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ECGEN Compt 4 Student Need
Old 03-02-2018, 09:30 AM
 
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I am working on my SD for Comp 4. I have identified that my students have a need for visualizing and building 3D structures.
For my evidence of the need, I have
-Work sampling data in 3 different areas that I have created a chart for.
-Observational pictures of 2D pictures and single towers

For evidence of how I collaborated, I have
-Quarterly assessment data that I discussed with parents during the fall and spring PT conferences
-A copy of my weekly theme checklists where I write in activities for 3 different centers to be completed during the week that focus on 3D structures and art projects. I share this with my paraprofessional and developmental therapy teacher.

For evidence of impact, I have
-Observational pictures of 3D structures and art projects
-ECERS score in those areas from my assessment this year.
-Work sampling data that shows improvement in those areas.

Is this enough evidence? Is it strong enough evidence? I wanted data as well as observational evidence to show the whole child.


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Comp 4
Old 03-02-2018, 11:06 AM
 
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I might add Iím in preschool with age 3 to 5 year olds.
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Old 03-02-2018, 06:02 PM
 
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Quote:
ECERS score in those areas from my assessment this year.
Be sure to explain this, because I am also ECGen and have no clue what this is!
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Old 03-02-2018, 06:21 PM
 
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It is for preschool. Every year they come and do an assessment in our classroom. Consider it an observation by your principal, but it last all day. They look for what you have in your centers, what child created art and projects you have displayed. Basically look at your classroom and practices under a microscope.
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Old 03-02-2018, 06:22 PM
 
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I will explain ECERS. Do you think the other evidence is strong enough?


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Old 03-03-2018, 06:27 AM
 
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Okay...first I am not an expert, but I have some philosophical issues, I guess. I question the premise of the SN. I don't think 2D and 3d shapes is a SN...it's a developmental thing. A 3 yo doesn't know about 3D objects because they are 3, not due to a deficit.

Assuming I am off base with that, sharing lesson plans with support staff doesn't strike me as evidence of collaboration, advocacy, and leadership.

If you feel strongly about this, then I would suggest seeking stronger evidence of collaboration, advocacy, and leadership.

Your evidence of student impact seems to be on track!
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Old 03-04-2018, 07:18 AM
 
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Ok. I get where you are coming from. There was another SN that I was toying with and that is social/emotional growth. I am in Preschool so, I am finding it challenging to find a SN that is both developmentaly appropiate and fits the needs of the age range 3-5 yrs.

I am also doing social/emotional for my PN because I advocated and lead a workshop on Conscious Discipline this year.

So now I am a little stumped. If I continue on with the SN of 2D 3D because that shows up in my Work Sampling, ECERS review, quarterly assessments. I will be showing that I collaborated with my support staff as well as parents. Is that strong enough? I can show the need? I can also show data where there is improvement. You are right the need is not because there is a deficit. In my 5 yr olds, yes. In my 3 yr olds, itís a developmental milestone. They are still lacking that skill and it is a developmental skill we assess and work on.

Zia, what are your thoughts?
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Old 03-04-2018, 08:14 AM
 
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Okay, so...if it were me (and it isn't!) I would consult this document, specifically pg 30, Domains 2 & 3 and look for a developmentally appropriate student need, something within the appropriate range of your students' age/developmental stages. I would seriously consider the following for a Student Need:

  • same vs different
  • measuring
  • following multi-step directions

pg 59 shows the progression to K...

LINK

I'm not trying to rain on your parade and you absolutely have to do what YOU feel is best. But if I taught 3-5 year olds, this is the direction I would take.

I hope this helps, but I'm afraid it doesn't!
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Old 03-04-2018, 08:26 AM
 
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Honestly, I would do same v different and use Show-n-Tell. After my Show-n-Tell, all the items go in a pile and I call on a kiddo to choose two items that are the same in one way/different in one way...let's say the kiddo chooses a stuffed giraffe and a plush car. So the kiddo could say they are both soft and different that one is an animal and one isn't or whatever. I would differentiate it by having the 3 year olds choose one similarity, the 4 year olds choose one difference, and the 5 year olds do both. I would do this is because same is easier than different.

It is play-based, vocabulary building, hands-on, engaging for the students, and furthers their thinking in looking at details, etc.

I promise I am trying to help.
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Old 03-04-2018, 12:40 PM
 
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Zia, you truly are helping me see it others ways and for that I am thankful.

So letís say I do same vs. different. There is still data that I can pull from my assessments and documented pictures I can pull for evidence of the need and evidence of improvement. I might go a little further and call it classifying. I could even pull in sorting and my 4/5 yr old would have to sort with more complex rules than my 3 yr olds. So that works. For collaboration and advocacy, can I still take the approach of consulting with my support staff and parents.


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Old 03-04-2018, 07:06 PM
 
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Yes, absolutely! But...be cautious about getting too broad. You need a laser sharp focus in order to adequately delve into it in the WC or you run out of space.

Keep going!
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Old 03-04-2018, 07:21 PM
 
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I am now inspired, I think. 😉 I will be back if I get stumped again.

Thanks Zia!!
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