EarIy ChiIdhood Opportunities (EChO) SchoIars

Student Rating of KnowIedge and SkiIIs

NAME: _____________________________________________________
DATES OF EVALUATION:
_______________ _______________ _______________ _____________
_______________ _______________ _______________ _____________
Directions:
Students should evaluate themselves preferably at the end of each semester (or prior to
the beginning of the next semester), but at least once each academic year.
Enter the date in the blanks above each time you complete this form.
There are nine Competency Areas and specific competencies for each area. Evaluate
the specific competencies for each Competency Area and circle or check the
appropriate rating. The competencies are rated from 1 to 5 using the following scale:
1 = no training/opportunity
2 = emerging competence
3 = competent
4 = highly competent
5 = expert/able to train others
ndicate the date each time you rate yourself. You can continue to re-use the same
form throughout your graduate program rather than completing a new one each time
you evaluate.
On the page that follows each Competency Area, there are spaces in which you should
provide a short description of documentation that would demonstrate your competency
in this area. Documentation will most often include projects and assignments
completed for classes, however products or artifacts from personal study, professional
activities, or the workplace may also be included. No documentation should be older
than the first class the student enrolled in within the program. This documentation will
provide the basis for the graduate portfolio that the student will create and submit prior
to graduation. The student will also submit the competency form prior to enrolling in the
SE 513 practicum and will also include it along with the graduate portfolio.
A brief description of the specific product or artifact, the semester it was completed, and
the specific competency numbers each product addresses should be provided in the
spaces.
Kara St.Hilaire
9/26/12
1/16/13
9/1/2013
7/17/14

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Please also note, the same product or artifact may be listed under more than one
Competency Area, if appropriate.
ExampIe:
On 5/10/08, evaluated myself and thought was at a level 5. However, took SE 501
in Fall 2008 and realized all that didn't yet know about child development and
reevaluated myself on 12/2/08, giving myself a lower rating. completed a child study
project for this course and included a description of the project. (Note: this is an
explanation of the following illustration; it is not required)

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 nurturing
relationships.

5/08

1 2 !3 4 !5

12/08


Documentation Competencies addressed
Fall 2008 Child study paper on an 11-
month-old child with spina
bifida. Her family is from East
Africa. She was born 2 months
premature.
1.1
1.2
1.4
1.5
1.6


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Competency Area LeveI of
KnowIedge
LeveI of SkiII
1. Diversity of DeveIopment in
Infancy and EarIy ChiIdhood

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 3 4 5

1.2 Knowledge of sociocultural
influences and their impact on child
development and learning.

1 2 3 4 5

1.3 Knowledge of major theories of
child development and learning.

1 2 3 4 5

1.4 Knowledge of typical development
of infants, toddlers, and
preschoolers in all domains
including physical, motor,
communication/language, cognitive,
social, and emotional development.

1 2 3 4 5

1.5 Knowledge of the impact of
disabilities and serious medical
conditions on development and
learning in early childhood.

1 2 3 4 5

1.6 Knowledge of specific disabilities
and implications for planning and
implementing intervention.

1 2 3 4 5

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 nurturing
relationships.

1 2 3 4 5

1.8 Knowledge of early brain
development and implications for
later development and learning.

1 2 3 4 5


9/12
1/13
9/12
1/13
9/12
1/13
1/13
9/12
9/12
9/12
9/12
9/12
9/13
1/13
1/13
1/13
1/13
1/13
7/14
7/14
7/14
7/14
7/14
7/14
7/14
7/14

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1. Diversity of DeveIopment in Infancy and EarIy ChiIdhood
Documentation Competencies
addressed








SEI 501 Summer 2012 Created YouTube video presentation on Sensory
Processing Disorder.
1.4
1.5
1.6
1.9
SEI 501 Summer 2012 Conducted a family focused interview with a single mother of
one which focused on ve themes: 1) Caregiver/enviornments, 2) The early years 3)
Concerns 4) Likes/Dislikes and 5) Child's strengths.
1.1
1.2
1.4
SEI 501 Summer 2012 Created three parent/caregiver pamphlets based on three
areas of development. 1) Gross Motor Development 2) Social & Emotional
Development 3) Speech & Language (communication) Development.
1.1 1.7
1.2 1.9
1.3
1.4
1.5
SEI 501 Summer 2012 Conducted ve child observations: two on typically developing
children, and three on children with identied disabilities. Three of these observations
included a detailed summary breaking down the children's development through the
four domains: motor, cognitive, social emotional. & communication.
1.3
1.4
1.5
1.6
1.8
SEI 501 Summer 2012 Conducted a one page review of ve current research articles
throughout the semester. Topics chosen: 1) Patterns in Children with Autism 2)
Disruptive Behavior Disorder 3) Autism in ADHD 4) Best Practice Methods in
Treatments for Autism Spectrum Disorder 5) Life skills in Children with Emotional
Behavior disorders.
1.4
1.1 1.8
1.2 1.9
1.3
1.4
1.5
SEI 508 Summer 2012 With a partner, administered the Batelle Developmental
Inventory (BDI) on a typically developing child, then wrote detailed report on the
ndings.
1.4
1.9
SEI 508 Summer 2012 SEI 508 With a group, planned and implemented TPBA
(Toni Linder's Transdisciplinary Play-Based Assessment. Each of us focused
on a part of the child's development. My area of focus was Sensorimotor
development.
SEI 511 Fall 2012 Wrote a practice dilemma that involved a three year old boy who
throughout his rst month in a early education setting had severe anxiety and fear of
being in the classroom, only being comfortable with one service provider, having
extreme over reactions when the provider was not present.
1.4
1.7
1.9

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Competency Area LeveI of
KnowIedge
LeveI of SkiII
2. CoIIaborative ConsuItation,
Service Coordination and Teaming

2.1 Knowledge of various team models
and configurations.

1 2 3 4 5

2.2 Knowledge of strategies for team
building and maintenance.

1 2 3 4 5

2.3 Knowledge of models, stages, and
techniques of collaborative consultation.

1 2 3 4 5

2.4 Knowledge of models of service
coordination and advantages and
disadvantages of various models.

1 2 3 4 5

2.5 Knowledge of roles and
responsibilities of service coordinators.

1 2 3 4 5

2.6 Knowledge of strategies for
effective interagency collaboration

1 2 3 4 5

2.7 Ability to establish and maintain
an effective consultative relationship.

1 2 3 4 5
2.8 Ability to participate as a team
member to identify and enhance team
roles, communication, and problem
solving and conflict resolution.

1 2 3 4 5
2.9 Ability to implement processes and
strategies that support transitions among
settings for infants and young children.

1 2 3 4 5

1/13 7/14
1/13
9/13
9/12
9/12
9/12
9/12
9/12
9/12
9/12
9/12
9/12
1/13
1/13
1/13
1/13
1/13
1/13
1/13
1/13
1/13
1/13
1/13
7/14
7/14
7/14
7/14
7/14
7/14

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2. CoIIaborative ConsuItation, Service Coordination and Teaming
Documentation Competencies
addressed








SEI 516 Spring 2013 With a group, created a power point presentation titled: "Raising
the Quality Bar in Early Childhood Education in Maine through Coaching and
Consultation" My area was to educate the class on coaching in the classroom. We
presented our power point as a team to the rest of the class using Adobe Connect.
2.1
2.2
2.8
SEI 516 Spring 2013 Developed a technical assistance plan to outline the seminar &
practicum in Collaborative Consultation for Early Childhood with a colleague
(consultee). The plan included the program's prole, strengths and needs, a child
prole, and a goal sheet. A reection paper was done on the collaboration process of
making this plan.
2.1 2.6
2.2 2.7
2.3 2.8
2.4 2.9
2.5
SEI 516 Spring 2013 Researched multiple resources for my program and presented
to my supervisors at the Children's Center Augusta. Discussed the two main
concerns: communication, and need for playground equipment, and solutions for the
program based on the needs my consultee and I came up with in the technical
assistance plan.
2.2
2.5
2.7
2.8
2.9
SEI 523 Fall 2013 Collaborated with a team of service providers and therapists one to
three times a week to discuss a child, three years of age, with a rare skin disorder
called Epidermolysis Bullosa. Each week I took notes on our discussions, later
recording onto my online portfolio documenting what was accomplished.
2.2 2.9
2.5
2.6
2.7
2.8
SEI 508 Summer 2012, Planned and implemented an arena assessment with team:
Toni Linder's Transdisciplinary Play-Based Assessment. (TPBA)
2.1
2.2
2.8
SEI 516 Spring 2013, developed Activity-Based Intervention for monitoring progress
with consultee. A reection paper was written on the processes and outcomes.
2.1 2.6
2.2 2.7
2.3 2.8
2.4 2.9
2.5
SEI 513 Spring 2014, completed a case study on a 5 year old boy diagnosed with Post
Traumatic Stress Disorder. The case study entailed: background information, child
status/functioning, family concerns/priorities, goals for intervention, and
reccommendations for future needs.
2.1 2.7
2.2 2.8
2.3 2.9
2.4
2.5
2.6
SEI 511 Fall 2012, Exam #1 with questions regarding: concepts of family centered
practice, planning curriculum activities, engaged learning, and authentic assessment
models.
2.1
2.2
2.3
2.7
2.8

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Competency Area LeveI of
KnowIedge
LeveI of SkiII
3. FamiIy Partnership
3.1 Knowledge of family systems theory
and the implications for providing
services to families of children with
disabilities.

1 2 3 4 5

3.2 Knowledge of the potential impact
of a child with a disability or serious
medical condition on the family
system.

1 2 3 4 5

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.

1 2 3 4 5

3.4 Knowledge of the tenets of family-
centered practice and the
implications for family-professional
relationships and program policies
and practices.

1 2 3 4 5

3.5 Knowledge of professional roles
and boundaries when working with
families

1 2 3 4 5

3.6 Ability to work collaboratively with
families to develop, implement, and
monitor individualized plans
including EPs or FSPs.

1 2 3 4 5
3.7 Ability to assist families to obtain
needed resources and supports in a
manner that builds on the family's
strengths and competencies.

1 2 3 4 5
3.8 Ability to communicate with families
in a culturally competent manner.

1 2 3 4 5
3.9 Ability to assist families to plan for
transitions.

1 2 3 4 5
3.10 Ability to facilitate and support
mutually satisfying interactions
between children and their parents.

1 2 3 4 5
9/13
12/13
1/13
1/13
9/13
9/12
9/12
9/12
9/12
9/12
9/12
9/12
9/12
9/12
9/12
1/13
1/13
1/13
1/13
1/13
1/13
1/13
9/13
9/13
9/13
9/13
7/14
7/14
7/14
7/14
7/14
7/14
7/14
7/14
7/14
7/14

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3. FamiIy Partnership
Documentation Competencies
addressed








SEI 501 Summer 2012 Conducted a family focused interview with a single mother of one which focused on ve themes: 1) Caregiver/enviornments, 2) The early years 3) Concerns
4) Likes/Dislikes and 5) Child's strengths.
SEI 501 Summer 2012 Conducted a family focused interview with a single mother of
one which focused on ve themes: 1) Caregiver/enviornments, 2) The early years 3)
Concerns 4) Likes/Dislikes and 5) Child's strengths.
3.3
3.4
3.5
3.8
3.9
SEI 501 Summer 2012 Created three parent/caregiver pamphlets based on three
areas of development. 1) Gross Motor Development 2) Social & Emotional
Development 3) Speech & Language (communication) Development.
3.3
3.4
3.5
3.8
SEI 524 Summer 2013 Had three oortime sessions with a three year old boy, two in
his education setting, one at home. Video taped two sessions and completed a
Floortime case study. Both videos and the case study were shared with the boys
family.
3.2
3.3
3.4
3.5
3.10
SEI 508 Summer 2012 With a partner, administered the Batelle Developmental
Inventory (BDI) on a typically developing child in her home, including a parent
interview. Then wrote detailed report on the ndings, shared them with the mother.
3.3
3.4
3.5
3.6
3.8
SEI 523 Fall 2013 Completed Robin McWilliam's Routines Based Interview (RBI) with
a single mom of a 3 year old girl. Learned about their routines, mom's worries and
what she would like to change, as well as desired family outcomes.
3.1 3.6
3.2 3.7
3.3
3.4
3.5
SEI 523 Fall 2013 Collaborated with a single parent of a 3 year old child and made a
list of 10 functional and measurable goals based on needs of the family. Created a
progress monitoring chart in order for the family to have a visual of the progress they
made on their goals. Checked in with family sporadically to offer support, advice, and
to help facilitate solutions to any problems that may have arisen.
3.1 3.6
3.2 3.7
3.3 3.8
3.4 3.10
3.5
SEI 523 Fall 2013 Organized a team meeting with the family and service providers for
a 3 year old girl with Epidermolysis Bullosa.
3.1 3.6
3.2 3.7
3.3 3.8
3.4 3.10
3.5
SEI 523 Fall 2013 Created 10 functional outcomes were created for the family based
on the main concerns from the family as discovered during the RBI. Many of the
outcomes revolved around the child's safety based on her medical condition.
3.1
3.6
3.2
3.7
3.3
3.8

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Competency Area LeveI of
KnowIedge
LeveI of SkiII
4. Assessment
4.1 Knowledge of major stages and
purposes of the assessment
process and recommended
practices for each stage of the
process.

1 2 3 4 5



4.2 Knowledge of the components of
well-coordinated identification and
referral systems and practices for
ensuring that appropriate and timely
referrals are made.

1 2 3 4 5



4.3 Knowledge of the characteristics of
effective screening instruments and
programs.

1 2 3 4 5

4.4 Knowledge of measurement
concepts and principles used in the
construction of assessment
instruments.

1 2 3 4 5



4.5 Knowledge of requirements for
assessment as mandated by state
and federal legislation.

1 2 3 4 5

4.6 Knowledge of the roles of families in
the assessment process and
recommended practices for
involving them.

1 2 3 4 5


4.7 Knowledge of sources of cultural
bias in assessment instruments and
recommended practices for
conducting unbiased assessments.

1 2 3 4 5


4.8 Knowledge of recommended
practices and methods for
conducting authentic assessments
and documenting children's learning
and development in natural
environments.

1 2 3 4 5


9/12
9/12
9/12
9/12
9/12
9/12
9/12
9/12
1/13
1/13
1/13
1/13
1/13
1/13
1/13
1/13
9/13
9/13
9/13
9/13
9/13
9/13
9/13
9/13
7/14
7/14
7/14
7/14
7/14
7/14
7/14
7/14

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Competency Area LeveI of
KnowIedge
LeveI of SkiII
4. Assessment, cont
4.9 Ability to select and administer
assessment instruments in
compliance with established criteria.

1 2 3 4 5

4.10 Ability to involve families and to
integrate their priorities and
concerns in the assessment
process.


1 2 3 4 5

4.11 Ability to gather information from
multiple sources and environments
in the assessment process.

1 2 3 4 5
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.

1 2 3 4 5
4.13 Ability to produce assessment
reports that clearly discuss
developmental domains and
functional concerns and provide
appropriate recommendations.

1 2 3 4 5
4.14 Ability to participate as a team
member in integrating assessment
results in the development of the
EP/FSP.

1 2 3 4 5
4.15.Ability to align assessment with
curriculum, content standards, and
local, state and federal regulations.

1 2 3 4 5

9/12
9/12
9/12
9/12
9/12
9/12
9/12
1/13
1/13
1/13
1/13
1/13
1/13
1/13
9/13
9/13
9/13
9/13
9/13
9/13
7/14
7/14
7/14
7/14
7/14
7/14

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4. Assessment
Documentation Competencies
addressed








SEI 508 Summer 2012 Researched and reviewed ve different assessments: 1)
Assessment, Evaluation, and Programming System for Infants and Children (AEPS)
2) Carolina Curriculum for Preschoolers with Special Needs (CCPSN) 3) Dynamic
Assessment 4) Creative Curriculum 5) Desired Results Developmental Prole Access
(DRDP)
4.1 4.7
4.3 4.8
4.4
4.5
4.6
SEI 508 Summer 2012 With a partner, administered the Batelle Developmental
Inventory (BDI) on a typically developing child in her home, including a parent
interview. Then wrote detailed report on the ndings, shared them with the mother.
4.1 4.6 4.13
4.2 4.9
4.3 4.10
4.4 4.11
4.5 4.12
SEI 508 Summer 2012 SEI 508 With a group, planned and implemented TPBA (Toni
Linder's Transdisciplinary Play-Based Assessment.
4.1 4.9 4.14
4.2 4.10
4.4 4.11
4.6 4.12
4.8 4.13
SEI 525 Fall 2012 Implemented the Assessment, Evaluation, and Programming
Systems (AEPS) with a three year old boy.
4.1 4.11
4.6 4.13
4.8 4.15
4.9
4.10
SEI 513 Spring 2014 Completed the Early Childhood Environment Rating Scale
(ECERS-R) on the Busy Bee's classroom at the Children's Center Augusta. Wrote a
reection discussing background information, assessment results, and summary/
reccommendations.
4.1 4.6 4.13
4.2 4.9
4.3 4.10
4.4 4.11
4.5 4.12
SEI 525 Fall 2012, Prepared, implemented, and evaluated ve activity plans that
incorporated embedded instruction on target behaviors. Activities included: Bath time,
Scooter boards, Music & animals, color treasure hunt, and Dramatic play: Restaurant
4.12
4.15
SEI 510, Summer 2013, Read modules then participated with peer group to gather
information and answer questions relating to vignettes associated with the modules.
4.1 4.11
4.6 4.12
4.8 4.13
4.9 4.15
4.10
SEI 523 Fall 2013 Completed Robin McWilliam's Routines Based Interview (RBI) with
a single mom of a 3 year old girl. Learned about their routines, mom's worries and
what she would like to change, as well as desired family outcomes.
4.1 4.11
4.6 4.12
4.8 4.13
4.8
4.10

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Competency Area LeveI of
KnowIedge
LeveI of SkiII
5. PIanning and ImpIementing
IndividuaIized Instruction

5.1 Knowledge of the legal
requirements and components of
the FSP/EP.


1 2 3 4 5

5.2 Knowledge of considerations and
recommended practices for
developing, implementing, and
evaluating the FSP/EP.


1 2 3 4 5

5.3 Knowledge of universal 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.

1 2 3 4 5

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.

1 2 3 4 5

5.5 Ability to use assessment
information to develop
individualized instruction/
intervention plans (i.e.,
goals/objectives, strategies,
evaluation methods).

1 2 3 4 5
5.6 Ability to embed learning
opportunities in everyday routines,
relationships, activities, and places.

1 2 3 4 5
5.7 Ability to facilitate communication
development in infants and young
children with special needs,
including the use of augmentative
communication systems.

1 2 3 4 5

9/12
9/12
9/12
9/12
9/12
9/12
9/12
1/13
1/13
1/13
1/13
1/13
1/13
1/13
9/13
9/13
9/13
9/13
9/13
9/13
9/13
7/14
7/14
7/14
7/14
7/14
7/14
7/14

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Competency Area LeveI of
KnowIedge
LeveI of SkiII
5. PIanning and ImpIementing
IndividuaIized Instruction, cont.

5.8 Ability to facilitate the development of
functional fine motor, perceptual
motor and movement skills in
infants and young children with
special needs.


1 2 3 4 5

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.

1 2 3 4 5


5.10 Ability to implement safe,
comfortable and effective feeding
strategies for infants and young
children with special needs.

1 2 3 4 5
5.11 Ability to facilitate the development
of adaptive skills (including self-care
skills) in infants and young children
with special needs.

1 2 3 4 5
5.12 Ability to address the individual
sensory processing/integration
needs of infants and young children
during daily routines and activities.

1 2 3 4 5
5.13 Ability to plan and implement
appropriate and effective strategies
for addressing challenging behavior
in young children.

1 2 3 4 5
5.14 Ability to use appropriate methods
and procedures to monitor and
document child progress and make
recommendations for instruction.

1 2 3 4 5

9/12
9/12

9/12
9/12
9/12
9/12
9/12
1/13
1/13
1/13
1/13
1/13
1/13
1/13
9/13
9/13
9/13
9/13
9/13
9/13
7/14
7/14
7/14
7/14
7/14
7/14
7/14

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5. PIanning and ImpIementing IndividuaIized Instruction
Documentation Competencies
addressed









SEI 525 Fall 2012 created, implemented, and evaluated ve activity plans that
focused on embedded specic skills along with modications and adaptions for
children with disabilities will fostering the development of children of all abilities.
5.3 5.12
5.4 5.13
5.6
5.8
SEI 525 Fall 2012 Using the Building Blocks for Teaching Preschoolers with Special
Needs (2nd edition) forms, developed a plan for individual instruction. I chose to work
on functional play and attending to small group activities.
5.1 5.6
5.2 5.7
5.3 5.11
5.4 5.12
5.5 5.13
SEI 513, Spring 2014, Presented a training on multi-sensory learning to six co-
workers.
5.6
5.8
5.11
5.12
SEI 525 Fall 2013, completed a progress monitoring project where I tracked the
progress of a 5 year old boy within various objectives. I collected baseline data, then
collected data using whole time sampling.
5.1 5.6
5.2 5.7
5.3 5.11
5.4 5.12
5.5 5.13
SEI 525, Fall 2012, Implemented the Assessment, Evaluation, and Programming
System (AEPS) on a three-year-old boy.
SEI 511, Fall 2012, wrote a practice dilemma on a three-year-old boy who was unable
to socially, or emotionally adjust to a new classroom enviornment.
5.8
5.11
5.12
5.13
5.5
5.14
SEI 529, Spring 2013, Administered the Early Literacy and Language Classroom
Observation (ELLCO). Wrote a report following that included background information,
a summary of the ndings, and reccommendations.
5.3
5.4
5.5
5.6
5.7
SEI 524, Summer 2013, In a small group, discussed one-another's Floortime videos
with the instructor. Providing background information on the child, discussed video,
then engaged in reection.
5.4
5.12
5.14

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Pg. 15

Competency Area LeveI of
KnowIedge
LeveI of SkiII
6. DeveIopmentaIIy Appropriate
Practices and Programs

6.1 Knowledge of early childhood
curriculum models and approaches.

1 2 3 4 5

6.2 Knowledge of the role and
importance of play in development
and learning.

1 2 3 4 5

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.

1 2 3 4 5



6.4 Ability to plan, implement and
evaluate curriculum activities and
experiences that are responsive to
children's interests, natural
curiosity, preferences, individual
abilities, age levels, and linguistic
and cultural variables.

1 2 3 4 5


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.

1 2 3 4 5
6.6 Ability to design and evaluate
healthy and safe learning
environments that optimally support
children's play and learning and
address their interests, natural
curiosity, preferences, individual
abilities, age levels, and linguistic
and cultural variables.

1 2 3 4 5


6.7 Ability to appropriately integrate the
use of computers and technology
into curriculum and activities to
enhance children's learning
opportunities.

1 2 3 4 5

9/12
9/12
9/12
9/12
9/12
9/12
9/12
1/13
1/13
1/13
1/13
1/13
1/13
1/13
9/13
9/13
9/13
9/13
9/13
9/13
7/14
7/14
7/14
7/14
7/14
7/14

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Pg. 16

Competency Area LeveI of
KnowIedge
LeveI of SkiII
6. DeveIopmentaIIy Appropriate Practices
and Programs, cont.

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.

1 2 3 4 5

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.

1 2 3 4 5

6.10 Ability to facilitate young children's play,
peer relationships, and friendships.

1 2 3 4 5
6.11 Ability to promote healthy attachments,
emotional regulation, and emotional
expression in infants and young children.

1 2 3 4 5

6.12 Ability to plan and implement learning
experiences and activities that promote
cognitive development and problem
solving and mathematical and science
learning.

1 2 3 4 5

6.13 Ability to plan and implement learning
experiences and activities that promote
the development of language and literacy.

1 2 3 4 5

6.14 Ability to plan and implement learning
experiences and activities that promote
multicultural and social studies learning.

1 2 3 4 5

6.15 Ability to plan and implement learning
experiences and activities that promote
young children's understanding of sound
nutrition and their motor abilities and
physical fitness.

1 2 3 4 5

6.16 Ability to plan and implement learning
experiences and activities that promote
young children's musical, artistic and
creative development.

1 2 3 4 5

9/12
9/12
9/12
9/12
9/12
9/12
9/12
9/12
9/12
1/13
1/13
1/13
1/13
1/13
1/13
1/13
1/13
1/13
9/13
9/13
9/13
9/13
9/13
9/13
9/13
7/14
7/14
7/14
7/14
7/14
7/14
7/14
7/14
7/14

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Pg. 17

6. DeveIopmentaIIy Appropriate Practices and Programs
Documentation Competencies
addressed









SEI 511, Fall 2012, Annotated Bibliography on learning environments.
6.1
6.2
6.6
6.12
SEI 525, Fall 2012 Prepared, implemented, and evaluated 5 activity plans that
embedded instruction on individual goals and objectives. Also incorperated
modications and learning outcomes for all children.
6.1 6.8 6.16
6.2. 6.10
6.3 6.11
6.4 6.12
6.5 6.13
SEI 525, Fall 2012, Developed, implemented, and evaluated curriculum modications.
6.1
6.3
6.4
6.6
6.8
SEI 513, Spring 2014 Revised and made recommendations to alter the Classroom
environment and schedule.
SEI 513, Spring 2014 Developed a Positive Support Plan for a child with behavioral
overreactions as a result of Post Traumatic Stress Disorder
SEI 529, Spring 2013, Administered the Early Literacy and Language Classroom
Observation (ELLCO). Wrote a report following that included background information,
a summary of the ndings, and reccommendations.
6.1
6.4
6.6
6.13
6.6
6.10
6.11
6.1 6.8
6.16
6.2. 6.10
6.3 6.11
6.4 6.12
6.5 6.13
SEI 524, Summer 2013, Completed a Floortime Case Study after 3 Floortime
sessions with video analysis.
6.1 6.11
6.2
6.3
6.6
6.10
SEI 523, Fall 2013, Developed 10 functional and measurable child and family
outcomes based on concerns and priorities determined in routines based interview
(RBI)
6.1 6.6
6.2 6.8
6.3 6.9
6.4 6.11
6.5

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Pg. 18

Competency Area LeveI of
KnowIedge
LeveI of SkiII
7. Administration, Supervision, and
ProfessionaI DeveIopment

7.1 Knowledge of skills and traits that
are desirable for effective leaders.

1 2 3 4 5


7.2 Knowledge of management
processes for planning, organizing,
staffing, and monitoring quality in
organizations.

1 2 3 4 5


7.3 Knowledge of finance and
budgeting including funding sources
and methods of constructing
budgets and monitoring funds and
expenses.

1 2 3 4 5


7.4 Knowledge of relevant accreditation
standards, laws, licensing
regulations and local and state
regulations that apply to programs
for infants and young children.

1 2 3 4 5



7.5 Knowledge of management theories
and approaches appropriate to
early intervention and early care
and education organizations.

1 2 3 4 5


7.6 Knowledge of options for service
delivery and standards and
characteristics of high quality,
inclusive service delivery for infants
and young children.

1 2 3 4 5



7.7 Knowledge of procedures for
planning and conducting formative
and summative program evaluation.

1 2 3 4 5


7.7 Knowledge of models and methods
of supervision and mentoring for
early childhood organizations.

1 2 3 4 5

7.8 Ability to articulate an organization's
mission, philosophy, goals, and
supporting policies and procedures.

1 2 3 4 5
9/12
9/12
9/12
9/12
9/12

9/12
9/12
9/12
9/12
1/13
1/13
1/13
1/13
1/13
1/13
1/13
1/13
1/13
9/13
9/13
9/13
9/13
9/13
9/13
9/13
7/14
7/14
7/14
7/14
7/14
7/14
7/14
7/14
7/14

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Pg. 19

Competency Area LeveI of
KnowIedge
LeveI of SkiII
7. Administration, Supervision, and
ProfessionaI DeveIopment, cont.

7.10 Ability to employ adult learning
principles in consulting, coaching
and training family members and
service providers.

1 2 3 4 5

7.11 Ability to design, implement and
evaluate professional development
activities.

1 2 3 4 5

7.12 Ability to observe other adults and
provide relevant feedback.

1 2 3 4 5

7.13 Ability to supervise and evaluate
performance of other adults.


1 2 3 4 5

7.14 Ability to plan and implement
program evaluation.

1 2 3 4 5



9/12

9/12
9/12
9/12
9/12
1/13
1/13
1/13
1/13
1/13
9/13
9/13
9/13
7/14
7/14
7/14
7/14
7/14

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Pg. 20

7. Administration, Supervision, and ProfessionaI DeveIopment
Documentation Competencies
addressed








SEI 514, Spring 2014, Interviewed The Children's Center Executive Director.
SEI 516, Fall 2012, Power point presentation titled "Raising the Quality Bar in Early
Childhood Education in Maine through Coaching and Consultation" The team each
elaborated on different coaching techniques, mine being instructional coaching.
SEI 516 Spring 2013 Developed a technical assistance plan to outline the seminar &
practicum in Collaborative Consultation for Early Childhood with a colleague
(consultee). The plan included the program's prole, strengths and needs, a child
prole, and a goal sheet. A reection paper was done on the collaboration process of
making this plan.
7.7
7.10
7.11
7.7 7.14
7.10
7.11
7.12
7.13
7.1 7.6
7.2 7.7
7.3 7.8
7.4
7.5
SEI 516, Spring 2013 Monitoring progress plan based on child observations done with
consultee.
7.7
7.10 7.14
7.11
7.12
7.13
SEI 516, Spring 2013. Filled out program evaluation and developed needs/resources
for the program with consultee.
7.7
7.14
SEI 524 Summer 2013, completed a Floortime case study after engaging in three
Floortime sessions with video analysis.
7.6
SEI 514, Spring 2014, Reected on weekly readings.
7.1 7.6
7.2 7.7
7.3 7.11
7.4
7.5

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Pg. 21

Competency Area LeveI of
KnowIedge
LeveI of SkiII
8. ProfessionaI and EthicaI Practice
8.1 Knowledge of professional codes of
ethics and application of codes of
ethics and ethical principles to
professional practice.


1 2 3 4 5

8.2 Ability to evaluate your personal
strengths and needs as they relate
to your professional role.

1 2 3 4 5

8.3 Ability to engage in reflective
thinking about practices in working
with children, families, and other
professionals.

1 2 3 4 5


8.4 Ability to clearly and articulately
express yourself in oral and written
form.

1 2 3 4 5

8.5 Ability to remain current in the early
intervention field and maintain
involvement in relevant professional
organizations and professional
growth activities.


1 2 3 4 5


8.6 Ability to utilize computers and
nternet resources to better serve
infants and young children with
disabilities and their families.

1 2 3 4 5

8.7 Ability to advocate on behalf of
infants and young children and their
families and to support families in
advocating for their children.


1 2 3 4 5

8.8 Ability to recognize signs of
emotional distress, neglect, and
abuse, and follow reporting
procedures.


1 2 3 4 5


9/12
9/12
9/12

9/12
9/12
9/12
9/12
9/12
1/13
1/13
1/13
1/13
1/13
1/13
1/13
1/13
9/13
9/13
9/13
9/13
9/13
9/13
9/13
9/13
7/14
7/14
7/14
7/14
7/14
7/14
7/14
7/14

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Pg. 22
8. ProfessionaI and EthicaI Practice
Documentation Competencies
addressed









SEI 513, Spring 2014, Weekly Reective Journal in practicum in early intervention.
SEI 523, Fall 2013, Weekly Reective journal in home-based practicum in early
intervention
SEI 524, Summer 2013, Floortime case study.
SEI 508, Summer 2012, Administered the Batelle Developmental Inventory and wrote
a report on a 3 year old girl (typically developing) with a partner.
8.1
8.4
SEI 511, Fall 2012, wrote a practice dilemma on a three-year-old boy who was unable
to socially, or emotionally adjust to a new classroom environment.
8.3
8.4
8.6
SEI 525, Fall 2012 Implemented the Assessment, Evaluation, and Programming
System (AEPS)
8.3
8.4
8.5
SEI 516, Spring 2013, Wrote a reection paper documenting strengths and challenges
of practicum.
8.2
8.3
8.4
8.2
8.3
8.4
8.5
8.2
8.3
8.4
8.2
8.3
8.4
SEI 523, Fall 2013, Developed and completed a practicum plan totaling 90
hours.
8.4
8.6

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Pg. 23

Competency Area LeveI of
KnowIedge
LeveI of SkiII
9. PoIicy and Research
9.1 Knowledge of basic concepts of
educational research and analysis.

1 2 3 4 5

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.


1 2 3 4 5

9.3 Knowledge of trends, issues, and
challenges in the fields of ECE,
early intervention, and ECSE.

1 2 3 4 5

9.4 Knowledge of the philosophical
underpinnings of current
recommended practice regarding
infants and young children.

1 2 3 4 5


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.


1 2 3 4 5

9.6 Knowledge of DEA procedural
safeguards and due process
provisions.

1 2 3 4 5

9.7 Knowledge of strategies for
promoting systems change and
influencing public policy.

1 2 3 4 5

9.8 Ability to evaluate and apply
research findings to professional
practice.

1 2 3 4 5

9.9 Ability to apply formal or informal
methods of inquiry including action
research to problems or concerns in
public policy or professional
practice.


1 2 3 4 5

9/12
9/12

9/12
1/13
9/12
9/12
9/12
9/12
9/12
9/12
1/13
1/13
1/13
1/13
1/13
1/13
1/13
1/13
9/13
9/13
9/13
9/13
9/13
9/13
9/13
9/13
7/14
7/14
7/14
7/14
7/14
7/14
7/14
7/14
7/14

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Pg. 24
9. PoIicy and Research
Documentation Competencies
addressed










SEI 514, Spring 2014 Research on court case Burriola v. Greater Toledo YMCA
DIS 550, Summer 2014 Ethical Dilemma in which I had to provide my knowledge
base and then chose an ethical framework on the lived experiences of individuals who
use facilitated communication.
9.2
9.7
9.8
9.4
9.8
9.9
SEI 511, Fall 2012, Annotated Bibliography on learning environments.
9.2
9.3
9.4