Early Childhood Case Short Answer

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CECS EP003 Funding Sources

Short-Answer Response Assessment Submission Form

Contact Information

Please provide your contact information and date of submission below.

Your Name: First and Last

Your Email address: Your e-mail here

Date: Click here to enter a date

Instructions

This Competency includes a Short-Answer Response Assessment. Write your response to each prompt below—in the space provided. Beneath the prompts is the Rubric, which will be used by the Competency Assessor to evaluate your responses. Carefully review the Rubric rows associated with each prompt to provide a complete response.

 

When writing your response, begin typing where it reads “Enter Your Response Here.” Write as much as needed to satisfy the requirements of the prompt.

 

Note: Save this file as EP003_firstinitial_lastname, and upload it to this Assessment within the learning platform. For example, EP003_B_Smith.

 

Short Answer 1

Describe each of the following public funding sources and its intended purpose. Responses should be a least 1 paragraph in length for each funding source.

 

a. Head Start

b. Child care subsidies

c. Child care tax credits

d. Title 1

e. Early childhood special education (IDEA)

f. State-funded pre-kindergarten

 

Rubric

  0

Not Present

 1

Needs Improvement

 2

Meets Expectations

 3

Exceeds Expectations
Sub-Competency 1: Describe public funding sources to support early childhood programs and initiatives.
Learning Objective 1.1: Describe various public funding sources.

 

 Description is missing. Description of the public funding sources and their purposes are partial or incomplete. Response includes a clear description of each public funding source and its intended purpose.

 

 Demonstrates the same level of achievement as “2,” plus the following:

 

Response clearly describes an additional public funding source and its intended purpose.

 

 

Short Answer 2

Read the descriptions of the two early childhood learning centers below. Both Checkers and Smart Start will be seeking funding from one of several sources: Head Start, child care tax credits, Title I, or early childhood special education (IDEA). Determine which funding sources are most appropriate for each center and explain why. Your response should be 4–6 paragraphs in length.

 

Checkers Early Childhood Learning Center

Checkers Early Childhood Learning Center is a comprehensive program providing a full range of services to children ages 6 weeks to 5 years and their families. There are several locations throughout Colorado, New Mexico, and Arizona. Checkers also provides a full range of educational, social, and health services to children and families who are low income. Services for adults and families are available through family medicine and mental health. Licensed professionals provide comprehensive evaluation, early intervention, and therapeutic services.

 

Smart Start Early Childhood Learning Center

Smart Start Early Childhood Learning Center provides a secure, nurturing, and stimulating preschool environment that helps children to understand themselves as individuals as well as members of a community. We believe that a good early-school experience can set the tone for a lifetime of learning. Through daily lessons, community involvement, and self-exploration, we strive to spark and encourage creativity and imagination in each child. Our preschool programs strive to establish comfortable environments for each child to reach new developmental milestones. Services for the community are provided at no out-of-pocket cost to families who meet income guidelines.

Your Response

Enter Your Response Here

Rubric

  0

Not Present

 1

Needs Improvement

 2

Meets Expectations

 3

Exceeds Expectations
Sub-Competency 1: Describe public funding sources to support early childhood programs and initiatives.
Learning Objective 1.3:

Explain how various public funding sources apply to early childhood learning centers.

 Explanation is missing.

 

 Explanation is incomplete or vague. Response includes a clear explanation of how the public funding sources applies to the early childhood learning center in the scenario. Demonstrates the same level of achievement as “2,” plus the following:

 

Response explains why the other funding sources are not appropriate.

 

 

 

Short Answer 3

In addition to public funding, both Checkers Early Learning Center and Smart Start Early Learning Center have decided to pursue funding from private sources. Research private funding sources that would be applicable for each of the centers. Choose one source for each center and explain why the center is a good candidate for receiving this funding. Explain the process for obtaining the private funding sources you identified. The response should be 6–8 paragraphs in length.

Your Response

Enter Your Response Here

Rubric

  0

Not Present

 1

Needs Improvement

 2

Meets Expectations

 3

Exceeds Expectations
Sub-Competency 2: Evaluate private funding sources and processes for obtaining funding to support early childhood programs and initiatives.
Learning Objective 2.1:

Describe private funding sources.

 

 Description is missing. Response describes a vague or inappropriate private funding source for the early childhood center. Response includes an accurate and relevant description of the private funding source appropriate for the early childhood center.

 

 Demonstrates the same level of achievement as “2,” plus the following:

 

Response explains the benefits and challenges of seeking private funding.

 
Learning Objective 2.2:

Explain processes for obtaining private funding sources for early childhood learning centers.

 Explanation is missing.

 

 Response includes a limited or incomplete explanation of how to obtain private funding for each source. Response includes a clear explanation of how to obtain each private funding source for an early childhood learning center. Demonstrates the same level of achievement as “2,” plus the following:

 

Response identifies stakeholders involved and/or resources to support centers in the process for obtaining private funding.

 

Short Answer 4

Read the following reports about Universal Pre-K and its funding implications. Answer the questions that follow. Your response should be 4–6 paragraphs in length.

 

Barnett, W. S., & Hustedt, J. T. (2011). Improving public financing for early learning programs (Policy Brief Issue 23). Retrieved from http://nieer.org/resources/policybriefs/24.pdf

 

Citizen’s Budget Commission. (2013). The challenge of making universal prekindergarten a reality in New York state. Retrieved from http://www.cbcny.org/sites/default/files/REPORT_UPK_10222013.pdf

 

a. Explain the challenges New York is experiencing in funding universal pre-kindergarten.

b. Describe at least three potential funding sources for Universal Pre-K described in the Citizens Budget Commission report.

c. How might policies like universal pre-kindergarten impact funding for early childhood centers and the children and families they serve?

 

Your Response

Enter Your Response Here

Rubric

  0

Not Present

 1

Needs Improvement

 2

Meets Expectations

 3

Exceeds Expectations
Sub-Competency 3: Analyze the impact of political, economic, and social policies and trends on programmatic funding streams for early childhood settings.
Learning Objective 3.1:

Explain fiscal challenges in meeting policy initiatives.

 

 Explanation is missing. Response provides a vague or partial explanation of the fiscal challenges in meeting policy initiatives. Response provides an accurate explanation of the fiscal challenges in meeting policy initiatives. Demonstrates the same level of achievement as “2,” plus the following:

 

Response explains how these challenges are relevant to other initiatives or settings.
Learning Objective 3.2: Describe funding sources to meet policy initiatives. Description is missing. Response provides a vague or partial description of funding sources to meet policy initiatives. Response provides an accurate and thorough description of three funding sources to meet policy initiatives. Demonstrates the same level of achievement as “2,” plus the following:

 

Response describes more than three funding sources.
Learning Objective 3.3: Explain how policies and initiatives impact funding for early childhood programs. Explanation is missing. Response provides an incomplete explanation of how policies and initiatives impact funding for early childhood programs and the children and families they serve. Response provides a thorough explanation of how policies and initiatives impact funding for early childhood programs and the children and families they serve. Demonstrates the same level of achievement as “2,” plus the following:

 

Response uses specific examples to support the explanation.

 

 

©2014 Walden University 2

Assignment 1: A Look At The Validity Of Qualitative Approaches

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For this Assignment, you will evaluate the validity of a qualitative research study and examine the role of qualitative research in special education.

To prepare:

· Review a selection of the qualitative studies listed in this module’s Learning and Additional Resources. Examine the findings of the studies to determine the appropriateness for special education.

· Consider how validity threats in the studies you review could be minimized to increase the contributions of qualitative research for special education.

· Select one study from the Learning Resources or the Additional Resources to evaluate its validity.

Develop a 3–4 page paper that includes the following sections:

Note: The Validity of the Findings should refer to the study you selected and The Role of Qualitative Research should address the larger issues concerning qualitative research and special education.

1. The Validity of the Findings

a. How valid is this study? Explain what you believe supports the validity of this study, citing specifically from your selected study.

b. What are the threats to the internal and external validity of the study? Explain what might prevent you from trusting the results and generalizing the findings to other people or situations. Then, explain how you might minimize threats to validity in the study.

2. The Role of Qualitative Research

a. What are the inherent benefits and challenges of qualitative research? Support your response with specific reference to the Learning Resources and outside resources.

b. What role does qualitative research play in supporting the field of special education? Be sure to explain whether qualitative research benefits the field of special education.

Cite specific references to your selected study and at least 3–5 peer-reviewed outside resources.

Note: For this Assignment and all scholarly writing in this course and throughout your program, you will be required to use APA style (6th edition). Please use the Walden Writing Center as a resource as you complete assignments.

Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Rumrill, P. D., Cook, B. G., & Wiley, A. L. (2011). Research in special education: Designs, methods, and applications. Springfield, IL: Charles C. Thomas.

  • Chapter 7, “Qualitative Research Designs” (pp.      153–178)

    Focus onthe major assumptions of qualitative research. Reflect on      ethnography, case study, multisite, phenomenological, and grounded theory      approaches. Look carefully at methodological issues and the role of      qualitative research in studies in special education.

Bettez, S. C. (2015). Navigating the complexity of qualitative research in postmodern contexts: Assemblage, critical reflexivity, and communion as guides. International Journal of Qualitative Studies in Education, 28(8), 932–954.

Focus on the ethical dilemmas that social justice-oriented qualitative researchers may encounter as a result of conflicting multiplicities of difference among researcher(s), participants, and readers.

Trainor, A. A., & Graue, E. (2014). Evaluating rigor in qualitative methodology and research dissemination. Remedial and Special Education, 35(5), 267–274.

Focus on the different elements of rigor required in qualitative methods.

Consult the following readings for work on your course project component during this module:

O’Neill, R. E., McDonnell, J. J., Billingsley, F. F., & Jenson, W. R. (2011). Single case research designs in educational and community settings. Upper Saddle River, NJ: Pearson.

  • Chapter 8, “Changing      Criterion Designs” (pp. 117–136)

    Focus onthe characteristics of changing criterion designs. Review      defining the behavior, setting a goal, and implementation techniques.      Consider variations, such as changing criterion with a multiple baseline.

  • Chapter 9, “Multiple Treatment Designs” (pp.      137–150)

    Focus onthe characteristics of multiple treatment designs. Study      the guidelines for implementing such an approach. Pay particular attention      to design variations.

Additional Resources

Although not required, it is highly recommended that you read all of the Additional Resources.

Note: The resources were selected for the quality of the information and examples that they contain and not the date of publication.

Case Study

Angelides, P., Antoniou, E., & Charalambous, C. (2010). Making sense of inclusion for leadership and schooling: A case study from Cyprus. International Journal of Leadership in Education, 13(3), 319–344.

Retrieved from the Walden Library databases.

Focus on the characteristics of the multiple-probe design. Reflect on the number of behaviors that were evaluated in this study.

Content Analysis

Vostal, B. R., Hughes, C. A., Ruhl, K. L. Benedek-Wood, E., & Dexter, D. D. (2008). A content analysis of learning disabilities research & practice: 1991–2007. Learning Disabilities Research & Practice, 23(4), 184–193.

Retrieved from the Walden Library databases.

Focus on the analysis of the content of learning disability research and practice. Reflect on the designs, participants, strategies, and settings. Pay particular attention to reading, assessment and identification, and inclusion.

Discourse Analysis

Vehmas, S. (2010). Special needs: A philosophical analysis. International Journal of Inclusive Education, 14(1), 87–96.

Retrieved from the Walden Library databases.

Focus on the description of needs, special, and exceptional. Consider the extent to which separating students into ordinary and special is discriminatory. Reflect on improving individuals’ capabilities.

Ethnography

Brown, S. (2009). Learning to read: Learning disabled post-secondary students talk back to special education. International Journal of Qualitative Studies in Education, 22(1), 85–98.

Retrieved from the Walden Library databases.

Focus on the experiences of those previously identified as learning disabled. Recognize the meanings and experiences of students. Read about the work of these students.

Field Study

Dexter, D. D., Hughes, C. A., & Farmer, T. W. (2008). Responsiveness to intervention: A review of field studies and implications for rural special education. Rural Special Education Quarterly, 27(4), 3–9.

Retrieved from the Walden Library databases.

Focus on the summaries of field studies. Study the style to classifying studies. Recognize that findings must be met with reservation.

Narrative Research

Applequist, K. L. (2009). Parent perspectives of special education: Framing of experiences for prospective special educators. Rural Special Education Quarterly, 28(2), 3–16.

Retrieved from the Walden Library databases.

Focus on the use of a narrative approach and semi-structured interviews. Study the descriptions provided by subjects. Read about their concerns.

Hillel, L. R. (2015). Masters of weaving: The complex role of special education teachers. Teachers and Teaching: Theory and Practice, 2(1), 103–126.

Retrieved from the Walden Library databases.

Life History

Madriaga, M., & Goodley, D. (2010). Moving beyond the minimum: Socially just pedagogies and Asperger’s syndrome in UK higher education. International Journal of Inclusive Education, 14(2), 115–131.

Retrieved from the Walden Library databases.

Focus on the design of this longitudinal study. Read about the selection of eight students. Consider the extent to which the analysis expands to identify specific pedagogies.

Phenomenological

Stamp, R., & Loewenthal, D. (2008). Can counseling/psychotherapy be helpful in reducing barriers to learning for the person with specific learning disabilities? Counselling Psychology Quarterly, 21(4), 349–360.

Retrieved from the Walden Library databases.

Focus on the use of an empirical phenomenological research approach. Recognize how the study includes an exploration of understanding. Consider next steps for continued research.

Review the elements of the Coherence Framework in Chapter 5 of the Fullan and Quinn text

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  • Review the elements of the Coherence Framework in Chapter 5 of the Fullan and Quinn text. Reflect on how the identified elements support whole system change.
  • Review the example of Cochrane Collegiate Academy from Chapter 4 of the Fullan and Quinn text and consider how they successfully implemented the elements of the Coherence Framework to turn their underperforming school around.
  • Review Fullan’s article “Leadership from the Middle,” reflecting on the organization’s ability to implement change at the local and state level.

By Day 7 of Week 7

Part 4: Coherence

Write a 2- to 3-page paper that addresses each element of the four components from Fullan’s Coherence Framework, including the following:

  • 1. Provide an explanation of a clear and shared focus of direction for the identified program.
  • 2. Describe how you cultivate collaborative cultures that set the pathway to change.
  • 3. Explain how this process will deepen the learning of the staff, as well as positively impact student learning.
  • 4. Describe how ongoing data will be collected and analyzed to further secure accountability,
  • 5.in your final 2 paragraphs, summarize your thought regarding the process of this Project: collecting data, researching evaluation models, collaborating with others to analyze data, creating an action plan based on program needs, and planning for staff buy-in to the program changes.
  • Step Explanation and headlines for APA
  • FOLLOW my project about a transition Program CIRCLES for the student with disabilities post-secondary transition

Please follow the files I downloaded

Pre-Post Interagency Collaboration Survey

Using the scale provided, please indicate the extent to which you currently interact with each agency.

Five Levels of Collaboration and Their Characteristics

 

No interaction (0)

· Not aware of organization

· No interaction that I know of

Networking (1)

· Aware of organization

· Loosely defined roles

· Little communication

· All decisions are made independently

Cooperation (2)

· Provide information to each other

· Somewhat defined roles

· Formal communication

· All decisions are made independently

Coordination (3)

· Share information and resources

· Defined roles

· Frequent communication

· Some shared decision making

Coalition (4)

· Share ideas

· Share resources

· Frequent and prioritized communication

· All members have a vote in decision making

Collaboration (5)

· Members belong to one system

· Frequent communication is characterized by mutual trust

· Consensus is reached on all decisions

 

1) List your community agencies and organizations (examples provided for starting point)

   

My organization

  

Not sure

  

No interaction

 1

Networking

 2

Cooperating

 3

Coordinating

 4

Coalition

 5

Collaboration
Arc                
Autism Speaks (Autism Society)                
Chamber of Commerce                
Community College                
Community Action Programs                
County Health Department                
Department of Health and Human Services                
Employment Security Office                
Habilitation Agencies                
JobLink

 

                
Transportation agencies                
School District

 

                
School Board

 

                
Social Security Office                
Related Services Agencies                
University Extension Office                
Vocational Rehabilitation  

Clinical Field Experience C And D

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Clinical Field Experience C: Pre-Assessment Using Non-Standardized Assessments  

 

The clinical field experience in this course must take place in a K-3 setting.

Allocate at least 5 hours in the field to support this assignment.

Review the benchmark assignment, “Small Group Assessment Plan” in Topic 5, as you will use this field experience to inform Part 1 of that assignment.

In this field experience, continue to observe the class. With your mentor teacher, select a small diverse group of 4-6 students (include at least one student with exceptionalities) and determine an academic area in which to assess them.

Select a technology-based assessment to use with these students. Your assessment should be a developmentally appropriate and engaging activity or game that will quickly assess the students’ present levels in the selected area. It may be professionally produced, self-created, or pre-created by your mentor teacher. Implement the assessment to establish the students’ current levels of performance in the academic area you chose to assess.

For your technological device, you may choose to use an interactive white board, tablet, computer, augmentative communication device, or any other form of technology found in your classroom for this assignment. You are also encouraged to differentiate the assessment to meet individual student needs, as applicable for the students in the group.

In 250-500 words, summarize your developmentally appropriate and engaging technology-based assessment choices and rationalize how your choices meet the needs of students in your small group. Be sure to explain how you will use your findings in your future professional practice.

If technology is not available, create an alternative pre-assessment to implement. In addition, identify and rationalize technology that could be an appropriate support for the students identified as well as the school or district representative that supports technology to obtain tech support to meet specific student needs in the classroom.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

 

 

 

 

 

 

 

Clinical Field Experience D: Design and Deliver a Lesson

  

 

The clinical field experience in this course must take place in a K-3 setting.

Allocate at least 5 hours in the field to support this clinical field experience.

Use this field experience to inform Part 2 of the benchmark assignment.

In this field experience, continue to observe the class, in particular the small group you identified in the previous topic. Using the “COE Lesson Plan Template” and the information you gained from your pre-assessment from Part 1 of your benchmark, create and deliver a lesson for the group that will support the students’ growth in the selected developmental or academic areas. After you have facilitated the lesson, use the same technology-based assessment you used to pre-assess as a post-assessment to evaluate the small group’s progress.

Write a 250-500 word reflection on your experience that includes modifications you would make to your lesson, assessment, and/or assessment procedures in the future. Be sure to explain how you will use your findings in your future professional practice.

Submit your small group lesson and reflection as one deliverable.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

Document the hours and locations that you spend in the field on your Clinical Field Experience Verification Form.