Collaborative Partnerships in Inclusive Early
Childhood
Course # IECE 2000
Summer 2014
COE Mission:
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
COE Student Resource Office
Office Hours
8:00am-5:00pm M-F
Contact
education@uccs.edu
Phone: 719-255-4996
Fax:
719-255-4110
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/
Professor: Laura Tuthill, Ph.D.
Office: Virtual/Online
Phone: (303) 229-5271 (cell)
E-mail: ltuthill@uccs.edu
Office Hours: By appointment please.
Required Textbook: Gonzalez-Mena, J. (2013). Child,
Family, and Community: Family-Centered Early Care and
Education (6th ed.). Pearson: Boston, MA.
Additional Resources (or Recommended Textbooks):
Gonzalez-Mena, J. (2014). 50 Strategies for Communicating
and Working with Diverse Families (3rd ed.). Pearson: Boston,
MA.
Course Format: This course consists of lectures, use of audio
and visual media, readings from required text and
supplementary journal articles, discussions, technologymediated interactions, student presentations, fieldwork, and
small group activities. This course is offered online using the
Blackboard site and students are required to login at least twice
per week.
Course Description: This course analyzes collaborative
partnerships and communications among interdisciplinary
professional teams and families. Students will identify strategies
for developing strong relationships among all partners involved
in providing high quality inclusive early care and education.
Course Objectives:
Through successful completion of IECE2000
students will:
Research family perspectives to guide
1.
the collaborative process and enhance
the developmental and learning progress
of children across all domains.
2.
3.
4.
5.
6.
Examine strategies for forming family
partnerships and effective
communication skills among
professional teams, including
collaborative problem-solving and
conflict resolution.
Synthesize research and policy related
to best practices in Individual Family
Support Plan (IFSP) and Individual
Education Plan (IEP) processes.
Demonstrate cultural competence in
working knowledgeably, effectively,
and sensitively with diverse families and
children.
Clearly communicate assessment
information and its implications for
educators, parents, and other school
professionals in a positive and capacitybuilding way.
Compile information on comprehensive
resources designed to support families
and children with diverse abilities.
Course Assignments to demonstrate
competency in outcome/standard:
Families as Faculty Home Visit and
Reflection
Family Perspective Paper
Collaborating with Families Module &
Quiz
Building Family Partnerships Through
Home Visits PPT Presentation
IDEA Disability Chart
Transdisciplinary Roles & Responsibility
Map
Self-Assessment Small Group Activity
Family Profile Review & Home Visit
Plan
Case Study Reports: Understanding
Family Voices
Community Resource File
Accreditation Standards:
Colorado Early Childhood Education
Colorado Early Childhood Special Education
National Association for the Education of Young Children
Technology Competencies: It is expected that students begin our program with foundational
technology skills that include digital word processing, digital and online formats (e.g.
Blackboard) and using online research databases. Knowledge of the use of technology-supported
multimedia, such as PowerPoint and other audio/video resources, is expected. Students who need
assistance with building technological skills should speak with their professor to learn about
technology resources in the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course
content. All students must obtain a UCCS email address and check it regularly (every day) so as
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not to miss announcements. If your UCCS email address is not your primary one, please have
emails from UCCS rerouted to the one you check daily.
Attendance, Preparation, and Participation: Students are expected to maintain high standards
of ethical and professional conduct. This includes attending class, being adequately prepared,
contributing to class discussions, submitting high caliber work and representing your own work
fairly and honestly. As an important member of a classroom community, attendance and
punctuality is mandatory. You must actively engage in class and group work to maximize your
learning in this course.
If you must miss a class, please inform the professor by phone or email prior to class. It is the
responsibility of the student to obtain course information that is missed during the absence.
Unexcused absences will result in a lower grade.
Professional Behavior:
Professional behavior is necessary for you to be a successful member of a learning community.
Please monitor your participation in class discussions and group work and find ways to
contribute intelligently to the discussion without silencing others. All written assignments must
be computer generated unless otherwise indicated by the professor. Professional behavior will be
expected in your future teaching/counseling career and is often the hallmark of career success.
Diversity Statement: The faculty of the College of Education is committed to preparing
students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural,
religious, gender, economic, sexual orientation and ability – while striving to provide fair and
equitable treatment and consideration for all. Any student who believes that he/she has not been
treated fairly or equitably for any reason should bring it to the attention of the instructor,
Department Chair or the Dean of the College of Education.
Accommodations: The College of Education wishes to fully include persons with disabilities in
this course. In compliance with section 504 and the Americans with Disabilities Act (ADA),
UCCS is committed to ensure that “no otherwise qualified individual with a disability … shall,
solely by reason of disability, be excluded from participation in, be denied the benefits of, or be
subjected to discrimination under any program or activity…” If you are a student with a
disability and believe you will need accommodations for this class, it is your responsibility to
contact and register with the Disabilities Services Office, and provide them with documentation
of your disability, so they can determine what accommodations are appropriate for your
situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability Services
Office as soon as possible. Please note that accommodations are not retroactive and disability
accommodations cannot be provided until a “Faculty Accommodation Letter” from the
Disability Services office has been given to the professor by the student. Please contact
Disability Services for more information about receiving accommodations at Main Hall room
105, 719-255-3354 or dservice@uccs.edu .
Military Students: Military students who have the potential to participate in military activities
including training and deployment should consult with faculty prior to registration for any
course, but no later than the end of the first week of classes. At this time, the student should
provide the instructor with a schedule of planned absences, preferably signed by the student's
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commander, in order to allow the instructor to evaluate and advise the student on the possible
impact of the absences.
In this course, the instructor will consider absences due to participation in verified military
activities to be excused absences, on par with those due to other unavoidable circumstances such
as illness. If, however, it appears that military obligations will prevent adequate attendance or
performance in the course, the instructor may advise the student to register for the course at
another time, when she/he is more likely to be successful.
Student Appeals:
Students enrolled in programs or courses in the College of Education may access the COE
Appeal/Exception Form at:
http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be
used for an appeal when a student is:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
(6) requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without
the proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct:
The purpose of the Student Code of Conduct is to maintain the general welfare of the university
community. The university strives to make the campus community a place of study, work, and
residence where people are treated, and treat one another, with respect and courtesy.
http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html
UCCS Student Rights and Responsibilities:
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code:
http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
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Assignments (graded activities):
All assignments will adhere to the standards issued by the governing bodies that issue the
licensure for Early Childhood Education and Early Childhood Special Education.
Assignment
Points
Possible
8 Discussion Boards (1 per unit)
80
Self-Assessment Small Group Activity
10
Collaborating with Families Module & Quiz
10
Community Resource File
30
Transdisciplinary Roles & Responsibility Map
30
Case Study Reports
40
IDEA Disability Chart
10
Building Partnerships Through Home Visit PPT Presentation
30
Family Perspective Paper
10
Family Profile Review & Home Visit Plan
10
FAF Home Visit Reflection
50
Total Points Possible: 310
The grading distribution for this course is as follows:
A
AB+
B
BC+
C
CD+
D
DF
= 94% - 100%
= 90% - 93%
= 87% - 89%
= 84% - 86%
= 80% - 83%
= 77% - 79%
= 74% - 76%
= 70% - 73%
= 67% - 69%
= 64% - 66%
= 60% - 63%
= 59% and below
Discussion Boards: 10 pts each x 8 units = 80 pts
Each week you will participate in a discussion board that will provoke your thinking on the
assigned reading for the unit. You are required to post your initial response to each question
(two prompts, therefore two postings) by midweek and then submit two response posts to one of
your classmate’s by the end of the week – a minimum of four posts each unit.
Criteria for Discussion Board Participation
Timeliness: Post your response to EACH discussion prompt (by midweek, Wed.
midnight) and respond to at least two classmates (by end of unit, Sunday midnight)
Quality/depth of personal response to EACH prompt: approximately one welldeveloped paragraph of 200-250 words.
Quality/depth of response to classmates: approximately one well-developed
paragraph which further probes the original writer in his/her response
5
2 pts
4 pts
4 pts
Collaborating with Families Module & Quiz: 10 pts
This online learning module is designed to help teachers build positive relationships with
families and highlights the diversity of families, while addressing the factors that school
personnel should understand about working with the families of children with disabilities. Your
task is to view this online learning module and complete the short quiz in Blackboard to
demonstrate your understanding of the concepts covered.
Self-Assessment Small Group Activity (10 pts)
The questions on this self-assessment are designed to help you assess your attitudes and values
about collaborating with parents/family members. There are no right or wrong answers; the
purpose is to recognize how you feel (and perhaps anxiety) about having parents/family
members in your classroom. If you are not currently teaching or in a classroom, that's okay—
think about how you feel right now based on your current level of experience.
After you complete the self-assessment, reflect back on how you answered the questions. What
did you learn about yourself? What do you value in your work with students and parents/family
members? Do you have any areas of anxiety (it's okay if you do!)? Enter the small group
discussion board to share and discuss with your partner. Required: 1) Initial post of
approximately 150 words by Friday. 2) Response post of approximately 75 words by Sunday.
Community Resource File: 30 pts
Your task is to compile information on resources designed to support families and children with
diverse abilities in your community. Collect information about at least 15 public and private
agencies, programs, or community organizations that offer services to children and families in
the community where you currently live or plan to begin your professional career. Research can
be conducted through online searches, telephone directories, and referral services. You may need
to make visits and/or phone calls in order to obtain comprehensive information and a resource
directory you can use.
Include at least one of each of the following types of services: educational (e.g., literacy),
nutritional, medical (e.g., low-income clinics), recreation, mental health, abuse prevention, work
(e.g., child care resources for low-income women), substance abuse, economic assistance,
counseling, English as a second language (e.g., translation services), foster care/adoption,
children with diverse abilities, and immigrant services.
Your resource file should be organized by a list of services and each resource should include a
brief description (1-2 sentences), the location, contact information, and eligibility
information/referral information (if applicable). In addition, please include website addresses if
available. This will be a resource that you can share with families, therefore it should be neatly
organized and free of grammatical errors. Submit as a Word Document.
Community Resource File: 30 pts
Grading Rubric
Exceeds Expectations
Meets Expectations
Breadth and
Depth of
Services
Resource File demonstrates
exceptional breadth and
depth. Includes at least 15
resources (one for each of
the identified categories)
Resource File includes15
resources (one for each of
the identified categories)
that would be beneficial for
families. Each service
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Does Not Meet
Expectations
Resource File lacks breadth
and depth; includes less
than 12 resources. Does not
fulfill the expectations of
the assignment and is
Organization
and
Conventions
and additional community
resources that would be
beneficial for families.
Each service includes a
brief description (at least 12 sentences), the location,
contact information,
website, and eligibility
information/referral
information (if applicable).
(20 pts)
Resource File is neatly
organized and is free of
grammatical errors.
includes brief description
(1-2 sentences), the
location, contact
information, website, and
eligibility
information/referral
information (if applicable).
missing information for
each service.
(16 pts)
Resource File is organized
with minor errors in
conventions and grammar.
(12 pts)
Resource File is
unorganized and contains
many grammatical and/or
mechanical errors.
(6 pts)
(10 pts)
(8 pts)
Transdisciplinary Roles & Responsibility Map (30 pts)
The purpose of this activity is to explore and understand the various roles and responsibilities of
transdisciplinary team members in the Individualized Family Service Plan (IFSP) and
Individualized Education Program (IEP) processes. A transdisciplinary team may include
therapeutic specialists (occupational, speech, psychologist, physical), family members, teachers,
para-professionals, school/center administration, etc. Your task is to create a concept map that
visually illustrates these roles, responsibilities and how they are connected for at least five
possible team members, including the child/family. This chart should also depict the transition
made at age three.
First, begin by reviewing the resources provided in the course unit. Second, organize the
information you would like to include in your map regarding the roles and responsibilities of
those involved with the IFSP and IEP processes. For each member of the team, include at least
2-3 responsibilities describing their role. Third, finish by making connections, linking phrases
and words to show relationships, essentially illustrating how the collaboration between the team
members flows. You may design your concept map using any template that you wish in order to
convey this information and relationships. Submit map in a word document.
Transdisciplinary Roles & Responsibility Map (30 pts)
Grading Rubric
Exceeds Expectations
Meets Expectations
Does Not Meet
Expectations
Roles and
Map exceeds expectations,
Roles and responsibilities
Roles and responsibilities
Responsibilities integrating additional
are accurately outlined for
are not accurately defined.
material and/or information. five transdisiciplinary
Information for less than
Roles and responsibilities
members.
five transdisiciplinary
are accurately and
members is included.
thoroughly outlined for at
least five transdisciplinary
members.
(20 pts)
(16 pts)
(12 pts)
Connections,
Map is well organized and
Map is organized and
Map is unorganized and
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Relationships
and
Organization
accurately illustrates how
these individuals collaborate
and work together.
Transition made at age three
is clearly depicted.
Demonstrates a creative use
of concept mapping.
(10 pts)
illustrates how these
individuals collaborate and
work together. Transition
made at age three is
depicted.
(8 pts)
does not accurately
illustrate how these
individuals collaborate
together.
(6 pts)
Families as Faculty (FAF) Project (160 pts total)
Project Overview: As an early childhood educator, you are expected to create "partnerships with
children's families and communities" and "involve all families in their children's development
and learning" (NAEYC Standard 2). This collaborative project between the PEAK Parent Center
and UCCS will provide you with hands-on, real life experiences with children with disabilities
and their families. You will be assigned a partner and you both will be matched with a family
from the Peak Parent Center. You and your partner will conduct a home visit with the family
after completing a series of assignments preparing you for this experience. This visit may take
place at the family’s home or another location of their choice. During your visit the family will
lead the discussion sharing their experiences, both positive and negative. Why Families as
Faculty? The families are the faculty, as they are the experts on their child. Family members
have knowledge about their child that no one else has being their child’s first teacher. This is an
opportunity for you to listen to family stories and experiences that will help you learn that your
role as a future educator (and the collaboration between multiple professionals) has a very
important impact on the life of a child with a disability. After your home visit you will reflect on
your experience and apply your learning to your goals as a future educator.
As a result of the Families as Faculty project, student participants will:
• Understand the importance of home-school relationships.
• Expand their knowledge of inclusive schooling practices and their possibilities.
• Recognize and acknowledge their personal beliefs, values, and attitudes (about
disabilities, special education, students, and families).
• View families as teachers and peer collaborators from whom they can learn.
• Appreciate that all children and families are different with unique strengths, values,
beliefs and challenges.
• Build skills for communicating with families in positive and productive ways.
• Begin planning how they will incorporate what they learn from this project into their
practices as educators.
Important Information to Remember:
√
√
√
√
√
Orientation Meeting at Peak Parent Center June 23, 2014 5:00-7:00pm.
Contact host family by June 27, 2014 and schedule meeting.
Meet with host family one time between July 14 and July 23, 2014.
One person contacts your host family to schedule your visit.
The other person calls a few days before your visit to confirm the date, time, and
location.
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The Families as Faculty Project (FAF) is broken down into seven assignments:
FAF Part #1: IDEA Disability Chart: (10 pts)
The Individuals with Disabilities Education Act (IDEA) makes special education and related
services available to children with disabilities in public schools. IDEA defines the term “child
with a disability” and that definition includes specific disability terms. The purpose of this
activity is to familiarize yourself with the categories of disabilities under IDEA, which will
further prepare you to discuss these disabilities during your home visit. Complete the chart
(template provided) with a short, bulleted description of each disability, synthesizing the
information provided on the NICHCY website: http://nichcy.org/disability/categories
IDEA Disability Chart: (10 pts)
Grading Rubric
Exceeds Expectations
Meets Expectations
Synthesis of
Information
Each of the 14 specific
disability terms are
accurately described. Chart
exceeds expectations,
integrating additional
material and/or information.
(10 pts)
Each of the specific
disability terms are
accurately described.
Does Not Meet
Expectations
The disability terms are not
accurately described and the
chart is incomplete.
(8 pts)
(6 pts)
FAF Part #2: Case Study Reports: Understanding Family Voices (40 pts)
The purpose of this assignment is to provide you with an opportunity to listen and consider
perspectives from various families and professionals to build an awareness of how experiences
vary from family to family. Your task is to view the posted video case studies and reflect on the
posted questions.
Case Study #1: Samantha’s Story (Time: 10:15)
http://www.specialquest.org/sqtm/videos/samantha.mp4
This video highlights the experiences of Samantha, her family and the people who worked with
them. Samantha was enrolled in Early Head Start at 18 months of age, transitioned to Head
Start at age three, and was in the process of transitioning to kindergarten at the time this video
was developed. Samantha's story provides an opportunity to see how families can work
collaboratively with Head Start, childcare, the public schools, and others agencies and service
providers to realize their dreams for their children who have disabilities and who also speak
English as a Second Language.
Your task is to view Samantha’s story and reflect on the following questions:
1. Provide a brief 3-4 sentence summary of Samantha’s story.
2. Analyze this case study by discussing the following questions:
a. What were Samantha’s father’s hopes, dreams, and concerns for his daughter?
How do programs support families in realizing their hopes and dreams? How do
programs support families in addressing the concerns family members have for
their child?
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b. What kinds of supports and teaming did you observe in the classroom that
ensured Samantha’s participation? What strategies do you think staff used to
facilitate peer interaction and support?
c. What community collaboration was necessary for Samantha’s preschool
experience to be successful? What agencies and service providers needed to
come together to make this happen? What administrative arrangements might
need to be in place?
d. Who needed to work together to make Samantha’s transition from preschool to
Kindergarten successful?
e. What was the most important lesson you learned from this video?
Case Study #2: Christopher’s Story (Time: 26:16)
http://www.specialquest.org/sqtm/videos/chris.mp4
This video involves the Port Gamble S'Klallam tribe and how it embraced and supported
Christopher and his family when he was born with spina bifida. The tribe developed partnerships
among the Early Head Start, child care, Head Start, Early Intervention agency, local school
district, and many other service providers to create and support an inclusive program.
Throughout the video, they share their experiences, lessons learned, and some practical
strategies for listening to family priorities, and developing and maintaining collaborative
services.
Your task is to view Christopher’s story and reflect on the following questions:
1. Provide a brief 3-4 sentence summary of the Christopher’s story.
2. Analyze this case study by discussing the following questions:
a. What are the family’s hopes and dreams for Christopher?
b. What did the family and some of the Early Head Start and early intervention
providers tell us about how this collaboration worked for them?
c. What strategies did the team of people involved (family, Early Head Start, early
intervention) use to put their plan for Christopher in motion?
d. What is the most important lesson you learned from this video?
Each Case Study Report (one for Samantha and one for Christopher) should be approximately
1 - 1½ pages in length (12 point font, double-spaced, APA format) submitted in one Word
Document (therefore a total of 2-3 pages). Your report will be evaluated on overall writing style
and quality, as well as level of critical thinking and depth of analysis.
Summary
Analysis &
Discussion
Case Study Reports: Understanding Family Voices (40 pts)
Grading Rubric
Exceeds Expectations
Meets Expectations
Does Not Meet
Expectations
Each summary includes
There are sufficient details
There are insufficient
significant and important
about each family, their
details about each family,
details about the family,
experience and lessons
their experience, and
their experience and lessons learned.
lessons learned.
learned.
(10 pts)
(8 pts)
(6 pts)
Each family case study
Each family case study
Analysis and discussion of
report demonstrates an inreport addresses and
each case study are not fully
10
Written
Expression &
Conventions
depth analysis, insightful
reflection, and critical
thinking. In addition, each
of the posted questions is
clearly addressed,
integrating additional
information that enhances
the discussion.
(20 pts)
Represents scholarly
writing in correct APA
format. Paper is unified
with well-developed ideas,
logically organized in
paragraph structure with
clear transitions. No
prominent errors interfere
with reading. Paper is 2 ½
to 3 pages.
(10 pts)
adequately analyzes each of
the posted questions.
Connections are made to
information covered in
class.
developed. Does not
address the posted questions
and shows a lack of
understanding of the
assignment’s purpose.
(16 pts)
Paper is well organized with
ideas clearly and concisely
expressed. Formatting
follows APA format. Few
errors occur in writing
conventions. Paper is at
least 2 pages.
(12 pts)
Ideas are not clearly and
concisely expressed.
Formatting does not follow
APA style. Significant
errors in conventions make
writing difficult to read.
Paper is less than 2 pages.
(8 pts)
(6 pts)
FAF Part #3: Family Perspective Paper (10 pts)
One way for teachers to support families is to try to understand what it would be like to raise a
child with a disability. Imagine yourself as the parent in one of the following scenarios and write
a short reflection paper making connections to content covered in class.
•
•
•
Scenario #1: Your seven-year-old child was recently evaluated for a learning disability.
This is your first child and you had no anxiety about his development until his new
teacher voiced her concern about his difficulty with reading. Soon the results of the
evaluation come back, and you are informed that your child has a learning disability in
reading. In addition, the school states that it would like to evaluate him further for
attention deficit disorder.
Scenario #2: Your 14-month-old daughter is not meeting the expected developmental
milestones. Her pediatrician evaluates her based on your concerns and refers you to an
orthopedic specialist, who diagnoses your daughter with cerebral palsy. You are told that
this condition will likely affect her mobility skills, language development, and, possibly,
cognitive abilities.
Scenario #3: Recently, your two-year-old son has stopped communicating and has begun
exhibiting some self-injurious behaviors (e.g., biting himself, banging his head into
things). Watching a TV talk show one afternoon, you hear a guest describe the
characteristics of young children who have autism. You recognize the same
characteristics in your son and call your pediatrician to schedule a visit. Your fears are
confirmed after this visit and subsequent visits with specialists for assessments.
Select one of the scenarios above and reflect on the following questions:
1. What do you think your immediate reaction would be?
2. How do you think your current friends and family would respond when you told them the
news?
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3. How do you think your life might change?
4. Do you think your dreams for your child would change after learning of the disability?
Explain.
5. What would you want teachers to do to help you and your child?
Submit a 1-2 page paper (12 point font, double-spaced, APA format).
Family Perspective Paper (15 pts)
Grading Rubric
Exceeds Expectations
Meets Expectations
Reflection &
Discussion
Written
Expression &
Conventions
Reflection thoughtfully
addresses each of the posted
questions and offers a
personal perspective as the
parent in the scenario, while
making connections to
content covered in class.
(10 pts)
Represents scholarly
writing in correct APA
format. Paper is unified
with well-developed ideas,
logically organized in
paragraph structure with
clear transitions. No
prominent errors interfere
with reading. Paper is 1 ½
to 2 pages.
(5 pts)
Reflection addresses each
of the posted questions and
offers a personal
perspective on the scenario.
Does Not Meet
Expectations
Reflection does not address
each of the posted questions
and lacks a personal
perspective on the scenario.
Connections are not made to
content covered in class.
(8 pts)
Paper is well organized with
ideas clearly and concisely
expressed. Formatting
follows APA format. Few
errors occur in writing
conventions. Paper is at
least 1 page.
(6 pts)
Ideas are not clearly and
concisely expressed.
Formatting does not follow
APA style. Significant
errors in conventions make
writing difficult to read.
Paper is less than 1 page.
(4 pts)
(3 pts)
FAF Part #4: Building Partnerships Through Home Visits PPT Presentation (30 pts)
The purpose of this assignment is for you to research and review ‘best practices’ that will prepare
you for a successful home visit (and future home visits as an educator). You will research a
variety of topics that are pertinent to becoming an effective communicator and for building
strong family partnerships, particularly when conducting home visits. Your task is to synthesize
this information into a short and concise PowerPoint presentation that you will share with the
class, posted on the designated discussion board. You will then review all of your classmates’
presentations, exchanging ideas and feedback. This presentation will also serve as a good
resource that you can share down the road with fellow teachers and administrators, preparing you
to be a leader amongst your colleagues.
In your presentation include ‘best practices’ on the following topics (but not limited to): 1)
culturally competent communication, 2) understanding personal boundaries, 3) positive
supportive language, 4) collaborative problem-solving, and 5) refraining from judgment and bias.
You will be required to research these topics through scholarly journals, websites, books, in
addition to the list of recommended resources provided to you (Course Resource File in
Blackboard). Research utilized from outside of the recommended resource list should be from
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scholarly and current sources. Your PowerPoint presentation should be between 10-13 slides
with a reference list as your last slide, following APA formatting, organized by topics, and be
visually appealing.
Recommended text: Gonzalez-Mena, J. (2014). 50 Strategies for Communicating and Working
with Diverse Families (3rd ed.). Pearson: Boston, MA.
Building Partnerships Through Home Visits PPT Presentation (30 pts)
Grading Rubric
Exceeds Expectations
Meets Expectations
Does Not Meet
Expectations
Research and
Presentation clearly
Presentation includes ‘best
Presentation lacks
Strategies
illustrates ‘best practices’ on practices’ on the five
information on the five
each of the five topics.
required topics. Strategies
required topics. Strategies
Presentation exceeds
are research-based and from are not from scholarly
expectations, integrating
scholarly sources.
sources.
additional material and/or
information above and
beyond the five required
topics. Strategies are
research-based from current
scholarly sources.
(20 pts)
(16 pts)
(12 pts)
Organization
Presentation is neat, concise Presentation is neat,
The presentation is lacking
and Use of
and well organized adhering concise, and organized
organization, formatting
Technology
to correct APA formatting.
following APA formatting
does not follow APA, and
Effectively and creatively
with only a few errors.
contains many errors. Does
uses PowerPoint to enhance Effectively uses PowerPoint not effectively use
presentation. Presentation
to convey information.
PowerPoint to convey
is 12-13 slides.
Presentation is at least 10
information. Presentation is
slides.
less than 10 slides.
(10 pts)
(8 pts)
(6 pts)
FAF Part #5: Family Profile Review & Home Visit Plan (10 pts)
The purpose of this assignment is to further prepare you for your upcoming home visit.
Schedule a time to meet with your partner, either in person or on the phone, to discuss the Family
Profile containing initial background information provided to you from the Peak Parent Center.
Your task is to brainstorm questions and ‘possible’ discussion points by asking yourselves, “what
do we want to learn from this host family?” Remember that this is not a script/interview and the
family will lead the discussion, but you and your partner also need to be prepared to engage in
meaningful and respectful dialogue. Collaboratively compile 4-5 questions and/or ‘possible’
discussion points into a word document for submission (12 point font, double-spaced, bulleted
list) and submit with your Family Profile.
13
Family Profile Review & Home Visit Plan (15 pts)
Grading Rubric
Exceeds Expectations
Meets Expectations
Assimilation
and Synthesis
of Ideas
Home Visit Plan
demonstrates an in-depth
analysis of the family’s
background information.
Potential discussion
topics/questions are clearly
written using people first
language, refrain from
judgment/bias, and
demonstrate culturally
competent communication.
Questions/topics are written
in a positive and supportive
manner, encouraging the
family to remain the expert
on their child. Significant
connections to information
covered in class is evident.
(15pts)
Home Visit Plan
demonstrates a sufficient
analysis of the family’s
background information.
Potential discussion
topics/questions are written
using people first language,
refrain from judgment/bias,
and demonstrate culturally
competent communication.
Questions/topics are written
in a positive manner.
Connections to information
covered in class is evident.
(12 pts)
Does Not Meet
Expectations
Home Visit Plan lacks an
analysis of the family’s
background information.
Potential discussion
topics/questions are not
written using people first
language, contain
judgment/bias, and do not
demonstrate culturally
competent communication.
Connections to information
covered in class is absent.
(9 pts)
FAF Part #6: Home Visit
Meet with your host family one time between July 14 and July 23, 2014. Remember that one
person in your group initially contacts the family to schedule the visit and the other person calls a
few days before your visit to confirm the date, time and location. This is a professional meeting,
therefore confidentiality is important for everyone involved. The family will lead the discussion,
but also be prepared by taking your list of possible discussion points. The idea is to have an
informal discussion, but to keep focused on the objectives of the project.
FAF Part #7: Home Visit Reflection (50 pts)
Following your family visit, you will write a reflection about your experience. The purpose of
this assignment is for you to reflect on the process of researching the home visit process, the
experience of home visiting (personal-affective aspects), the awareness, knowledge and
understandings gained from the entire experience, and how this experience furthers your
understanding of working within and promoting early childhood inclusion. Use these guiding
questions:
•
•
•
•
Throughout the course of this project, what did you learn about your personal beliefs,
values, and attitudes (regarding disabilities, special education, students, and families)?
Discuss what you learned from your host family. What was the most important lesson?
How does this connect to what we’ve been learning in class?
How will this experience guide your practice as a future educator?
Submit a 2-3 page reflection (12 point font, double-spaced, APA format) including at least two
references to course materials.
14
Home Visit Reflection (50 pts)
Grading Rubric
Exceeds Expectations
Meets Expectations
Lessons
Learned
Implications
for Future
Practice
Written
Expression &
Conventions
A critical reflection on
one’s own learning is
evident. Paper
demonstrates an in-depth
analysis and synthesis of
lessons learned, providing
strong examples that
support new
understandings.
Demonstrates exceptional
breadth and depth,
addressing all of the guiding
questions.
(20 pts)
Strong and specific
examples of how this
experience will guide future
practice are thoroughly
discussed. Makes clear
connections to content
covered in class.
(20 pts)
Represents scholarly writing
in correct APA format.
Paper is unified with welldeveloped ideas, logically
organized in paragraph
structure with clear
transitions. No prominent
errors interfere with
reading. Reference list
contains at least two sources
in correct APA formatting.
Reflection paper is 2 ½ to 3
pages.
(10 pts)
Reflection includes a
discussion of lessons
learned and provides
examples that support new
understandings. Addresses
all of the guiding questions.
Does Not Meet
Expectations
Reflection lacks a
discussion of lessons
learned and does not
adequately address the
guiding questions.
(16 pts)
Specific examples of how
this experience will guide
future practice are included.
Makes connections to
content covered in class.
(12 pts)
Does not address how this
experience will guide future
practice. Lacks connections
to content covered in class.
(16 pts)
Paper is well organized with
ideas clearly and concisely
expressed. Formatting
follows APA format. Few
errors occur in writing
conventions. Reference list
contains two sources.
Reflection paper is at least 2
pages.
(12 pts)
Ideas are not clearly and
concisely expressed.
Formatting does not follow
APA style. Significant
errors in conventions make
writing difficult to read.
Reference list is absent.
Reflection paper is less than
2 pages.
(8 pts)
(6 pts)
15
Course Schedule:
Unit
Unit 1
6/9 –
6/15/14
Unit 2
6/16 –
6/22/14
Topic(s)
Course Introduction
The Child in Context
of Family &
Community
Societal Influences
on Children &
Families
Attachment, Trust, &
Parenting
Required Readings, Activities &
Videos
Review the Syllabus
Assignments Due
5 ½ Things About Me
Introduction
CFC Text: Ch. 1
Self-Assessment Survey
Self-Assessment Small Group
Activity
Iris Center Collaborating with
Families Online Module
Collaborating with Families
Quiz
Ch. 1 PPT Presentation
CFC Text: Ch. 2-3
Discussion Board
IDEA Disability Chart
Video Case Study: Samantha
Case Study Reports
Video Case Study: Christopher
Discussion Board
Zero to Three Podcast: Sharing the
Care—Partnering with Your Child’s
Caregiver Supports Healthy
Development
Unit 3
6/23 –
6/29/14
Supporting Families
with AutonomySeeking Youngsters
Sharing Views of
Initiative with
Families
Ch. 2 & 3 PPT Presentations
CFC Text: Ch. 4-5
Family Perspective Paper
Video: Welcoming Families
Discussion Board
Video: Creating a Welcoming
School Environment
*6/23 Peak Parent Center
Meeting 5-7pm
Video: Funds of Knowledge
Peak Parent Center Powerpoint
Presentation & Information
Unit 4
6/30 –
7/6/14
Working with
Families of SchoolAge Children
Understanding
Families’ Goals,
Values, and Culture
Unit 5
7/7 –
Working with
Families on Guidance
Ch. 4 & 5 PPT Presentations
CFC Text: Ch. 6-7
Video: Importance of Valuing
Culture
Video: Cultural Patterns of
Communication
Ch. 6 & 7 PPT Presentations
CFC Text: Ch. 8-9
16
PPT Presentation (submitted and
posted to share with group)
Family Profile Review & Home
Visit Plan
Discussion Board
Transdisciplinary Roles &
Responsibilities Map
7/13/14
Issues
Working with
Families on
Addressing Feelings
and Problem Solving
IFSP & IEP
Processes
Video: Early Intervention, Parent
Perspective
Discussion Board
Video: IEP: Partnering for Success
Powerpoint Presentation: IEP Team
Video: What is a Service
Coordinator?
IFSP/IEP Comparison Chart
Colorado Early Intervention
Handouts
Unit 6
7/14 –
7/20/14
Unit 7
7/21 –
7/27/14
Unit 8
7/28 –
8/1/14
Working with
Families to Support
Self-Esteem
Working with
Families Around
Gender Issues
Stress and Success in
Family Life
Schools and Early
Care and Education
Programs as
Community
Resources
Community
Resources
Social Policy Issues
Ch. 8 & 9 PPT Presentations
CFC Text: Ch. 10-11
Video: Communicating and
Collaborating with other Teachers *7/14—7/23 Complete Home
Visit
Begin working on Home Visit
Reflection
Ch. 10 & 11 PPT Presentations
CFC Text: Ch. 12-13
Discussion Board
Home Visit Reflection
Review Course Resource Folder
Discussion Board
Ch. 12 & 13 PPT Presentations
CFC Text: Ch. 14-15
NAEYC Profiles of Exemplary
Programs: Engaging Diverse
Families
Review Course Resource Folder
Ch. 14 & 15 PPT Presentations
17
Community Resource File
*due 7/31
Discussion Board
Alignment of Course Objectives, Standards, and Conceptual Framework
IECE 2000 Course Objective(s)
1. Research family
2.
3.
4.
5.
6.
perspectives to guide the
collaborative process and
enhance the developmental
and learning progress of
children across all domains.
Examine strategies for
forming family partnerships
and effective
communication skills
among professional teams,
including collaborative
problem-solving and
conflict resolution.
Synthesize research and
policy related to best
practices in Individual
Family Support Plan (IFSP)
and Individual Education
Plan (IEP) processes.
Demonstrate cultural
competence in working
knowledgeably, effectively,
and sensitively with diverse
families and children.
Clearly communicate
assessment information and
its implications for
educators, parents, and other
school professionals in a
positive and capacitybuilding way.
Compile information on comprehensive resources designed to support families and children with diverse abilities. Assignment, Activity, or
Required Reading(s)
NAEYC
COE Conceptual
Framework
Families as Faculty
Project*
1b, 2a, 2b, 2c, 6b, 6d,
6f
1a, 1b, 1c, 2a, 2b, 2c, 3a,
3b, 3c
Families as Faculty
project*
1b, 2a, 2b, 2c, 6b, 6d,
6f
1a, 1b, 1c, 2a, 2b, 2c, 3a,
3b, 3c
2a, 4b, 6c, 6d
1a, 1b, 2a, 2b
1b, 2a, 2b, 2c, 6b, 6d,
6f
1a, 1b, 1c, 2a, 2b, 2c, 3a,
3b, 3c
2a, 3a, 3b
2a, 2b, 2c
2a, 2b, 2c, 6a, 6e
1a, 1b, 2a, 2b, 3a, 3b
Video analyses
Family as Faculty
Project*
Case Study Reports
Community
Resources File
*=Key Assessment
18
References
Berger, E. (2012). Parents as Partners in Education: Families and Schools Working Together
(8th ed.). Pearson: Boston, MA.
Early Intervention Colorado for Infants, Toddlers and Families. (2014). State-Approved Forms,
Instruction Manuals, And Processes. Retrieved on [May 20, 2014] from
http://www.eicolorado.org/
Gonzalez-Mena, J. (2013). Child, Family, and Community: Family-Centered Early Care and
Education (6th ed.). Pearson: Boston, MA.
Gonzalez-Mena, J. (2014). 50 Strategies for Communicating and Working with Diverse
Families (3rd ed.). Pearson: Boston, MA.
National Dissemination Center for Children with Disabilities. (2014). Categories of Disabilities
Under IDEA. Retrieved on [May 22, 2014] from http://nichcy.org/disability/categories
Scully, P. (2015). Families, Schools, and Communities: Building Partnerships for Educating
Children (6th ed.). Pearson: Boston, MA.
SpecialQuest. (2009). Preschool Inclusion. Retrieved on [May 21, 2014] from
http://ncoe.pointinspace.com/trainingmaterials/
The IRIS Center for Training Enhancements. (2008). Collaborating with families. Retrieved on
[May 22, 2014] from http://iris.peabody.vanderbilt.edu/module/fam/
Zero to Three. (2012). Little Kids, Big Questions: A Parenting Podcast Series From Zero to
Three. Retrieved on [May 24, 2014] from http://www.zerotothree.org/about-us/fundedprojects/parenting-resources/podcast/
19