Iowa State University
Human Development and Family Studies
Spring, 2013
COURSE:
INSTRUCTOR:
HDFS 456 - Building partnerships and engaging families
Susan P. Maude, Ph.D.
4380 Palmer, Suite 2360 (next door to Lisa Sharp’s office)
294.2370 or smaude@iastate.edu****
CLASS TIME :
OFFICE HOURS :
REQUIRED TEXTS
Tuesday and Thursdays 3:40 – 5:00 PM in 3119 Pearson
By appt. (email best way to track us down)***
Turnbull, A., Turnbull, H.R., Erwin, E.J., Soodak, L.C., & Shogren, K.A. (2011).
Families, professionals, and exceptionality: Positive outcomes through partnerships and trust (6 th edition). East River Ridge, NJ: Merrill.
Students will have additional activities or readings provided in class or posted on
BLACKBOARD.
Accommodations:
Abilities: Please address any special needs or special accommodations with me at the beginning of the semester or as soon as you become aware of your needs. Those seeking accommodations based on disabilities should obtain a Student Academic Accommodation Request (SAAR) form from the Student
Disability Resource (SDR) office (phone 515-294-7220). SDR is located on the main floor of the Student
Services Building, Room 1076.
Spiritual/Religious Holidays: Students have the right to practice the spiritual or religious preference(s) of their choice. Each semester students should submit in writing to their instructor by the end of the second
full week of classes their documented spiritual/religious holiday schedule for the semester. A plan will be developed with the instructor for you to make up the work missed.
Participation in ISU-sponsored activities: such as sports teams or artistic performances, as long as
such an absence is notified to me by email during the first two weeks of class. Provide your name, the date of the absence, and the reason for missing class. I will notify you about your makeup work as the absence nears.
For all: If extreme circumstances arise in your life that go beyond these excused absences, please speak with me as soon as possible.
Statement on Plagiarism: Copying the work of professional writers or other students and then turning it in as one’s own constitutes plagiarism and will not be tolerated. Plagiarism and cheating are serious offenses and may be punished by failure on the quiz, paper, or project: failure in the course; and/or expulsion from the university.
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Technology: Students will be required to check their ISU e-mail periodically for communications about this course. Grades and resources will be available via Blackboard. See student support at http://www.celt.iastate.edu/elearning/?page_id=5268 for resources on how to access Blackboard at ISU.
You are able to access free software to assist you in reading materials that may be forwarded (aka Adobe’s
Acrobat Reader, Microsoft PowerPoint). Check to see if ISU provides free download resources or use your search engine to download Acrobat and/or PPT. If you have not downloaded the new Word document
– please do so you can open the documents in .docx. or pptsx. Please go to http://www.microsoft.com/downloads/en/default.aspx
Click on popular downloads. Please make
sure to run the BLACKBOARD Browser check!
Course Overview:
(3-1) Cr. 3. F.S. Prereq: 340, 345. OR open to CAFS/Education students. Family systems and the application of family-centered principles in early intervention and home-based services. Impact of diverse abilities on families with young children and strategies for delivering family-centered interventions and service coordination. Understanding and measuring family outcomes of early intervention. Understanding foundations of theory and policy, establishing effective partnerships, and building family capacity through effective supports and services. Experiences with families. Nonmajor graduate credit.
This course, which embeds the Iowa state standards for ECE licensure, addresses the knowledge and skills necessary for working with families of young children, both with and without disabilities. The course is based on an understanding of family systems and the application of family-centered principles in early intervention (0-3), early childhood/early childhood special education (3-5), and home-based services. The course reviews the impact of diverse abilities on families with young children and strategies for delivering family-centered interventions and service coordination. The course also focuses on understanding and measuring family outcomes of early intervention. The three broad components of the course include: (a) understanding foundations of theory and policy, (b) establishing effective partnerships, and (c) building family capacity through effective supports and services.
Course Format:
Every student is a vital part of each class meeting and must come to class thoroughly prepared to discuss required readings, assigned questions, and responsibilities for their team work. The format of the class will provide opportunities for participation in active learning processes, conversation, and self-reflection. The class and your individual team work uses a cooperative learning format.
Values Statement: Students will be responsible for reflecting upon the IA Early ACCESS Guiding
Principles and Practices on Family-centered Services. These principles will guide the work of our class this semester (strength based perspective, non-judgmental). A strong value to be embraced is the respect and celebration of ALL children and their families. The instructor and students will be required to use a
person-first terminology in all verbal and written interactions. This philosophy supports the belief and value that we work, support, and facilitate the learning of individuals/students who are children first and have a diverse abilities or at-risk condition second. This person-first terminology also applies to families who have challenges or at-risk conditions.
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General Requirements and Evaluation:
 Learning in this course and in your individual team meetings relies greatly on student participation and cooperative learning; come to class as an active learner, ready to discuss and reflect on course content. Class attendance is required (see #1 below).
 All assignments (unless specified by the instructor) must be typed and submitted with the four
digit code you will choose. Points will be deducted for errors in punctuation, grammar, and
writing style, lateness. Please use APA format (6 th Edition) for referencing, if applicable. See http://owl.english.purdue.edu/owl/resource/560/01/ for some good resources.
 All grading will be done as objectively as possible however, in cases of qualitative assessment; evaluation will be based upon the instructor's judgment. Some assignments will have a “check-list” or rubric while others may be more qualitative in nature.
Description of Assignments:
Course learning activities are designed to ensure accomplishment of course objectives and to ensure some common experiences across students. This is exciting content and through these assignments students will have an opportunity to share and write about their learning experiences.
1.1 Class Attendance, Discussion, and Participation – small groups, large groups and individual
team meetings (5 points): You are expected to attend all class sessions, arrive on time, stay for all sessions, and participate in small, large groups and throughout the semester with your individual team.
Full points for attendance and participation will be awarded to those who follow the previous sentence.
If absent, it is your responsibility to learn what you missed by connecting with your classmates
– not the instructor. In addition, violations to our community guidelines (excesses with regard to sidebars, texting, tardiness or leaving early) will result in a reduced grade or points awarded. Please note – if concerns are reported by your teammates on the collaboration rubric – additional points could be deducted from these 5 points. (Midterm points 2.5 if all is going well).
You are expected to actively participate in the class sessions; to share your experiences as they relate to class topics; to share your understanding and interpretation of assigned readings; to promote a balance of participation amongst all classmates; and to actively contribute to any group activities that we conduct in class and in your team meetings (in class or out of class time). Professional orientation behaviors such as willingness to learn, reflective thinking, active participation, respect for colleagues, teaming behaviors, etc., will be evaluated by these points. Professionalism is demonstrated by informing the instructor of your absence (email or phone call) PRIOR to class.
1.2-1.4 In or out of class assignments. Three assignments will be collected and scored for participation points (total 15 points):
1.2
1.3.
Where’s Molly Reflection Paper (5 pts): Type a 1-2 page(s) reflection on your reactions to the movie that we will see in class. What would our IA Family-Centered Principles want us to keep in mind regarding some of the decisions made by that family? Link to particular principles as well as identify where there are "rubs" between your values/beliefs and decisions made. Turn in on 2/7/13. Use your 4-digit code.
Dilemma Observation Form (5 pts): Observe two video clips on Blackboard and describe the issues/dilemma’s that are posed. Due date –3/5/13.
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1.4 Communication Checklist (5 pts): In-class Activity – observe (2 nd time) three short video clips of teacher and therapist demonstrating Communication skills. Done in class on
3/12/13.
2. Team Activities 2.1-2.4 - (40 points total). Four components for this assignment will assist you in your individual and team growth and development.
A variety of self assessment and team activities will be developed and submitted. These activities will support the collaborative assignment working with families and facilitating an
IFSP/IEP meeting. Some class time will be provided to assist you with these tasks but you will also be required to work outside of class to complete this. Plan ahead!
Team Activity #2.1 – Self Assessment and Team Summary: a) Complete selfassessments (forms will be distributed in class) on your own attitudes and behaviors towards work and collaboration. b) Compare the summaries of all members of your team. Develop a table, graph, or some way to summarize the data collected for your team. c) Next, discuss the strengths of your team (given the data and your conversations) and areas that may need further development or monitoring so that you all will be successful. See page 18 for specifics to include . Submit a-c as a team submission - team points awarded (10 points).
Due date: Feb. 12, 2013.
Team Activity #2.2 – Team Mission Statement and Guidelines: Develop a) a team mission statement and b) community guidelines for conducting your meetings and work. Develop clear expectations for your team community guidelines on what are acceptable and unacceptable behaviors for your team members so that you will be successful. See page 18 for specifics to include .
Submit a & b as a team submission - team points awarded (10 points). Due date: Feb. 12, 2013.
Team Activity #2.3
– Tape and Critique:
Practice with team members various communication strategies discussed in class: a) Video or audio tape ONE of your team meetings (working on your team project) and b) critique the glows and grows as a team! Submit a & b as a team submission - team points provided (10 points). See page 19 for specifics to include and cover sheet.
Flip Camera is fine! Check w/instructor if you need to borrow. Due date: ANY time after
March 12 through April 30, 2013. Consider using You Tube, Drop Box, or other means to share your video to me. Instructions are found on Blackboard for Drop
Box. Include the checklist as a cover sheet for this assignment.
Team Activity #2.4
–
Ongoing Teamwork, Self-Evaluation, and Team
Evaluation Online Survey: This activity has TWO PARTS a) Complete collaboration rubrics online link (questions are on page 20-21 ). Fill one out for yourself and one per each team member (10 points).
The data will be aggregated and shared back with you. You can use as part of your portfolio
(collegiality and professionalism). Please note – data provided will be critique by your instructor as valid and reliable – more details shared later. Due date: Finals week - TBA.
Check pages 17-21 of this syllabus for more information on the Team Activities!
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3. Family Collaboration and IFSP/IEP Meeting Assignment (100 points) - Students will be assigned to a team and a particular family (via a videotape). You will practice the steps to help you in assessing the concerns, priorities, and strengths of a family as you prepare and facilitate an interdisciplinary, family-centered IEP or IFSP meeting.
See page 23 and the checklist (pages 23-27) for specifics assignments and due dates for this project 3.1-3.5. This assignment will
REQUIRE out of class meetings. Please plan accordingly and explore various technology to help you meet when face-to-face is not available (googles.doc, skype).
4. One Exam – February 28, 2013 (40 points total): The exam will be in class.
Questions will require students to integrate class discussions, presentations, and readings into their responses. A combination of true/false and multiple choice formats will be used. A review guide will be posted. All questions will come from the Turnbull et al. chapters 1-6 and the readings from Blackboard.
Topics covered in chapters will be discussed in class but not all so make sure to read those chapters.
5. Extra Credit . Students will have the opportunity to obtain up to five (5) points
(max) in extra credit. Documentation in support of these activities will need to be obtained PRIOR to April 30, 2013* . Please see BLACKBOARD for posting or suggest something you have discovered! a. Midterm Feedback Survey - 3/8/13 (1 point). b. Note or email to guest presenters and send me a copy (1 point). *** These need to be done shortly after they present. c. Other opportunities may emerge over the semester.
6. Designated Performance Indicators (DPIs): See pages 6 and 12-16 for information about this requirement.
7. E-Portfolio and Teacher Standards : See pages 6 and 12-13 for information about the artifacts you can use for your e-portfolio.
Grading Scale
A
A-
= 190-200;
= 180-189;
B+
B
= 173-179;
= 167-172;
B- = 160-166;
C+, C, C- = 159 – 140
D+, D, D- = 120 - 139
F = 119 and below
Please note: The instructor maintains the option of modifying grading practices. Failure to complete an assignment by the due date will result in a five-point deduction unless negotiated with the instructor. Any evidence of academic misconduct shall be treated in accordance with college/university rules. The syllabus is a tentative plan of study; the instructor maintains the right to modify as needed.
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Assignments, Relation to Standards, E-Portfolio, and Grading
Assignment and ECSE Competencies Assessed
CHS Chapter State of Endors.
Standard 79 Iowa
Standard
100
Standard
1-3 10 1 1.1 Participation, attendance, discussion/ reflection on readings; engagement in small, individual team, and large groups
1.2 Reflection on Where’s Molly.
1.3 Connect Modules – Fill out the form regarding the Dilemma between Family and Teacher
1.4 Connect Modules – In class activity- checklist of strategies used between Teacher and Therapist
2. Team Activities
–
2.1 Team Activity #1 – Self/Team assessments
2.2 Team Activity #2 – Team mission/guidelines
2.3 Team Activity #3
– Communication (taping)
2.4 Team Activity #4 – Rubrics (self/team)
3. Family Collaboration and IFSP/IEP Meeting
–
3.1 Summary about the family
1-2
2
1
1
2
10
10
7 & 10
10
10
10
7/10
7/10
4
7,
10
10
7
10
4 & 7
1
9
9
5, 8, 10
1, 4, 7, 9
Can be used in
E-Portfolio?
Yes
Yes
%
1.1-
1.4 =
10%
20
50
Points
5
5
5
5
40
10
10
10
10
100
25
3.2 Members of the IFSP/IEP team
3.3 Action Plan
3.4 Role playing an IFSP/IEP meeting
3.5 Final Product and Class presentation
4. Exam – 40 points – one Midterm Exam
3
1,2,4
10
7/10
7/10
10
4, 7, 10
1, 2, 3, 6,
7
Yes
20
Total
Designated Performance Indicator (DPI) –
Only 4 9
100% required for students in ECE-Unified Licensure program. 4
Problem Solving Statements from Case Study (DPI-33)
Child/Family Outcome Statements (DPI-32)
CHS Standards – 1-Communication; 2-Self-assessment/self-reflection; 3-Critical thinking; and 4-Social Justice
Cg, 79 d/4 - instructional planning, 7/g-Communication, 10/j-Collaboration, ethics and relationships
State of Iowa Standards - See page 11 for a complete list. For HDFS 456 these standards are addressed: 4-Instructional Planning, 7-Communication, 10-
Collaboration, Ethics, and Relationships,
Endorsement 100 Standards (see page 13 for a complete list of those standards addressed in HDFS 456).
200
P/F
10
5
30
30
40
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Date Topic
Tentative Agenda – HDFS 456
Building partnerships and engaging families
Spring, 2013
Readings
Turnbull et al- Class Text
BLACKBOARD – Weekly Reading
Assignment
Week
1
Jan.
15
Week
2
Jan 22
Jan 24
Week
3
Jan 29
Introduction -
Wisdom of the Elders –
Community Guidelines
Overview of Class and
Syllabus
Materials and ppt folder
In class activities: complete contact information form
UNDERSTANDING FOUNDATIONS: Philosophy, Historical, Family Systems Framework (0-5)
Jan 17 Syllabus
Questions/Clarifications
Understanding Family-
Centered Principles
What are they? What do they mean?
Using strength’s based approach to working with families.
Help giving process and applied to family-centered approach
Historical and Current
Roles of Parents and
Families
Jan 31 Policies and
Family/Professional
Partnerships
BLACKBOARD: Week 1 Folder:
Snow, K. People first language
TX - Person first
At end of class you will be assigned to particular principles on IA Early ACCESS Family-
Centered Principles activity for next session.
Blackboard: Week 2 Folder:
IA Early ACCESS. IA Family-
Centered Principles (scan all pages; primarily review page 3 for in-class activity)
BLACKBOARD: Week 2 Folder
Help giving reading
BLACKBOARD: IMPACT Folder – read pages 4-5, Maude & Dempsey article on Improving relationships between families and practitioners.
BLACKBOARD: Week 3 Folder:
Impact pages 8-9
Turnbull et al. Chapter 5
BLACKBOARD: Week 3 Folder
Review Connect Module video 4.3 found in Week 3 Folder
Turnbull et al., Chapter 6
Review Blackboard organization
Review syllabus and be ready to ask for
clarification
Come to class prepared to work with your team on
Family-Centered
Principle (assigned and the overview of the document).
Assign Teams for
Family Project
(START assignments
Team 2.1, 2.2, and
Family 3.1 – note upcoming due dates for assignments)
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Date
Week
4
Feb. 5
Where’s Molly? - DVD
Feb. 7
Week
5
Feb.
12
Feb.
14
Coping/rethinking denial – debrief Where's Molly and
Family/Child/System
(Activity) and
Family Characteristics
Janella's story (first part of
DVD to be shown in class)
How culture and language impact family systems…
Working with family mediators or guides
Week
6
Feb.19
Feb.
21
Week
7
Feb.
26
Feb
28
Topic
Family Interaction
How diversity impacts interactions
Family Functions
How culture and economic status impacts functions.
Family Life Cycle and
Ecomaps and genograms
EXAM #1
Readings
Turnbull et al- Class Text
BLACKBOARD – Weekly Reading
Materials and ppt folder
BLACKBOARD: Week 4 Folder
In class viewing of video – will take the entire class. Guidelines for paper are in Week 4 folder
BLACKBOARD: Week 4 Folder
Young Exceptional Children (YEC)
Pages 3-12 – Rethinking Denial
Article
BLACKBOARD: Week 5 Folder
Turnbull et al., Chapter 1
Assignment
Turn in your typed
1-2 page reflection on Where’s Molly?
Team Activity 2.1 and 2.2 due
BLACKBOARD: Week 5 Folder
Google Translate
Colorin Colorado
How to use Dropbox (not a
Blackboard app).
Bring laptop computers to class - will explore tech support for communicating with families. If you do not have one, let me know and we'll try and get one for you.
BLACKBOARD: Week 6 Folder
Article: We were a “hard to reach” family (found in folder)
Turnbull et al., Chapter 2
BLACKBOARD: Week 6 Folder
Turnbull et al., Chapter 3 Exam #1 study guide posted.
BLACKBOARD: Week 7 Folder
Read chapter on ecomaps by Jung;
- look at page 15 in article; view genogram template on Blackboard
Turnbull et al., Chapter 4
Will cover material from readings (Turnbull et al primarily Chapters 1-6). Exam will be multiple choice and true/false.
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Date Topic Readings
Turnbull et al- Class Text
BLACKBOARD – Weekly Reading
Assignment
Week
8
Mar. 5
Mar. 7
Week
9
Mar.
12
Materials and ppt folder
ESTABLISHING EFFECTIVE PARTNERSHIPS AND TEAMS:
LISTENING AND COMMUNICATING WITH FAMILIES (0-5) and TEAM MEMBERS
Teaming – Stages of Team
Growth
Janella's Team (issues)
Communication:
Review Connect Modules
4.1a dilemma assignment
(instructor will turn back).
Use of Dilemmas to assist with issues
BLACKBOARD: Week 8 Folder
Review video clips 4.1 and 4.2
Turnbull et al., Chapter 11
(optional)
BLACKBOARD: Week 8 Folder
Turnbull et al, Chapter 7
(optional)
Turnbull et al, Chapter 8
(optional)
Midterm Grades due on March 8
(Team activity 2.1 & 2.2, Exam 1, and class participation/professionalism/assignments)
Midterm Feedback from
Students – summarized and shared.
Communication Part 2
Communication approaches and dealing with issues
Practice observing communication strategies with a checklist. How to use with Teaming 2.3
Assignment.
BLACKBOARD: Week 9 Folder
Review Connect Module Video
clips 3.1 and 3.2 (these videos go with form 3.1a)
Read CONNECT Handout 3-1
Review CONNECT video clips 3.3,
3.4, & 3.5 before class (we will watch a 2 nd time in class and rate). These videos will help you in being successful in the in-class assignment – make sure to review
Connect Modules
4.1a (dilemma observation form) points - turn in to instructor.
Family Assignment
3.1 due (draft)
Complete the midterm feedback survey about the class by 4:00 PM on
3/8/13
(extra credit points)
Complete CONNECT
3.1a – come to class with this form completed.
(no points on this one)
In-class ratings of video clips – Points
awarded.
Mar.
14
Week
10
Mar
18-22 these clips prior to class.
Turnbull et al, Chapter 9 (opt.)
BUILDING FAMILY CAPACITY THROUGH EFFECTIVE SUPPORTS AND SERVICES (0-3)
No class – work on your Team Assignments (tape your team meeting and critique)
No Class - Spring Break
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Date
Week
11
Mar.
26
Week
13
April 9
Apr 11
Week
14
April
16
April
18
DPI – preschool
Topic
Early ACCESS 101
Another video on early intervention - family visit
Mar 28
Week
12
Apr. 2
Apr. 4
Components of an IFSP
Class Activity: Finding sections of an IFSP document.
How to develop a good IFSP outcome statement –
Problem Solving Steps
Practice Problem Solving
Steps with Shannon Eason’s
Family
IFSP Outcome Statement
Components of a child and family outcome statement
Assessment
Practice doing a DPI
Review Shannon Eason’s
IFSP (example of a completed one).
Transitioning from Early intervention (Part C) to
Early Childhood Special
Education (ECSE) -
Conducting a Home or
Family Visit (pre planning, on site, & progress monitoring)
Readings
Turnbull et al- Class Text
BLACKBOARD – Weekly Reading
Materials and ppt folder
BLACKBOARD: Week 11 Folder
SKIM the IA Program Early ACCESS
- Early Childhood Resource
Directory
BLACKBOARD: Week 11 Folder
IFSP and Developing a Great IFSP
Turnbull et al., Chapter 10
(optional)
BLACKBOARD: Week 12 Folder
Read - Developing Outcomes –
Overview of the problem-solving
process. Look at flow-chart and review the steps for each and the guiding questions to use.
BLACKBOARD: Week 12 Folder
Review S hannon Eason’s case
study before class for class activity
Turnbull et al., Chapter 12
(optional)
BLACKBOARD: Week 13 Folder
Review the Developing functional
outcomes ppt in folder
BLACKBOARD: Week 13 folder
See Week 12-13 folder.
Also, note the newly posted DPI folder. All resources in your packet can be found in this folder so you can type your responses.
Assignment
Teaming Activity
2.3 can be turned in anytime from now
until end of April.
Family Activity 3.2
and 3.3 due
Will receive your packet with the case study for the DPI to do independently.
Resources will also be available electronically on
Blackboard. Turn in on 4/18.
BLACKBOARD: Week 14 Folder
Transition folder. Review the resources on the web links for transitioning (both EI to ECSE and
ECSE to Kindergarten).
BLACKBOARD: Week 14 Folder
Woods/Venn article on Home
visiting.
Extra Credit needs to be obtained by this point – or negotiated with instructor.
DPI Assignment due!
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Date
Week
15
April
23
Topic
Communications with families (blogs, web sites, newsletters)
Readings
Turnbull et al- Class Text
BLACKBOARD – Weekly Reading
Materials and ppt folder
BLACKBOARD: Week 15 Folder
Powell & Wheeden McCauley article: Blogging as a way to promote family-professional
partnerships
Assignment
Apr 25
Week
17
Week of
Finals
May 6-
10
Home Visitor Panel (PAT, Early ACCESS)
Week
16
April
30
May 2 Presentations: Teams present
Course Evaluation will be done online
No class – work on Presentations
Students will receive instructions on how to complete the
Collaboration Rubric electronically
Team Activity 2.4 due – one form completed for yourself and one form for each of your teammates (possibly done via electronic survey)
Bring your computer to class – we will check out various sites that are using blogs.
Family Activity 3.4 and 3.5 due
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IOWA TEACHER LICENSURE STANDARDS/E-PORTFOLIO INFORMATION:
Teacher Education at ISU: The ISU Educator Preparation Program is founded on the land grant commitment of access and opportunity when serving the people of Iowa, the nation, and the world. Like the university, the ISU Educator Preparation Program is fundamentally grounded in the science and technology of living and learning. The themes of leadership, equity, critical thinking, and innovation are intentionally woven throughout the fabric of this program in order to help today’s learners achieve to their full potential.
Vision: The Educator Preparation Program at Iowa State University aspires to provide a premier pathway of rigorous research-based academic experiences complemented by exceptional quality and diverse field experiences leading to the skillful preparation of highly effective teachers and school leaders.
Mission: The mission of the ISU Educator Preparation Program is to prepare teachers and administrators as continuous learners, collaborators, and transformational leaders through the application of rigorous research-based content and advanced pedagogy integrated with rich field experiences and fundamentally grounded in the land grant mission of community access and opportunity.
In fall 2001, the Iowa Department of Education mandated that all teacher education programs, including
Iowa State’s, comply with a performance based system for teacher training. The idea was that there are certain things that beginning teachers should be able to do, and that these competencies would provide evidence for a teacher in training to become licensed. The area of early childhood education specified and implemented content standards in Endorsement 100 at the state level.
In the fall of 2007, the Iowa State University teacher education program adopted the Iowa Department of
Education Chapter 79 standards. These standards are the basis of the teacher preparation program at
Iowa State, and students must demonstrate an acceptable level of proficiency in each area in order to obtain licensure. These twelve standards are: 1) Content/ Subject Matter Specialization, 2) Student
Learning, 3) Diverse Learners, 4) Instructional Planning, 5) Instructional Strategies, 6) Learning
Environment/Classroom Management, 7) Communication, 8) Assessment, 9) Foundations, Reflective
Practice, and Professional Development, 10) Collaboration, Ethics, and Relationships, 11) Computer
Technology Related to Instruction, and 12) Methods of Teaching. Each candidate will exhibit competency in all 12 standards.
Following this same competency based system, the state of Iowa (mandated through the Teacher Quality
Act) developed and implemented a competency system for beginning teachers in order for them to qualify for a standard license. These standards have a close correspondence with the twelve Chapter 79 standards being used at Iowa State, but unfortunately have a different numbering system. As of July 2005, this system is also being used to evaluate the performance of all teachers.
For students in early childhood education, each required course will have one or more standards assessments. These can be an assignment, a project, practicum participation, or a combination of these.
The scoring criteria for each standards assessment will be provided to the student. Each student will be evaluated on the completed standards assessment as either proficient or not proficient. The standards assessments may also count in the overall course grade. Students who do not perform at a proficient level on each standard for which there is a standards assessment will be required to retake the
course.
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HDFS 456 introduces or reinforces concepts and issues related to Standard 7. Communication: The candidate uses knowledge of effective verbal, nonverbal, and media communication techniques, and other forms of symbolic representation, to foster active inquiry, collaboration, and support
interaction in the classroom (home, or community). You will demonstrate your understanding of standard 7 by the following: Team Activity 2.3 (Communication – taping and reflection), Team Activity 2.4
Rubric Summary from yourself and Team); and Family Collaboration/IFSP/IEP meeting 3.4 IFSP/IEP role playing (script or video clip). For initial licensure, students need to demonstrate an understanding of the 12 standards listed above with two artifacts for each standard (for a total of 24 artifacts). From this course, you may choose the Teaming or Family IFSP/IEP assignments listed above as artifacts for standard 4. The following webpage has more information on the e-portfolio requirement: http://www.teacher.hs.iastate.edu/eportfolio.php
. A cover sheet with summary of performance will be provided (not in syllabus) for inclusion with your E-Portfolio requirements.
You will have documentation that support two additional standards – however, you do not HAVE to use these artifacts in your e-portfolio.
Standard 4. Instructional planning. The candidate plans instruction based upon knowledge of
subject matter, students (family), the community, curriculum goals, and state curriculum models.
You will meet this standard and the ECE Endorsement 100 DPI by completing a family problem-solving process for a particular family (case study) (DPI 33) and completing an IFSP for this family including one child and one family outcome statement (DPI 32). Your understanding of standard 4 and DPIs 32 & 33 will be graded by the scoring criteria on pages 15 & 16. From this course, you may choose the problem solving and outcome statements as artifacts for standard 4. Students will complete two assignments in class and be evaluated on the assignments as proficient or not proficient according to the rubrics. These assignments will also count in the overall course grade as activities. Students who do not perform at a proficient level will be required to retake the course.
10. Collaboration, ethics and relationships. The candidate fosters relationships with parents
(families), school colleagues, and organizations in the larger community to support student learning and development; demonstrates an understanding of educational law and policy, ethics, and the profession of teaching, including the role of boards of education and education agencies; and demonstrates knowledge and dispositions for cooperation with other educators, especially in
collaborative/co-teaching as well as in other educational team situations. Many of your assignments and work in this class will focus on collaboration and relationships with team members and families. Again, you may find the teaming assignments or the IFSP/IEP assignments to assist you in documenting this standard as well.
CHS Learning Outcomes - Purpose. The College of Human Sciences (CHS) has established core learning outcomes to provide the unifying foundation critical to personal and professional success for all College of Human
Sciences undergraduate students. The core identifies the expected minimum outcomes for each undergraduate in the college, organized into four components:
1.
Communication. Communicate with clear purpose, workable organization and effective style in written, oral, visual and electronic (WOVE) formats without distracting errors in usage or convention.
2.
Self-assessment/self-reflection. Consistently and realistically analyze and evaluate one’s own knowledge, abilities and actions in comparison to professional standards and create action plans to enhance personal and professional efficacy.
3.
Critical thinking. Generate, acquire and evaluate information based on scientific evidence, creative processes, and logical and ethical reasoning to make decisions and solve problems in one’s personal, professional and community endeavors.
4.
Social justice. Articulate and demonstrate a clear concept of a just society in which individuals and groups equitably share in societal benefits within a global community.
13

Iowa State Teacher Education Standards
DPI
32
State Standards
1.3 Recognize that children are best understood in the contexts of family, culture, and society and that cultural and linguistic diversity influence development and learning.
2.2 Appropriately use informal and formal assessments to monitor development of children and to plan and evaluate curriculum and teaching practices to meet individual needs of children and families.
2.5a Develop and implement integrated learning experiences that facilitate cognition, communication, social and physical development of infants and toddlers within the context of parent-child and caregiver child relationships.
2.5d Develop adaptations and accommodations for infants, toddlers, preprimary aged children to meet their individual needs.
x
DPI
33
Course Objectives x x Demonstrate knowledge of family systems theory and the implications for providing family-centered programs for infants and toddlers with disabilities and their families.
x x Articulate the federal and state legislation and regulations for services to young children with disabilities and their families.
x Demonstrate knowledge of early intervention services and strategies for facilitating and supporting parent-child interactions.
Demonstrate knowledge of practical strategies for service delivery during home visits with families using natural environments and activity routines for infants and toddlers.
2.6 Adapt materials, equipment, the environment, programs and use of human resources to meet social, cognitive, physical motor, communication, and medical needs of children with diverse learning needs.
4.1 Apply theories and knowledge of dynamic roles and relationships within and between families, schools, and communities.
x Demonstrate knowledge of practical strategies for service delivery during home visits with families using natural environments and activity routines for infants and toddlers with disabilities. x x Demonstrate knowledge of family systems theory and the implications for providing family-centered programs for infants and toddlers with disabilities and their families.
4.2 Assist families in identifying resources, priorities, and concerns in relation to their child’s development.
4.3 Link families, based on identified needs, priorities, and concerns, with a variety of resources.
4.4 Use communication, problem solving, and help-giving skills in collaboration with families and other professionals to support the development, learning, and well being of young children.
4.5 Participate as an effective member of a team with other professional and families to development and implement learning plans and environments for young children.
Readings
Course activities
Case studies
Family Project
Readings
Course activities
Case studies
Family Project x Demonstrate ability to identify the strengths, resources, and needs of families in designing outcomes for the individualized family service plan.
x x Demonstrate ability to identify the strengths, resources, and needs of families in designing outcomes for the individualized family service plan.
x Demonstrate knowledge of cultural issues, effective help giving, communication and interviewing, and problem-solving skills necessary for working with families in partnership.
x Demonstrate knowledge of effective team membership and service coordination skills related to development and implementation of IFSP with infants and toddlers with disabilities and their families.
Readings
Course activities
Case studies
Family Project
Readings
Course activities
Case studies
Readings
Web
Resources
Case studies
Sample IFSPs
Readings
Course activities
Case studies
Sample IFSPs
Readings
Course activities
Case studies
Learning
Vignette
14
Activities
Readings
Course activities
Case studies
Family Project
Readings
Course activities
Case studies
Readings
Course activities
Case studies
Family Project

Syllabus – DPI 32 and 33
Directions and Grading Rubric for DPI 32: Using guidelines for Individual Family Service Plans (IFSP) and the resources, concerns, and priorities of a family case study, write one outcome statement for the family and one outcome statement for the child that uses family-centered principles. Follow template used in class.
Activity Proficient Unacceptable
Writes a child
outcome given a family scenario for the 0-3/IFSP.
Writes a family
outcome given a family scenario for the 0-3/IFSP.
outcome(s).
7-10
Uses family-centered language and principles.
Builds upon strengths (if known). Built upon the resources, concerns and priorities of family. Includes the name; specifies a behavior, skill, action; connects to a functional, developmental, or routine identified by the family; and specifies the evaluation procedures. Connects to the appropriate ECO
7-10
Uses family-centered language & principles. Builds upon strengths (if known). Built upon the resources, concerns, and priorities of the family. Includes the name; specifies a behavior, skill, action; connects to a functional, developmental, or routine identified by the family; and specifies the evaluation procedures.
Very poorly written. Indication of lack of family-centered language.
Misses elements of the IFSP template requirements (see previous column). column).
0-6
0-6
Very poorly written. Indication of lack of family-centered language.
Misses elements of the IFSP template requirements (see previous
TOTAL 14-20 0 - 13
Directions and Grading Rubric for DPI 33 – DO THIS FIRST! Using a problem solving process, develop components of an IFSP that demonstrate recognition of the dynamic interactions among families, schools, and communities.
Activity
Lists the key steps of the family problem-solving process.
Defines each step of the family problem-solving model.
Proficient
4-5
Lists all steps of the family problem-solving process.
3-5
Defines all steps of the family problem-solving process.
Not Proficient
0-3
Lists very few (2-1) steps of the problem-solving process.
0-2
Defines very few or limited understanding of family problemsolving process.
Complete steps 1-
4 of the problemsolving model for a to be identified
Family.
TOTAL
Total Points Earned:
7-10
Includes what will occur to meet that step in the process. Pretend that you are working with the family and walk through each one of the first four steps and identify possible responses for each – key here is to do exactly what is required of the step and what was practiced in the class. Make sure to use familycentered language.
0-6
Minimal information on all or some of the particular steps, unclear that student understands the process for this family, etc. Lack of familycentered language.
14-20 0 - 13
Proficient
28-40
Not Proficient
0-27.5
15

Grading Rubric – Problem Solving Framework and IFSP Outcome Statements
(Standards Assessment; DPI 32 and 33)
Code: ___________________________________________________
Score
1.
Able to list the six steps of the problem solving model. (DPI 32)
4 – 5 0 – 3
2.
Able to define each step of the problem solving model. (DPI
32)
3 – 5 0 – 2
7-10 0 – 6 3.
Able to complete steps
1-4 for the XXX
Family. (DPI 32)
4.
Able to develop a child outcome statement for the IFSP. (DPI 33)
7-10 0 – 6
5.
Able to develop a family outcome statement for the IFSP.
(DPI 33)
Total Points Earned:
7-10
Proficient
28-40
0 – 6
Not Proficient
0-27.5
Early Childhood Education
State Standards & E-Portfolio Assessment Record
Class: HDFS 456 Semester:
State Standards Assessment (DPI): 32 & 33
Standard VIII & Standard X
Total Points Earned: ____________ Total Points Possible: 40*
Score: ______ Proficient ______ Not Proficient
ECE Instructor: Susan Maude ___________ Date: _________________
16

APPENDIX A
TEAM ACTIVITIES 2.1 – 2.4
17

Team Evaluation. a) Complete self assessments (forms will be distributed in class and this web link http://www.edutopia.org/mi-quiz What’s your learning style) on your own attitudes and behaviors towards work, collaboration, and learning. b)
Compare the summaries of all members of your team. Provide a table or means to summarize the data collected. c) Next, discuss the strengths of your team and areas that may need further development or monitoring so that you all will be successful. Submit a-c as a team submission - team points awarded (10 points). Due date: February 12, 2013.
Team Activity #2.2
(10 points)
Develop your group rules. These include the following: a mission statement,
behavioral understanding for group workings (ways to conduct an effective team meeting, expected behaviors of members), and any additional information that you want to include as part of your group rules.
1. Mission Statement: As a team, develop a team mission statement. You may want to brainstorm possible ideas and then make sure to discuss the following questions:
*What is the ideal mission of our team?
*What might prevent us from reaching this ideal?
*In what ways might we begin to solve the problems that confront us?
*What might prevent us from succeeding?
*What are our next steps?
2. Behavioral Understanding: As a team, identify roles and responsibilities that each team member will support to make your team meetings and ultimate class project effective. Develop consensus on what is acceptable and unacceptable behavior.
The mission statement and listing of your behavioral understandings (including roles, acceptable behaviors, how to resolve issues) will be due on February 12,
2013. This must be typewritten and signed by each team member.
**************************************************************
18

Team Activity #2.3
(10 points)
Team Activity #2.3 - Practice with team members various communication strategies discussed in class: a) Video or audio tape ONE of your team meetings
(working on your team project) and b) critique the glows and grows as a team!
Submit a & b as a team submission - team points provided (10 points).
A good idea is to go ahead and tape one of your team meetings EARLY in the semester and then critique it after we review communication and teaming skills in class (3/5-3/12 tentatively).
Again, use guidelines from readings, CONNECT Modules (readings and videos) on communication strategies, summary of areas of strengths and growth from assignment 2.1 to help in your analysis. Due date: ANY time after March 12 and
before April 30, 2013.
Checklist: Review the communication and teaming resources on Blackboard/
Connect Handout 3.1 and 3.2 and identify 4 strengths of your team (glows) and 4 areas where your team could or continue to work on (grows).
1.
____ 1 point Describe the setting, meeting, those in attendance, and focus of your meeting.
2.
____/3 points Glows – List 4 strengths of your team in regards to communication/teaming practices: Make sure to link to the Project
CONNECT readings research/evidence on good strategies (Connect Handout
3.1 and 3.2 – you could even rate your meeting using 3.2). Please specify the exact statement/behavior that you are identifying from your video/
audio.
3.
____/3 points Grows – 4 identified and related to communication/teaming practices: Make sure to link to the Project
CONNECT readings research/evidence on good strategies (Connect Handout
3.1 and 3.2 – you could even rate your meeting using 3.2). Please specify the exact statement/behavior that you are identifying from your video/
audio.
4.
____/1 point Identify any strategies you will use to work on #3.
(Interrupting was seen/heard on video/audio…will now practice wait time before speaking or indicating you have something to say).
5.
____/2 points Writing and presentation well done
19

Name of Family Team ____________________________________________________
Name of Team Member that is being evaluated (use their actual name) ____________
Your Code#: __________________________________________
Contribute
1. Research &
Gather Information and/or Materials
(re: diverse abilities, agencies, services)
2. Provide or Share
Information
Beginning
1
Does not collect any information that relates to the topic.
Does not relay any information to teammates.
Developing
2
Collects very little information-some relates to the topic.
Relays very little information-some relates to the topic.
Accomplished
3
Collects some basic information-most relates to the topic.
Relays some basic information-most relates to the topic.
3. Be Punctual and act in a professional manner
Does not follow through with obligations. Does not attend meetings.
Late with follow through on obligations. Late to most meetings.
Hands in most obligations on time.
Attends almost all meetings. Arrives on time & stays for entire meeting most of time.
Exemplary
4
Collects a great deal of information-all relates to the topic.
Relays a great deal of information-all relates to the topic.
Attends all meetings.
Fulfills obligations on time. Arrives on time & stays for entire meeting all of the time.
Please provide examples to support your scoring for Indicators 1-3:
Take Beginning Developing Accomplished
Responsibility
4. Fulfill Team Role’s
Duties During
Meetings & Actual
IFSP/IEP
(Demonstrates effective group facilitation and leadership)
5. Participate in and preparation for
IFSP/IEP
1
Does not perform any duties of assigned team role
Does not speak during the planning meetings
2
Performs very little duties.
Either gives too little information or information which is irrelevant to topic.
3
Performs nearly all duties assigned to him/her.
Offers some information-most is relevant.
6. Share Equally Always relies on others to do the work.
Rarely does the assigned work-often needs reminding.
Usually does the assigned workrarely needs reminding.
Offers a fair amount of important information-all is relevant.
Always does the assigned work without having to be reminded.
Please provide examples to support your scoring for Indicators 4-6
Exemplary
4
Performs all duties of assigned team role and goes beyond!
20
Score
Score

Value Other’s Beginning Developing Accomplished
Viewpoints 1 2 3
7. Listen to Other teammates.
Is always talking-never allows anyone else to speak.
Usually doing most of the talking-rarely allows others to
Listens, but sometimes talks too much.
speak.
Sometimes argues.
Rarely argues.
8. Cooperates with
Teammates
9. Make Fair
Decisions
Usually argues with teammates.
Usually wants to have things their way.
Often sides with friends instead of considering all
Usually considers all views.
views.
Please provide examples to support your scoring for Indicators 7-9
Exemplary
4
Listens and speaks a fair amount.
Never argues with teammates.
Always helps team to reach a fair decision.
Qualitative Feedback (+4 for complete and constructive information provided)
Overall strengths of yourself/teammate (+2):
(list at least two)
1.
2.
Overall areas of growth for yourself/teammate (+2):
(list at least two)
1.
2.
3.
Other Comments to Offer:
TOTAL __________/40/4 Points
Resources to help you reflect upon your actions and your team partners include the
IA Endorsement 100 (Unified ECE) competencies on consultation and collaboration,
DEC recommended practices on Interdisciplinary Teaming, and the self-assessment instruments to be shared. Due during Finals Week!
Score
21

22

3.0 Family Collaboration and IFSP/IEP Teaming - 100 points
3.1. You have been assigned a family from the Listening to Families award winning video tapes.
(25 points). Review the video, listen, and learn from the family the following: Write a summary that addresses each of the components on page 24 making sure to link to information heard in the video tape, information learned about agencies and resources learned from class readings, discussions, or from outside explorations (interview other Early ACCESS or EI/ECSE directors, administrators, service coordinators, case managers, other families, Iowa Programs –
Early ACCESS). Due on March 7, 2013. Resubmission – Possible
3.2. Identify members of the IFSP/IEP team meeting (10 points): Given the information learned from above, you are to determine who are the team of service providers or professionals that should participate in the IFSP/IEP meeting (see page 24). These should include professionals
(think broadly) and family members. The exact composite of your team will be determined by your viewing the video and listening to the families’ story. You will hear them mention various agencies or professionals that might be involved – try and make connections to whom those individuals might be if they lived here in Ames, IA. You will also need to determine who else may need to be invited to the IFSP/IEP meeting by identifying the families concerns, priorities, and resources.
Think creatively yet be family sensitive. List the various members of the IFSP/IEP team and why they are invited to the meeting. Give their names (real if you can find out who that “local” provider might be), descriptions of their professional roles, and linkages to the team. Due on April 2, 2013.
Resubmission – Possible
3.3. Generate an Action Plan (5 points): Given the information obtained from #1 and #2 above, generate an action plan that clearly outlines all the steps your team will take to be able to complete the IFSP/IEP meeting. What information will you need to find out prior to the IFSP/IEP meeting?
What resources and/or supports will you provide to the family prior to the IFSP/IEP meeting so they are prepared to be informed decision makers. Feedback from instructor will help you in understanding how well you are doing. If you are able to complete 1 and 2 above, submit with the action plan. Action Plan template can be found on page 27. An electronic version will be available via Blackboard. Due on April 2, 2013. Resubmission – Possible
3.4 Role Playing an IFSP/IEP meeting (30 points): Your team will practice (role play) the steps to promote an interdisciplinary, family-centered IEP and/or IFSP meeting. See page 25 for more
specifics. You will be required to tape yourselves conducting a full-IEP or IFSP meeting. Various video tapes of good and not so good IFSP/IEP meetings will be available from instructor or shown in class. Due Date: You will video tape on your own and turn in the video tape (Dropbox posting) to me by your presentation date.
3.5 Final Product/Resource Packet and Team Presentation (30 points): Your team will present a
10 minute short introduction to the family that you were assigned. Your presentation will occur during the last class session. Specific requirements (on page 26) will be discussed prior to that session (see checklist on last page for requirements for the presentation and what you need to provide to your classmates). Key will be providing a brief overview of the family, the diverse abilities, and information gained in the process. Be ready to show a 2 minute clip of your family and a 3-4 minute clip of your team in action during the IFSP/IEP meeting. Have a one-page resource for your classmates that can give them information on the diverse abilities (web sites), resources in IA (for the child, for the family, for the team), and any national resources that you
found of interest. Due Date: presentation date.
23

HDFS 456- COVER SHEET FOR RESOURCE FAMILY IFSP/IEP FINAL PROJECT AND EACH SUBMISSION (3.1-3.5)
Family Name: __________ Date: _______
Team Members: _____________________________________________ Reviewer: ________________
3.1 Summary submitted that clearly provides the following (use these as headers for your paper): _____ /25 points 1 st sub
_____ /25 points 2 nd
1 st sub. Final sub. a. Develop an ecomap and a genogram for this family (as best you can)……………………………………. /4 /4
sub b. Describe the family’s vision for their child………………………………………………………………………………….. /3 c. Describe the family strengths………………………………………………………………………………………………………… /3 d. Identifies the family’s concerns, priorities, and resources (each one)…………………………………. /4 e. Identifies the diagnosis of the child’s diverse ability – You will need to……………………………… /8 provide clear, concise, and correct information regarding the diverse ability, its causes (etiology), incidence rates, diagnostics or detection and what impact this
/3
/3
/4
/8 diverse ability will have on a child as an infant/toddler, preschooler, and early elementary age. (RESEARCH THIS).
Check web sites on Blackboard – NORD is a good one. Some children have MULTIPLE diverse abilities and you will need to identify and research each of those (e.g., CP, vision loss, hearing loss). f. Identifies the impact of the diverse ability on this particular family………………………………….. /3 /3 g. If appropriate, identifies any transition planning
(from EI to ECSE or ECSE to K/Primary) strategies, concerns, and/or priorities……………. p/f
3.2 Members of the IFSP/IEP team to be invited to attend the video meeting p/f
____ /10 points 1 st
Identifies the key members that should be invited to or participants of the IFSP/Team ____ /10 points 2 nd
sub
sub
Meeting. Who are the service providers under Part C or Part B that would possibly make up the team for this particular child/family. Make sure to indicate why they are included (e.g., Physical Therapist due to…). Include Service Coordinator/Case
Manager, and what role the Unified EC person would play (among others). From what agency; and if you can actually name who that person would be here in Ames or IA – do so.
3.3. Action Plan - This is the list of tasks you as a class team will need to do to finish
_____ /5 points 1
_____ /5 points 2 st nd
sub
sub
________ Clear outline of plans to be accomplished by each member on your team in this class. What is expected of each class member so that you can be successful with the final activities in class (complete form –page 26)
________ Clearly written and submitted on time.
________ Clear delineation of responsibilities by all – will you all know what to do given this plan?
24

3.4. IFSP/IEP Meeting: _____ /30 points
___ Outline of the IFSP/IEP team meeting (script) with estimated times:*
___ Resources provided to assist family in participating in the meeting
(including reference to activities that were done to prepare the family to enter into the meeting, at the meeting, and after the meeting)
See resources on BLACKBOARD for examples and ideas. Also include in your handouts
___ Meeting is facilitated that is family-centered (see handouts , DVDs, VHS, or readings for additional ideas, strategies, or ways to make Your meeting family-centered…please note – there are more ideas posted on BLACKBOARD and in your readings that will not be discussed in class – do your research!)
___ Process of the meeting follows recommended practices (see L. Vincent handout on Blackboard)
/15 Points
/5 Points
/5 Points
Uses the resources by L. Vincent on ten steps to designing a good IEP/IFSP /5 Points
Resources to do the IFSP/IEP Team meeting. Check Blackboard for a folder that provides you with ideas to consider in developing your agenda and/or IEP/IFSP meeting. Be as creative as you want; use materials used over the semester; etc. STRONGLY encourage you to check out the IEP-IFSP Agenda handout that has the 10 steps for a successful meeting. I also gave or will give each team a DVD that has three resources on IFSPs/IEPs meetings; the first segment demonstrates each of the 10 steps with three different families actually having an IFSP meeting.
Many of the requirements listed on assignment 3.5 will be included in this part of the assignment/meeting (double dipping here is OK!)
(agenda shared with family/team; how you set the setting/meeting to be supportive of families vs. a more cold professional meeting; deal with any decision making; able to share (briefly) resources such as classrooms or ways services could be provided, types of interventions
(general), other agencies and supports, etc. Many of these are found in the next section). Remember, you do not need to provide
EVERYTHING that you will have in your hand out on 3.5 regarding the diverse ability (special need, support groups, etc.) but include the ones most salient for your particular child/family.
Presentations – You will do a short presentation (10-15 minutes max) re: your Resource Family (show a short clip from your DVD and a short clip from your IFSP/IEP meeting. You can choose what to show. The class will not watch your entire video – but I will!!! Also, if you plan to use MAC resources, you must practice in the room ahead of time to make sure your computers work – also need to get the “pig tail” – see the Technology Lab in Lagomarcino for supports.
25

3.5. Team Presentation (in-class presentation)
PART I: Oral Presentation: 10 points – 2 points each
_____ /30 points
__/ 2 points Completeness and accuracy of coverage of your “resource” family, child, diverse ability, and supports
__/ 2 points Presentation of and response to questions from classmates
__/ 2 points Communication (e.g., person-first terminology) nonverbal communication - eye contact, body posture, vocal qualities, gestures, etc. and verbal communication - words, phrases used, grammar, etc.).
__/ 2 points Use of media – able to highlight key parts of your IFSP/IEP team meeting and the family 3 minute clip of the family and a 3-4 minute clip of your team in action at the IFSP/IEP meeting
__/ 2 points Demonstration of effective collaboration (sharing team roles, tasks, etc)
PART II: Handout(s) Provided to Classmates: 20 points – there are 12 students in the class plus the instructor.
Handouts that would help your classmates or this IFSP/IEP team (one-two page resources)
__/ 3 points Diverse ability/syndrome: Handout developed and shared with classmates – includes the following:
___ Identify the diverse ability(ies) and/or medical syndrome(s) for the child
___ Briefly describe how this diversity might impact the child at infant/toddler, preschool, and early elementary age levels. If a continuum or spectrum exists (mild to severe impact), indicate so. Most of this information should come from your 3.1 assignment.
__/ 5 points List of Agencies and Organizations - Resources* (agencies, programs, supports for the family/child – and linked to the age, concerns, and priorities of the family as well as the diverse ability)
___ Local/Regional (at least 1 local resource - NOT an AEA, Early ACCESS of Public School)
____ Iowa /State (at least 2 resources/organizations)
____ National (at least 2 resources/organizations)
*These lists (local, state, national) must include people, agencies, and/or organizations which could be called upon to provide information and/or support around the presentation topic. Include complete information on the resources (e.g., names, addresses, phone, email, whom the organization serves, costs (if any), web sites, etc.).
___10 points FAMILY RESOURCE - Teams will choose ONE of these possible four resources – and make a family friendly resource(s) that you will use in your meeting and you will also make a copy of the resource(s) and give one to each student. Blackboard has a wealth of exemplars, you will see/hear ideas in class, videos, etc. On one side have the information in English, on the other side, please transcribe into another language (if your family has a home language - use that- otherwise, select one that you want (use google translate or other translation resources).
1.
Prepare the family prior to the IFSP/IEP meeting; 2. Resources given to the family at the IFSP/IEP meeting
3. Resources to share with the family to assist with transitioning from EI to ECSE (0-3 to 3-5); 4. Resources to share with the family to assist with transitioning from ECSE to K (3-5 to K) or K to 1-3 grades.
__/ 2 points Handouts are well-written, information is accurate.
26

ACTION PLAN
Family Name: _________________________
Team Members (Code Numbers)
Objectives/Steps to Complete
In Preparing for the Task
Strategies or Resources to
Consider
Timeline or
Time frame allotted
Person(s)
Responsible
Evaluation Criteria
(status)
27