Graduate Portfolio Cover Sheet Carlena Lowell SEI 650 Summer 2014
Carlena Lowell 2 SEI 650 Portfolio Cover Sheet
Competency Area Product Location 1. Diversity of Development in Infancy and Early Childhood
1.1 Knowledge of development during the prenatal and perinatal periods and factors that can contribute to risk and impact later development and learning
1.2 Knowledge of sociocultural influences and their impact on child development and learning
1.3 Knowledge of major theories of child development and learning
1.4 Knowledge of typical development of infants, toddlers, and preschoolers in all domains including physical, motor, communication/ language, cognitive, social, and emotional development Three parent/caregiver pamphlets based on what to expect in different areas of development focused on social emotional development, speech and language development, and cognitive development This section, as well as:
3.8 Ability to communicate with families in a culturally competent manner
1.5 Knowledge of the impact of disabilities and serious medical conditions on development and learning in early childhood Five child observations on children with and without disabilities This section, as well as:
4.8 Knowledge of recommended practices and methods for conducting authentic assessments and documenting childrens learning and development in natural environments
1.6 Knowledge of specific disabilities and implications for planning and implementing intervention
1.7 Knowledge of early childhood mental health issues including the impact of stress and trauma, protective factors and resilience, attachment and separation, and the importance of
Carlena Lowell 3 SEI 650 Portfolio Cover Sheet
nurturing relationships 1.8 Knowledge of early brain development and implications for later development and learning
1.9 Knowledge of typical and atypical child development in assessment, intervention, and curriculum development and implementation Case study of a 33-month old child with brain cancer and diagnosed blindness including background information; initial child status/functioning; family concerns, priorities, needs, and resources; goals for intervention; intervention process; and recommendations for addressing continuing/ future needs This section, as well as:
3.2 Knowledge of the potential impact of a child with a disability or serious medical condition on the family
Competency Area Product Location 2. Collaborative Consultation, Service Coordination, and Teaming
2.1 Knowledge of various team models and configurations Documentation and reflection of two evaluations as a member of a multidisciplinary evaluation team This section, as well as:
4.13 Ability to produce assessment reports that clearly discuss developmental domains and functional concerns and provide appropriate recommendations 2.2 Knowledge of strategies for team building and maintenance
2.3 Knowledge of models, stages, and techniques of collaborative consultation
2.4 Knowledge of models of service coordination and advantages and disadvantages of various models
2.5 Knowledge of roles and responsibilities of service coordinators Documentation and reflection of the facilitation of three initial IFSP eligibility meeting as a service coordinator This section, as well as:
4.10 Ability to involve families and to integrate their priorities and concerns in the assessment process Carlena Lowell 4 SEI 650 Portfolio Cover Sheet
2.6 Knowledge of strategies for effective interagency collaboration
2.7 Ability to establish and maintain an effective consultative relationship Reflection paper regarding SEI 516: Seminar and Practicum in Collaborative Consultation for Early Childhood This section, as well as:
8.2 Ability to evaluate your personal strengths and needs as they relate to your professional role 2.8 Ability to participate as a team member to identify and enhance team roles, communication, and problem solving and conflict resolution
2.9 Ability to implement processes and strategies that support transitions among settings for infants and young children
Competency Area Product Location 3. Family Partnership 3.1 Knowledge of family systems theory and the implications for providing services to families of children with disabilities
3.2 Knowledge of the potential impact of a child with a disability or serious medical condition on the family system
3.3 Knowledge of varied sources of family and community diversity and of practices that reflect cross- cultural competence in all aspects of service delivery Electronic resource guide for parents with local, state, national, or international resources for various topics This section, as well as:
3.8 Ability to communicate with families in a culturally competent manner 3.4 Knowledge of the tenets of family-centered practice and the implications for family-professional relationships and program policies and practices Ecomap completed with a family This section, as well as:
8.4 Ability to clearly and articulately express yourself in oral and written form Carlena Lowell 5 SEI 650 Portfolio Cover Sheet
3.5 Knowledge of professional roles and boundaries when working with families
3.6 Ability to work collaboratively with families to develop, implement, and monitor individualized plans including IEPs or IFSPs Documentation and reflection of the facilitation a three month review of IFSP services with a family This section, as well as:
5.1 Knowledge of the legal requirements and components of the IFSP/IEP
5.2 Knowledge of considerations and recommended practices for developing, implementing, and evaluating the IFSP/IEP 3.7 Ability to assist families to obtain needed resources and supports in a manner that builds on the familys strengths and competencies Reading and resource list for a specific family based on their interests and child outcomes This section, as well as:
8.6 Ability to utilize computers and Internet resources to better serve infants and young children with disabilities and their families 3.8 Ability to communicate with families in a culturally competent manner Family focused interview This section, as well as:
1.2 Knowledge of sociocultural influences and their impact on child development and learning 3.9 Ability to assist families to plan for transitions
3.10 Ability to facilitate and support mutually satisfying interactions between children and their parents.
Competency Area Product Location 4. Assessment 4.1 Knowledge of major stages and purposes of the assessment process and recommended practices for each stage of the process
4.2 Knowledge of the components of well-
Carlena Lowell 6 SEI 650 Portfolio Cover Sheet
coordinated identification and referral systems and practices for ensuring that appropriate and timely referrals are made 4.3 Knowledge of the characteristics of effective screening instruments and programs
4.4 Knowledge of measurement concepts and principles used in the construction of assessment instruments Research and review of five formal assessments This section, as well as:
1.6 Knowledge of specific disabilities and implications for planning and implementing intervention 4.5 Knowledge of requirements for assessment as mandated by state and federal legislation
4.6 Knowledge of the roles of families in the assessment process and recommended practices for involving them
4.7 Knowledge of sources of cultural bias in assessment instruments and recommended practices for conducting unbiased assessments
4.8 Knowledge of recommended practices and methods for conducting authentic assessments and documenting childrens learning and development in natural environments
4.9 Ability to select and administer assessment instruments in compliance with established criteria Administration of the Assessment, Evaluation, and Programming System (AEPS) This section, as well as:
5.5 Ability to use assessment information to develop individualized instruction/ intervention plans (i.e., goals/objectives, strategies, evaluation methods) 4.10 Ability to involve families and to integrate their priorities and concerns in the assessment process Completed Routines-Based Interviews in two different classes; products for both provided This section, as well as:
3.4 Knowledge of the tenets of family-centered practice Carlena Lowell 7 SEI 650 Portfolio Cover Sheet
and the implications for family-professional relationships and program policies and practices 4.11 Ability to gather information from multiple sources and environments in the assessment process
4.12 Ability to use a variety of materials, contexts, and strategies to maintain the interest of infants and young children in the assessment process Administered the Denver Developmental Inventory-II This section, as well as:
1.9 Knowledge of typical and atypical child development in assessment, intervention, and curriculum development and implementation 4.13 Ability to produce assessment reports that clearly discuss developmental domains and functional concerns and provide appropriate recommendations
4.14 Ability to participate as a team member in integrating assessment results in the development of the IEP/IFSP
4.15 Ability to align assessment with curriculum, content standards, and local, state and federal regulations
Competency Area Product Location 5. Planning and implementing Individualized Instruction
5.1 Knowledge of the legal requirements and components of the IFSP/IEP Development of ten functional and measurable outcomes This section, as well as:
6.2 Knowledge of the role and importance of play in development and learning 5.2 Knowledge of considerations and recommended practices for developing, implementing, and evaluating the IFSP/IEP
5.3 Knowledge of universal Comprehensive curriculum This section, as well as: Carlena Lowell 8 SEI 650 Portfolio Cover Sheet
design, assistive technologies and augmentative communication systems and their appropriate use in facilitating the learning and development of infants and young children with special needs plan about farm animals using the Project Approach
6.4 Ability to plan, implement and evaluate curriculum activities and experiences that are responsive to childrens interests, natural curiosity, preferences, individual abilities, age levels, and linguistic and cultural variables
6.5 Ability to integrate learning across developmental domains and content areas in curriculum activities and experiences and to align curriculum with learning standards and individual goals 5.4 Knowledge of a continuum of intervention/teaching strategies for supporting the learning and participation of infants and young children with special needs in natural and inclusive settings Observation and intervention plans for a child This section, as well as:
6.11 Ability to promote healthy attachments, emotional regulation, and emotional expression in infants and young children 5.5 Ability to use assessment information to develop individualized instruction/ intervention plans (i.e., goals/objectives, strategies, evaluation methods) DIR/Floortime case study This section, as well as:
6.2 Knowledge of the role and importance of play in development and learning 5.6 Ability to embed learning opportunities in everyday routines, relationships, activities, and places
5.7 Ability to facilitate communication development in infants and young children with special needs, including the use of augmentative communication systems
5.8 Ability to facilitate the development of functional fine motor, perceptual motor and movement skills in infants
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and young children with special needs 5.9 Ability to demonstrate positioning and handling strategies including the use of adaptive equipment to promote engagement with the environment and active participation by infants and young children with special needs
5.10 Ability to implement safe, comfortable and effective feeding strategies for infants and young children with special needs
5.11 Ability to facilitate the development of adaptive skills (including self-care skills) in infants and young children with special needs
5.12 Ability to address the individual sensory processing/integration needs of infants and young children during daily routines and activities
5.13 Ability to plan and implement appropriate and effective strategies for addressing challenging behavior in young children
5.14 Ability to use appropriate methods and procedures to monitor and document child progress and make recommendations for instruction
Competency Area Product Location 6. Developmentally Appropriate Practices and Programs
6.1 Knowledge of early childhood curriculum models
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and approaches 6.2 Knowledge of the role and importance of play in development and learning
6.3 Knowledge of a continuum of child guidance techniques to prevent or reduce occurrence of challenging behaviors and promote cooperative behavior and positive engagement with peers, activities, and materials Individual instruction design and implementation This section, as well as:
5.4 Ability to use assessment information to develop individualized instruction/ intervention plans (i.e., goals/objectives, strategies, evaluation methods)
5.5 Ability to use assessment information to develop individualized instruction/ intervention plans (i.e., goals/objectives, strategies, evaluation methods) 6.4 Ability to plan, implement and evaluate curriculum activities and experiences that are responsive to childrens interests, natural curiosity, preferences, individual abilities, age levels, and linguistic and cultural variables Administered the Early Literacy and Language Classroom Observation (ELLCO) This section, as well as:
5.4 Ability to use assessment information to develop individualized instruction/ intervention plans (i.e., goals/objectives, strategies, evaluation methods) 6.5 Ability to integrate learning across developmental domains and content areas in curriculum activities and experiences and to align curriculum with learning standards and individual goals
6.6 Ability to design and evaluate healthy and safe learning environments that optimally support childrens play and learning and address their interests, natural curiosity, preferences, individual abilities, age levels, and linguistic and cultural variables Completed the Early Childhood Environment Rating Scale, Revised (ECERS-R) This section, as well as:
4.11 Ability to gather information from multiple sources and environments in the assessment process 6.7 Ability to appropriately Carlena Lowell 11 SEI 650 Portfolio Cover Sheet
integrate the use of computers and technology into curriculum and activities to enhance childrens learning opportunities 6.8 Ability to use assistive technology and universal design to accommodate the unique learning styles and needs of infants and young children with diverse abilities
6.9 Ability to design a daily schedule that is reasonably paced, minimizes the number of transitions, and provides for a balance of different types of activities and experiences
6.10 Ability to facilitate young childrens play, peer relationships, and friendships
6.11 Ability to promote healthy attachments, emotional regulation, and emotional expression in infants and young children
6.12 Ability to plan and implement learning experiences and activities that promote cognitive development and problem solving and mathematical and science learning
6.13 Ability to plan and implement learning experiences and activities that promote the development of language and literacy YouTube video on Enjoying and Sharing Books and Stories: Reading Aloud to Young Children This section, as well as:
8.4 Ability to clearly and articulately express yourself in oral and written form 6.14 Ability to plan and implement learning experiences and activities that promote multicultural and social studies learning
6.15 Ability to plan and implement learning experiences and activities that promote young childrens
Carlena Lowell 12 SEI 650 Portfolio Cover Sheet
understanding of sound nutrition and their motor abilities and physical fitness 6.16 Ability to plan and implement learning experiences and activities that promote young childrens musical, artistic and creative development
Competency Area Product Location 7. Administration, Supervision, and Professional Development
7.1 Knowledge of skills and traits that are desirable for effective leaders
7.2 Knowledge of management processes for planning, organizing, staffing, and monitoring quality in organizations
7.3 Knowledge of finance and budgeting including funding sources and methods of constructing budgets and monitoring funds and expenses
7.4 Knowledge of relevant accreditation standards, laws, licensing regulations and local and state regulations that apply to programs for infants and young children PowerPoint and class presentation on accreditation and licensing for early childhood programs This section, as well as:
9.5 Knowledge of state and national policy and legislation regarding infants and young children with special needs, as well as the impact of policies and legislation on education and service provision 7.5 Knowledge of management theories and approaches appropriate to early intervention and early care and education organizations
7.6 Knowledge of options for service delivery and standards
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and characteristics of high quality, inclusive service delivery for infants and young children 7.7 Knowledge of procedures for planning and conducting formative and summative program evaluation
7.8 Knowledge of models and methods of supervision and mentoring for early childhood organizations Presentation to a Head Start management team on Reflective Supervision and Adult Learning This section, as well as:
7.11 Ability to design, implement and evaluate professional development activities 7.9 Ability to articulate an organizations mission, philosophy, goals, and supporting policies and procedures
7.10 Ability to employ adult learning principles in consulting, coaching and training family members and service providers
7.11 Ability to design, implement and evaluate professional development activities
7.12 Ability to observe other adults and provide relevant feedback
7.13 Ability to supervise and evaluate performance of other adults
7.14 Ability to plan and implement program evaluation Technical Assistance plan with a consultee This section, as well as:
2.3 Knowledge of models, stages, and techniques of collaborative consultation
Competency Area Product Location 8. Professional and Ethical Practice
8.1 Knowledge of professional codes of ethics Documentation and reflection of three intake visits with This section, as well as:
Carlena Lowell 14 SEI 650 Portfolio Cover Sheet
and application of codes of ethics and ethical principles to professional practice families as a service coordinator 4.2 Knowledge of the components of well- coordinated identification and referral systems and practices for ensuring that appropriate and timely referrals are made
4.10 Ability to involve families and to integrate their priorities and concerns in the assessment process 8.2 Ability to evaluate your personal strengths and needs as they relate to your professional role Self-evaluation of my work in SEI 513: Practicum in Early Intervention This section, as well as:
3.4 Knowledge of the tenets of family-centered practice and the implications for family-professional relationships and program policies and practices 8.3 Ability to engage in reflective thinking about practices in working with children, families, and other professionals Reflective journal of my work in SEI 523: Home-based Practicum in Early Intervention This section, as well as:
3.6 Ability to work collaboratively with families to develop, implement, and monitor individualized plans including IEPs or IFSPs 8.4 Ability to clearly and articulately express yourself in oral and written form Documentation and reflection of five quarterly reviews with families in the role of service coordinator This section, as well as:
3.6 Ability to work collaboratively with families to develop, implement, and monitor individualized plans including IEPs or IFSPs 8.5 Ability to remain current in the early intervention field and maintain involvement in relevant professional organizations and professional growth activities Shared current news articles with peers involving early childhood public policy and advocacy; no written product for this This section, as well as:
9.3 Knowledge of trends, issues, and challenges in the fields of ECE, early intervention, and ECSE 8.6 Ability to utilize computers and Internet resources to better serve infants and young children with disabilities and their families
8.7 Ability to advocate on Carlena Lowell 15 SEI 650 Portfolio Cover Sheet
behalf of infants and young children and their families and to support families in advocating for their children 8.8 Ability to recognize signs of emotional distress, neglect, and abuse, and follow reporting procedures
Competency Area Product Location 9. Policy and Research 9.1 Knowledge of basic concepts of educational research and analysis Annotated bibliography which reviews five current research articles on early intervention This section, as well as:
8.4 Ability to clearly and articulately express yourself in oral and written form 9.2 Knowledge of historical, philosophical, and legal bases for the education of infants and young children including those at risk for and with disabilities Research and discussion on the 1984 court case, Irving Independent School District v. Tatro 468 U.S. 883 This section, as well as:
9.5 Knowledge of state and national policy and legislation regarding infants and young children with special needs, as well as the impact of policies and legislation on education and service provision 9.3 Knowledge of trends, issues, and challenges in the fields of ECE, early intervention, and ECSE
9.4 Knowledge of the philosophical underpinnings of current recommended practice regarding infants and young children
9.5 Knowledge of state and national policy and legislation regarding infants and young children with special needs, as well as the impact of policies and legislation on education and service provision Reading and resource list on the topics of regulations and public policy, coaching/early intervention teaming, and Routines-Based Early Intervention This section, as well as:
2.1 Knowledge of various team models and configurations 9.6 Knowledge of IDEA procedural safeguards and due process provisions
9.7 Knowledge of strategies Carlena Lowell 16 SEI 650 Portfolio Cover Sheet
for promoting systems change and influencing public policy 9.8 Ability to evaluate and apply research findings to professional practice PowerPoint and presentation on eligibility determination for children birth to five in Maine; direct relation to my professional role as a Part C service coordinator This section, as well as:
8.4 Ability to clearly and articulately express yourself in oral and written form 9.9 Ability to apply formal or informal methods of inquiry including action research to problems or concerns in public policy or professional practice