Case Study Portfolio Assessment Project

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Case Study Portfolio Assessment Project

  1. 1. Case Study Portfolio Assessment Project California Baptist University ECH 365 By Candace Parsons Orr
  2. 2. Purpose of Portfolio Assessment Preschool Student: Sashi <ul><li>To initiate goals and learning objectives for Sashi in all five developmental domains, over one month’s time. </li></ul><ul><li>To assess Sashi’s growth, progress and effort over one months time in all five developmental domains. </li></ul><ul><li>To provide a showcase of Sashi’s Work for her parents. </li></ul>
  3. 3. Table of Contents <ul><li>Biography/Background Section </li></ul><ul><li>Social/Emotional Development Section </li></ul><ul><li>Cognitive Development Section </li></ul><ul><li>Physical/Motor Development Section </li></ul><ul><li>Communication Section </li></ul><ul><li>Adaptive Behavior Section </li></ul><ul><li>Awards </li></ul>
  4. 4. Biography/Background Section
  5. 5. Biography of Student <ul><li>Student Biography </li></ul><ul><li>Community Preschool </li></ul><ul><li>Name: Sashi </li></ul><ul><li>Age: 3 years, 11 months </li></ul><ul><li>Family history: Romanian heritage, adopted at age </li></ul><ul><li>2, lives with adopted parents (mother and father ) </li></ul><ul><li>Developmental history: learned to walk about 8 </li></ul><ul><li>months ago, in the process of being toilet-trained, </li></ul><ul><li>knows about 10 signs </li></ul><ul><li>Temperament: Very happy and active child </li></ul><ul><li>Likes: Loves to dance and listen to music </li></ul><ul><li>Length of enrollment in preschool: 5 weeks </li></ul><ul><li>Concerns: Sashi has developmental delays in </li></ul><ul><li>speech and language, gross and fine motor skills, </li></ul><ul><li>and cognition. Parents and school staff report that </li></ul><ul><li>Sashi engages in challenging behavior throughout </li></ul><ul><li>the day ( see staff report and parent interview ). </li></ul><ul><li>Signature: Mrs. Orr </li></ul><ul><li>Date: January 19, 2009 </li></ul>
  6. 6. School Staff Report <ul><li>Staff Report Form </li></ul><ul><li>Community Preschool </li></ul><ul><li>Staff comments: During class, Sashi seems to have a very short attention span and will move from one activity to the next. She seems very interested in her peers, but doesn’t seem to know how to greet or interact with them. She is beginning to imitate her friend’s gross motor activities, but she has an awkward gate and it a little unbalanced when she runs. Sashi loves to dance and listen to music and is a very happy child. </li></ul><ul><li>Through observation by classroom aids and myself, Sashi engages in challenging behavior through-out the day. These behaviors include mouthing toys, pulling hair, resisting moving, and wandering around the classroom. </li></ul><ul><li>Because Sashi has several challenging behaviors, she needs one-on-one assistance or guidance during unstructured activities (playground and centers). </li></ul><ul><li>Date: 1/19/09 Teacher’s signature: Mrs. Orr </li></ul><ul><li>Date: 1/19/09 Teacher Aid signature: Miss Diana </li></ul>
  7. 7. Parent Interview Report <ul><li>Parent Interview Form </li></ul><ul><li>Community Preschool </li></ul><ul><li>Child Name: Sashi </li></ul><ul><li>Age: 3 years, 11 months </li></ul><ul><li>Date of Enrollment: December 15, 2008 </li></ul><ul><li>Parent/Caregiver comments: Sashi is a very active child and most often is in movement. We love our little girl but we were expecting to adopt a child of typical development. Sashi likes pretty hair bows, ribbons, and clips and will try to pull them out of people’s hair, although she does not like to wear them in her own hair. </li></ul><ul><li>We have a difficult time taking Sashi out into the community because she will resist moving by either pulling away from us or dropping to the ground. Sashi will also try to wander off when we are in stores, restaurants and other community places. When Sashi wanders, she will often mouth objects within her reach. </li></ul><ul><li>At home. we need to keep the bathroom and bedroom doors closed so that she cannot get access to items in these rooms, for fear of choking. Also for her safety, we have Sashi sleep in a crib. </li></ul><ul><li>Date: 1/19/09 Parent/Caregiver Signature: Mrs. Smith ( mother) </li></ul><ul><li>Date: 1/19/09 Teacher Signature: Mrs. Orr </li></ul>
  8. 8. Social/Emotional Section
  9. 9. Social/Emotional Development Goal and Objectives <ul><li>Goal: Build Sashi’s social/emotional development by teaching socially acceptable habits. </li></ul><ul><li>Objectives: </li></ul><ul><li>1) Sashi will shake hands or say “play” every time she wants to interact with classmates at Centers or on the playground, within one month. </li></ul><ul><li>2) Sashi will put food or chewy necklace in her mouth only, every time she is at free play and unstructured activities, within one month. </li></ul><ul><li>Date: 1/19/2009 </li></ul><ul><li>Teacher: Mrs. Orr </li></ul>
  10. 10. Anecdotal Record of Social/Emotional Development An anecdotal Record was chosen to assess Sashi’s social development because it gives a descriptive and specific account of demonstrated behavior through observation. Child Name: Sashi Age: 3 yrs, 11 months Location: Preschool Playground Observer: Mrs. Orr Development observed: Social Development Date: January 19, 2009 Incident: Sashi goes to grab hair clips from Sandra to get her attention. Sandra cries and runs to the teacher’s aid (Miss Patty.) Miss Patty goes over to Sashi on the playground and tells her she must not take Sandra’s hair clip. Miss Patty then makes the sign for “Hello” and then shows Sashi how to shake hands with people. Note: Sashi shows desire for interaction with other children but needs to learn proper skills for doing so.
  11. 11. Time Sampling Chosen to record the frequency of behavior for a designated period of time Child’s Name: Sashi Age: 3 yrs, 11 months Date and Time: 1/19/2009, 9:30 – 9:40 a.m. Observer: Mrs. Orr Type of Behavior Observed: Sashi mouthing toys Event Time Notes or Comments Dramatic Play Center- watches 9:30 Sashi seems to want to join girls two girls playing with dolls. playing but does not know how. Walks to girls and picks up doll and puts it in her mouth. Girls get angry. Water Table– walks over to a 9:35 Sashi is now seeking attention from boy playing at water table, picks a boy. up toy in water and puts it in her mouth. A Boy says “yuck” and walks away. Manipulative Center– sits 9:40 Sashi is obviously seeking attention down next to girl playing from any child in room. Needs with puzzle, then puts puzzle Guidance on how to initiate play piece in her mouth. with other children.
  12. 12. Sashi with Chewy Necklace Picture taken at Community Preschool Playground Date: January 19, 2009 Observer: Mrs. Orr
  13. 13. Cognitive Development Section
  14. 14. Cognitive Development Goal and Objectives <ul><li>Goal: Build Sashi’s Cognitive development by practicing concepts of size, shape, counting, and identifying numbers. </li></ul><ul><li>Objectives: </li></ul><ul><li>1) Sashi will sort objects by size, and shape, proficiently, when asked, within one month. </li></ul><ul><li>2) Sashi will count 1-10 objects, and identify numerals 0-10, proficiently, when asked, within one month. </li></ul><ul><li>Date: 1/19/09 </li></ul><ul><li>Signed: Mrs. Orr </li></ul>
  15. 15. Progress Report A Progress report was chosen for assessment to show developing skills over time <ul><li>Child Name: Sashi Date: 1/19/2009 – 2/9/2009 Teacher: Mrs. Orr </li></ul>Cognitive Task Wk 1 Wk 2 Wk 3 Wk 4 Sorts objects by shape 1 2 3 3 Sorts objects by size 1 2 3 3 Counts 1-10 objects 1 1 2 2 Identifies numerals 0-10 1 1 2 2 Grading Scale 1 – Beginning 2 – Developing 3 - Proficient
  16. 16. Sample of Sashi’s Work Sorting objects by shape and size Picture used for assessment <ul><li>Date of picture: February 9, 2009 </li></ul><ul><li>Grade: Pre-K </li></ul><ul><li>Teacher: Mrs. Orr </li></ul><ul><li>Objective: Sort objects by shape and size </li></ul><ul><li>proficiently, when asked, within one month. </li></ul>
  17. 17. Physical/Motor Development Section
  18. 18. Physical/Motor Development Goal and Objectives <ul><li>Goal: Build Sashi’s physical and motor development by practicing gross and fine motor skills. </li></ul><ul><li>Objectives: </li></ul><ul><li>1) Gross motor: Sashi will walk a straight line of five feet with 100% accuracy, when asked to, five out of five trials, within one month. </li></ul><ul><li>2) Fine motor: Sashi will cut and paste seven shapes, when given scissors, seven out of seven times, with 80% accuracy, within one month. </li></ul><ul><li>Date: 1/19/09 </li></ul><ul><li>Signature: Mrs. Orr </li></ul>
  19. 19. Anecdotal Record of Motor Development An anecdotal record was chosen for assessment to record observed behavior Child’s Name: Sashi Age: 3 years, 11 months Location: Community Preschool Observer: Mrs. Orr Type of Development Observed: Gross Motor Development Date: January 26, 2009 Incident Motor Development Notes or Comments A chalk line of five feet was Sashi seemed to enjoy the music drawn on the playground and it kept her interested in the and Miss Patty led the children game. Sashi was also anxious in “Follow the Leader. Sashi to imitate the other children. got in line with other children She is still a bit awkward in her and walked on the chalk line balance but tries very hard to for three feet only. She then ran keep up with her peers. back to the end of the line to try again. When she progressed to the front of the line she said, “ my turn.” Music was played in the background as the children played the game.
  20. 20. Anecdotal Record of Motor Development Record and Picture documents the acquisition of a new skill Child Name: Sashi Age: 3 years, 11 months Location: Community Preschool Playground Observer: Mrs. Orr Type of Development Observed: Motor Dev . Date: February 2, 2009 Incident: Sashi walked a five foot chalk line with 100% accuracy in three weeks, surpassing her goal of doing this skill within one month. She is now walking on curbs or anywhere she can try to balance. She often request chalk to play with so she can draw her own line to balance on and watches other children playing hopscotch. Notes or Comments: Sashi frequently asks for “chalk music” and says to the playground aid, “watch me.”
  21. 21. Sample of Fine Motor Skills An Sample of Sashi’s work was chosen for assessment because it shows a representation of her work. <ul><li>Child Name: Sashi </li></ul><ul><li>Age: 3 years, 11 months </li></ul><ul><li>Date: January 19, 2009 </li></ul><ul><li>Type of Development Example: Fine </li></ul><ul><li>Motor </li></ul><ul><li>Notes: First example of fine motor skills (cutting and pasting). Sashi shows </li></ul><ul><li>difficulty in cutting star shapes and improvement is needed is placement of shapes. </li></ul><ul><li>Evaluated By: Mrs. Orr </li></ul>
  22. 22. Sample of Fine Motor Skills This sample is a representation of Sashi’s progress <ul><li>Child Name: Sashi </li></ul><ul><li>Age: 3 years, 11 months (4 th birthday, next wk) </li></ul><ul><li>Date: February 6, 2009 </li></ul><ul><li>Type of Development Example: Fine Motor </li></ul><ul><li>Notes : Sashi met her fine </li></ul><ul><li>motor skills goal of cutting </li></ul><ul><li>and Pasting seven shapes, </li></ul><ul><li>when given scissors, seven </li></ul><ul><li>out of seven times, with 80% </li></ul><ul><li>accuracy, within one </li></ul><ul><li>month. </li></ul><ul><li>Evaluated by: Mrs. Orr </li></ul>
  23. 23. Communication Section
  24. 24. Communication Goal and Objectives <ul><li>Goal: Build Sashi’s language skills through identifying and naming pictures. </li></ul><ul><li>Objectives: </li></ul><ul><li>1) Sashi will correctly identify thirty pictures, by pointing, when asked, five out of five trials, five days a week, within one month. </li></ul><ul><li>2) Sashi will correctly name 15 pictures, when asked, five out of five trials, five days a week, within one month. </li></ul><ul><li>Date: 1/19/09 </li></ul><ul><li>Signature: Mrs. Orr </li></ul>
  25. 25. Week 1 Graph Week 2 Graph Objective: Correctly identify 30 pictures 5 out of 5 trials, in 1 month Using a graph for assessment shows the result of each effort, and progress over time. <ul><li>Results of Picture Identity Trials </li></ul><ul><li>Friday 01/23/09: 1 st wk: Sashi correctly identified 28 picture out of 30. </li></ul><ul><li>Friday 01/30/09: 2 nd wk: Sashi met one month objective at end of 2 nd week . </li></ul><ul><li>Date: 1/30/09 </li></ul><ul><li>Signature: Mrs. Orr </li></ul>
  26. 26. Week 1 Chart Objective: Correctly name 15 pictures, when asked, 5 out of 5 trials, 5 days a week, within 1 month This assessment chart shows the result of each attempt at skill over time <ul><li>1 st week Results of Picture Naming Trials </li></ul><ul><li>Fri. 1/23/09: 1 st week: Sashi has named 11 pictures, 3 out of 5 Trials. </li></ul><ul><li>Date: 1/23/09 </li></ul><ul><li>Signature: Mrs. Orr </li></ul>Wk of 1/19/09 1 st Trial 2 nd Trial 3 rd Trial 4 th Trial 5 th Trial Mon 8 8 8 9 9 Tues 8 9 9 9 10 Wed 9 9 10 10 10 Thurs 9 10 10 11 11 Fri 10 10 11 11 11
  27. 27. Week 3 Chart Objective: Correctly name 15 pictures, when asked, 5 out of 5 trials, 5 days a week, within 1 month <ul><li>Results of Picture naming Trials </li></ul><ul><li>Fri. 2/06/09: 3 rd Week: Sashi met one month objective at end of 3 rd week. </li></ul><ul><li>Date: 2/06/09 </li></ul><ul><li>Signature: Mrs. Orr </li></ul>Wk of 2/02/09 1 st Trial 2 nd Trial 3 rd Trial 4 th Trial 5 th Trial Mon 10 11 11 11 11 Tues 11 12 12 12 12 Wed 12 13 13 13 14 Thurs 13 14 14 15 15 Fri 15 15 15 15 15
  28. 28. Adaptive Behavior Section
  29. 29. Adaptive Behavior Goal and Objectives <ul><li>Goal: Instill habits that build Sashi’s adaptation to her preschool schedule and peer group. </li></ul><ul><li>Objectives: </li></ul><ul><li>1) Sashi will transition from one preschool activity to the next, by following a daily picture schedule, helping others clean up, and treating materials with care, when asked, three out of five times. </li></ul><ul><li>2) Sashi will use the toilet every time she needs to void at preschool, five days a week, and within one month. </li></ul><ul><li>Date: 1/19/09 </li></ul><ul><li>Signature: Mrs. Orr </li></ul>
  30. 30. Rubric A rubric was chosen for assessment to show what tasks are learned in adapting to and transitioning through a class schedule <ul><li>Name: Sashi Teacher: Mrs. Orr </li></ul><ul><li>Date: January 26, 2009 Subject: Transition </li></ul>Transition tasks 4 Exceeded goal 3 Met goal 2 Almost to goal 1 Learning goal Points Follows picture schedule Always follows schedule 3/5 times follows schedule 2/5 times follows schedule Rarely follows schedule 3 Helps others clean up Always helps others clean up 3/5 times helps others clean up 2/5 times helps others clean up Rarely helps others clean up 2 Treats materials with care Always treats materials with care 3/5 times treats materials with care 2/5 times treats materials with care Rarely treats materials with care 3 Score to meet complete goal: 9 8
  31. 31. Sashi’s Picture Schedule Sashi began using Picture schedule on 1/19/2009 Teacher: Mrs. Orr
  32. 32. Anecdotal Progress Report Report gives assessment of child’s progress of adaptive behavior to parents and for school documentation <ul><li>Progress Report </li></ul><ul><li>Community Preschool </li></ul><ul><li>Child Name: Sashi </li></ul><ul><li>Age: 3 years, 11 months </li></ul><ul><li>Date: January 26, 2009 </li></ul><ul><li>Type of Development: Adaptive Behavior </li></ul><ul><li>Comments: </li></ul><ul><li>Sashi really likes her picture schedule and has been using it for one </li></ul><ul><li>week. She runs to the other children to remind them what the next </li></ul><ul><li>activity is by pointing to the pictures. This has helped in her social skills </li></ul><ul><li>as well. I do have to prompt her at times to stay at task by using sign </li></ul><ul><li>Language. </li></ul><ul><li>She always transitions well from copying her shapes to lunch time. </li></ul><ul><li>She still needs repeated prompts to come into class after playground </li></ul><ul><li>Time. When she transitions well to the next activity, she is given lots of </li></ul><ul><li>praise and seems to really like hearing that she is doing well. </li></ul><ul><li>Teacher’s Signature: Mrs. Orr </li></ul>
  33. 33. Sashi’s Potty Chart for One Month This chart assesses progress of skill over time and awards child for effort with stars. Date: 2/09/09 Teacher: Mrs. Orr Stayed Dry All Day Monday Tuesday Wednesday Thursday Friday 1/19/09 1/26/09 2/2/09 2/09/09
  34. 34. Awards Section
  35. 35. Award for Good Behavior “ Bear”y Good Friend Awarded to Sashi For Playing well with friends on the playground Signed Mrs. Orr Date 01/26/09
  36. 36. Award for Good Work You’ve Been Working hard ! Awarded to Sashi For Meeting her goal of correctly identifying 30 pictures and naming 15 pictures signed Mrs. Orr Dated 02/06/09

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