Early Childhood Education
FCCLA Skill Events
• To align with
Education and
Training Standards
• To align with Early
Learning and
Development
Standards
Purpose of Updates
Mary DeVault, Upper Valley
Carol Fuller, Delaware Area
Megan Grimm, Coshocton
Natalie Heath, Upper Valley
Renee’ Kluding, EHOVE
Deb McDonald, Wayne County
Marsha Osega, Vantage
Kelly Marquis, Tolles
ODE and FCCLA CONSULTANTS
Mary Jo Kohl
Paulette Farago
ECE Skill Event Task Force
o
• Education and Training Field Career
Technical Standards
O
• Ohio’s Early Learning and
Development Standards
W
• Working with Young Children
• Written by Judy Herr
Resources
• Can be used as a
summative
assessment for an
SLO
• Broad enough to
represent the
overarching standards
• Narrow enough to be
measured
Education and Training
Standards
Early Learning and Development Standards
ELDS
Early Learning and Development Standards | Ohio Department of Education
Social/Emotional Development
Approaches Towards Learning
Physical Well-Being and Motor Development
Cognitive Development and General Knowledge
Language and Literacy Development
ELDS DOMAINS
Language
and Literacy
Development
Curriculum
Unit
Development
Teacher
Resource
Assessment
Kit
Skill Event Names
Early
Childhood
Team Event
Consistency of layout
Consistency of
procedures
Consistency of language
and terms
Consistency of
presentations
Clarity of Event
Overview of Revisions
CONSISTENCY OF LAYOUT
CONSISTENCY OF LANGUAGE
AND TERMS
DEFINITIONS OF EARLY LEARNING AND DEVELOPMENT STANDARDS
Standard statement
Domain
Curriculum Areas
Learning Experiences
Learning Objective
Definitions from WWYC
• Physical
• Emotional
• Intellectual
or
• Cognitive
AREAS
of
Development
PIES
• Social
Areas of Development
CONSISTENCY OF PROCEDURES
Description of Event
•
•
•
•
Integration of Standards: Using lesson plan
as a reference, if needed, explain how the
extension activity is integrated with the chosen
standard statements.
Areas of Development: Explain how the story
and/or the extension activities addresses
children’s growth in at least three of the
following areas: cognitive, intellectual,
emotional and social.
Developmentally Appropriate: Explain how
the story and/or the extension activities address
preschool children’s attention span and interest,
meets the developmental level of the children
and allows children to express creativity.
Adaptations or Accommodations: Identify a
disability/differing need then explain one way
that one activity could be adapted to meet the
needs of a child with that disability or differing
need.
Rating Sheet
Needs
Improveme
nt
Fair
(Needs
improve
-ment)
Good
Excellent
(clearly
met)
Integration of Standard
0 1
Statements: Explains how
the standard statements are
incorporated into the Story
and Extension Activity
Areas of Development:
0 1
Explains how the activities
address at least three areas
of development: cognitive,
physical, emotional or
social.
2
3
4
5
2
3
4
5
Developmentally
0 1
Appropriate: Explains how
the activities address
attention span and interest,
meets the developmental
level of the children and
allows the children to be
creative
Adaptation or
0 1
Accommodation: Identifies
one differing need and
explains one adaptation or
accommodation
2
3
4
5
2
3
4
5
DEVELOPMENTALLY
APPROPRIATE
PRACTICES
Total Points: 20
Poor
(Could
not
answer)
(participant may use lesson
plans for reference)
Alignment of Description
of Event to Rating Sheet
ONLY THE
PARTICIPANT’S
EXPLANATION OF
DEVELOPMENTALLY
APPROPRIATE PRACTICE
SHOULD BE SCORED IN
THIS SECTION
CONSISTENCY OF PRESENTATIONS
Procedures for Language and Literacy
Development
Procedures for Curriculum Unit
Development
Plan an oral presentation of your story and extension activity.
•
Present each evaluator with a copy of the lesson plans in a
folder or binder
•
Set up materials for story presentation and extension activity
while evaluators review lesson plan.
•
Introduce self and school.
•
Identify story name and author.
•
Integration of Standards: Using lesson plan as a reference, if
needed, explain how the story is integrated with the chosen
standard statement.
•
Present the Story Lesson Plan to evaluators by involving them
in the same way you would involve children. Story lesson plan
demonstration must include motivation/opening, presentation of
the activity and using the closing and transition.
•
Present the Extension Activity Lesson Plan to evaluators.
Identify the Title of the Extension Activity. Explain or
demonstrate the extension activity following the
motivation/opening and procedures listed on plan. Involving
the evaluators in the extension activity presentation is at the
participant’s discretion.
•
Integration of Standards: Using lesson plan as a reference, if
needed, explain how the extension activity is integrated with the
chosen standard statements.
•
Areas of Development: Explain how the story and/or the
extension activities addresses children’s growth in at least three
of the following areas: cognitive, intellectual, emotional and
social.
•
Developmentally Appropriate: Explain how the story and/or
the extension activities address preschool children’s attention
span and interest, meets the developmental level of the children
and allows children to express creativity.
•
Adaptations or Accommodations: Identify a
disability/differing need then explain one way that one activity
could be adapted to meet the needs of a child with that disability
or differing need.
•
Answer evaluator’s questions completely and concisely at the
conclusion of the presentation.
Plan an oral presentation to explain and discuss the development and
utilization of the concept curriculum unit with children.
•
Greet evaluators.
•
Present folders to evaluators to review.
•
Set up display while evaluators review unit plan.
•
Introduce self and thematic unit.
•
Describe each learning experience by identifying its’ domain,
curriculum area, title and standard statement by referring to your unit
plan and display board.
•
Integration of Theme: Explain how the learning experiences helped
children learn theme-related concepts.
•
Participation and Response: Describe the children’s participation
and response to each learning experience.
•
Participant may interact with or demonstrate with materials from the
display. Visuals or props used during the oral presentation must be
returned within the dimensions of the display after handling.
•
Areas of Development: Explain how the learning experiences show
developmental growth by telling evaluators how each learning
experience addresses children’s growth in at least one of the
following areas: physical, cognitive, emotional, and social.
•
Developmentally Appropriate: Explain one way one activity is
developmentally appropriate for preschool children’s attention span
and interest;
•
meets the developmental level of preschool children; and allows
children to express creativity. (These can be met through one to three
activities.)
•
Adaptation and accommodation: Identify a disability/differing
need then explain one way one activity could be adapted to meet
children’s special needs or individual differences.
•
Answer evaluator’s questions completely and concisely at the
conclusion of the presentation.
•
Clean up materials while evaluators complete the score sheets.
CLARITY OF EVENTS
Rating Sheets
Summary Sheet
Rating Sheets – 4 pages
Fillable forms
Language and Literacy
Development
New Rules and Procedures for Language and Literacy
Curriculum Unit Development
New Rules and Procedures for Curriculum Unit
Teacher Resource
Assessment Kit
NEW RULES AND PROCEDURES FOR TEACHER RESOURCE ASSESSMENT KIT
Early Childhood
Team Event
NEW RULES AND PROCEDURES FOR EARLY CHILDHOOD TEAM EVENT
EVENT
Language
Curriculum Teacher
and Literacy Unit
Resource
Development Development Assessment
Kit
Early
Childhood
Team Event
1st Tie
Breaker
Story & Extension
Demo -20
Explanation of
Learning
Activities
DAP - 30
Demo and Data
Analysis -35
Explanation of
Preschool Day -30
2nd Tie
Breaker
Presentation
Skills - 25
Presentation
Skills- 30
Presentation
Skills- 25
Presentation
Skills – 20
3rd Tie
Breaker
Visuals and DAP 35
Display – 20
Assessment Kit,
Materials and
Instruments -20
Graphic Org.
Block Plan -20
4th Tie
Breaker
Lesson Plan-20
Unit Plan -20
Assessment Plan 20
Case Studies -20
Scores and Tie Breakers
Chairperson
is the
procedure
expert
Evaluator is
the content
expert
Chairperson Responsibilities
Consistent
and Fair
evaluation of
student work
Chairperson Instructions
Highlight these points:
Score sheets are divided in four sections. Make sure the points taken off correlate to
the indicators in that section. Avoid taking off points off in two areas for the same
error/mistake.
If students do not offer information that is required, ask them a question to get the
answer. Score accordingly.
Accommodations and Adaptations should relate to the special need the student
identified. Students do not need to know accommodations for all areas of special
needs
Keep event within required time limits. Stop presentations as required. if student
did not finish required presentation points in time allowed, ask questions to allow
explanation of points not covered. Score accordingly (example: instead of full points,
give points for “answered with prompt”.
Perfect scores should not be given to reduce the need to break a tied score. All
presenters should have something to improve upon. However, in the case of
outstanding performances, one or two judges may give perfect scores to keep the
presenter’s average at a high level.