriate materials for self-directed activities4.2.4 Respond to each child’s initiatives to play4.2.5 Provide a variety of music and rhythm experiences (e.g., creative movement)4.2.6 Introduce a variety of art materials4.2.7 Provide dress-up clothes and other props to encourage dramatic play

OCAP 5.3 Communicate using both verbal and nonverbal techniques

TPO: Given the early childhood setting and resource materials, communicate using both verbal and nonverbal techniques by planning and teaching developmentally appropriate lessons according to the criteria on the daily lab evaluation.Clear Learning Target: I can . . .

5.3.1 Plan developmentally appropriate language activities5.3.2 Provide activities that develop listening and comprehension skills5.3.3 Stimulate communication/conversation by talking with children5.3.5 Demonstrate acceptance of diverse cultural speech patterns and idioms5.3.6 Identify families with limited-English-proficiency5.3.7 Demonstrate respect for families with limited-English-proficiency5.3.8 Encourage families with limited-English-proficiency to communicate freely with

their children in their native language5.3.9 Build a repertoire of songs, stories, books, and games for use in language

development5.3.10 Develop ways to enhance language development during mealtime5.3.12 Provide activities that require children to represent ideas nonverbally5.3.13 Assist children in learning, understanding, and using words through a print-rich

environment5.3.14 Record children’s stories about their drawings and experiences in their own words5.3.15 Develop methods for encouraging children to take turns talking and listening5.3.16 Develop methods for encouraging children to talk about their experiences

OCAP 6.2 Teach children socially acceptable methods for solving problems and

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resolving conflicts

TPO: While in an assigned group and given early childhood scenarios, teach children socially acceptable methods for solving problems and resolving conflicts in accordance with NAEYC standards at all times in all settings.Clear Learning Target: I can . . .

6.2.1 Assist children in discovering ways to solve problems6.2.2 Teach children to express feelings and assert rights in socially acceptable ways6.2.3 Provide opportunities for children to experience the consequences of their own

behavior6.2.4 Identify methods of encouraging children to ask one another for help and to

accept help from and give help to one another6.2.5 Encourage children’s attempts to use words to resolve conflicts

OCAP 6.3 Help each child function in a group situation

TPO: Given the early childhood classroom setting, help each child function in a group situation at all times in all situations following the guidelines provided.Clear Learning Target: I can . . .

6.3.1 Develop strategies that foster positive relationships between children, primary caregivers, and other adults

6.3.2 Develop strategies for helping children learn to respect the rights and possessions of others

6.3.3 Promote interaction among children of different racial, language, ethnic, age, and gender groups, including children with special needs

6.3.5 Structure time for social interaction with children6.3.6 Develop methods for helping children recognize their own and other’s feelings6.3.7 Develop methods for helping children recognize that similarities and differences

exist among individuals6.3.8 Develop strategies to help children deal with such issues as sharing, separation,

negative behavior, and special needs

ITAC 3.3 Demonstrate computer literacy

TPO: While in an assigned group and using the detailed assignment sheet, demonstrate computer literacy by writing a newsletter according to the rubric provided.Clear Learning Target: I can . . .

3.3.1 Choose the hardware, software, and online services that will produce the desired results

3.3.2 Comply with ethical standards in the acquisition, organization, analysis, and communication of information

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3.3.3 Keep informed of legal parameters regarding computers

OCAP 7.1 Maintain friendly, cooperative relationships with families

TPO: Given information and materials on parent/caregiver relationships, maintain friendly, cooperative relationships with families in accordance with ODE, ODHS and NAEYC standards.Clear Learning Target: I can . . .

7.1.2 Develop strategies for linking the home and the early childhood program7.1.8 Share information with primary caregivers about beginning communication and

language development7.1.10 Demonstrate respect for the views of the primary caregivers that differ from the program’s goals or policies7.1.11 Demonstrate respect for the feelings and attitudes of the primary caregivers about their children’s special needs

OCAP 7.2 Support children’s family relationships

TPO: Given written materials, text readings and demonstration, support children’s family relationships by maintaining helpful, noncompetitive, open and supportive relationships as identified by ODE, ODHS, and NAEYC.Clear Learning Target: I can . . .

7.2.1 Identify activities and materials that the primary caregivers can share with their children at home 7.2.7 Prepare children for entering school or making other transitions7.2.8 Identify the right of noncustodial parents

ITAC 6.13 Demonstrate knowledge of the developmental tasks of aging that affect senior citizens

TPO: Given materials from the lecture on aging apply appropriate strategies for dealing with aging for senior center recreation and activities.Clear Learning Target: I can . . .

6.13.1 Identify normal sensory changes in senior citizens6.13.2 Describe adaptations for physically disabled6.13.3 Describe various occupations in the field of geriatrics6.13.4 Describe special dietary needs of senior citizens6.13.5 Identify community, state, and federal assistance available to senior citizens6.13.6 Describe private and political organizations for senior citizens6.13.7 Describe personal characteristics necessary to work with senior citizens

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CURRICULUM MAPPING

EARLY CHILDHOODEDUCATION/SENIOR SERVICES


LEVEL II: SENIOR YEAR

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Curriculum Mapping



Level II: Senior Year

Competency

Competency

Correlated Competency

Integration Strategy

6.2 Use reference materials to obtain information appropriate to a given problem, topic or situation

Language Arts: Oral communication/multidisciplinary

Use the job site handbook as a reference for active participation in demonstration of lab procedures.

2.1 Respond to children’s health issues

6.6 Support the provision of first aid in accordance with company policies and procedures

Science: Applications for learning

Using information from the first aid notebook, apply with 100% accuracy.

10.2 Demonstrate professionalism


Self evaluate by developing and maintaining a portfolio.

4.2 Contribute to teamwork

Social Studies: Democratic process

Solve a work related problem by employing group process techniques.

4.1 Demonstrate leadership


Collaborate with colleagues by accomplishing group goals in a cooperative learning situation.

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4.1 Demonstrate leadership


Given membership in the student organization, work with peers to accomplish group goals.

10.2Demonstrate professionalism


Given membership in the local professional organization, attend meetings and conferences.

10.1 Demonstrate knowledge of early childhood theories and practices

The Arts: Historical, Cultural, and Social Contexts

Apply developmentally appropriate practices using role-play.

6.2 Use reference materials to obtain information appropriate to a given problem, topic or situation

Language Arts: Writing/structure

Using reference materials to assist in developing ideas, write developmentally appropriate lesson plans that support the holistic development of children.

10.2 Demonstrate professionalism


Self evaluate lesson plan and presentation for effectiveness and developmentally appropriateness.

4.3 Choose ethical courses of action in all work assignments and personal interactions


Using the NAEYC code of ethics as an example, write a personal code of ethics.

4.4 Demonstrate work ethic

The Arts: Historical, Cultural, and Social Contexts

Given ethical scenarios, role-play desirable personal and professional attitudes, work

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habits, and behaviors. Analyze and evaluate situations in which individual rights conflict with group rights and responsibilities.

1.8 Utilize scheduling techniques to ensure that jobs are completed by the stated due date

Math: Data analysis Record written lesson plans in the lesson plan book on the appropriate day, in the appropriate area, within the appropriate week. Use the lesson plan book as a guide for planning and teaching curriculum.

3.6 Use word-processing software to accomplish specific tasks


Select an approved article from an early childhood journal and write a two page critique according to APA guidelines.

3.3 Demonstrate computer literacy

Language Arts: Listening/visual literacy/application

Using a publishing software program, write a newsletter to be distributed to parents.

2.4 Apply technical writing skills


Considering the topic and audience, determine when other media are needed to support and clarify information to present it in clear and concise manner.

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3.2 Access/transmit information using electronic communication systems

Science: Applications for science learning

Conduct a web site search on a given early childhood topic and write a critique on the web site selected.

7.1 Maintain friendly, cooperative relationships with families

Foreign Language: Insight into the nature of language and culture

When relating to parents and caregivers, function in a wide range of social and professional contexts using appropriate language and gestures

7.2 Support children’s family relationships


Support family relationships by sharing information with parents and listening carefully to information shared by parents being sensitive to cultural and socio-economic backgrounds.

1.3 Use observation skills to analyze work-related situations


Record anecdotal observations to identify predictable patterns and relationships. Develop an action plan and evaluate the plan.

1.7 Analyze critical data to guide work

Math: Data analysis Use anecdotal information taken from observations to plan developmentally appropriate activities and lesson plans.

2.10 Create Language Arts: Apply anecdotal

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graphs and charts

Writing/meaning construction information taken from observations in a one paragraph written summary of the data.

6.2 Teach children socially acceptable methods for solving problems and resolving conflict


Using early childhood scenarios, apply developmentally appropriate practices according to NAEYC standards.

5.3 Communicate using both verbal and nonverbal techniques

Language Arts: Oral communication/multidisciplinary

Using reference materials to assist in developing ideas, write developmentally appropriate lesson plans that support whole language development.

5.5 Demonstrate job keeping skills


Apply interpersonal skills in relating to others while in the lab setting.

6.13 Demonstrate knowledge of the developmental tasks of senior citizens

Language Arts: Reading process

Given a current movie about senior citizens analyze developmental tasks of seniors as a group.

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Student Assessment Policy

Early Childhood Education/Senior Services

West Shore Career Technical Education District

The student shall perform competencies and competency builders in a manner acceptable to the business community. The standards set for these competencies are recommended by the advisory committee members and local employers in the community and evaluated by the teacher following these guidelines. In order to receive credit for the course, competencies to be mastered must be determined by the teacher as suggested by the advisory team.

In order to measure the progress of each student in the program and to measure the effectiveness of the total program, the following procedures will be used: RELATED LAB

Pretests/Post tests Work/field experiences Teacher observation and evaluation Lab performance Notebooks Lesson plan performance Portfolio Lesson plan development Class discussions Daily participation

Skill testing Observation journal Project development Project development Daily participation Learning modules Lab performance Professionalism Self-evaluations Portfolio Oral presentations Job station packets Exams and Final Notebook Formative Tests

Measurement of learning will be an ongoing activity with emphasis on laboratory activities and competency improvement. Evaluation will be accomplished through pre-assessment of students’ skills, frequent formative assessment, both visual and written, and summative evaluation to determine the mastery of competencies. Formative assessments that are conducted during instruction help the teacher make necessary instructional adjustments. The instructor may decide to alter instructional materials and methods if students are experiencing difficulties in learning what is being taught. All evaluations are in the form of points received out of points possible. A percentage is then calculated and a letter grade is assigned. Progress reports on all students are mailed to parents on mid-term of each grading period.

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Grading Scale

A+ 97-100A 93-96A- 90-92B+ 87-89B 83-86B- 80-82C+ 77-79C 73-76C- 70-72D+ 67-69D 63-66D- 60-62F 00-59

At the end of the senior year students will take a WebExam. Results will be posted at that time. Students will receive a Career Passport indicating competencies in which the student is proficient.

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SCOPE AND SEQUENCE CHILDHOOD 2008.doc · Web viewThe teacher of the Early Childhood...

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