ECED 3113 Integrate Curriculum (Ages 3-5) Block I (Electronic) Integrated Unit D 3113 Fall 2004

	Not Met (0-5)	Met (6-8)	Exceeded (9-10)	Your Score
Rationale STANDARDS Pathwise: A, B AR: 3 NAEYC: 1 ECED Program Outcomes 1 ISTE: I, IV	Rationale does not demonstrate an understanding the purpose of the unit in terms of seeking information about students’ needs, interests, and/or cultures.	The Rationale demonstrates an in-depth understanding the purpose of the unit in terms of seeking information about students’ needs, interests, and/or cultures through research/interviews, and a review of documents.	The Rationale demonstrates a high level of professional knowledge, skills and disposition in understanding the purpose of the unit in terms of seeking information about students’ needs, interests, and/or cultures.
Philosophy STANDARDS Pathwise: A-D AR: 1-5 NAEYC: 1-5 ECED Program Outcomes 1-5	The Philosophy does not demonstrate a knowledge or understanding child development, diverse needs, assessment, pedagogy, and/or evidence of professionalism as an early childhood advocate.	The Philosophy s demonstrates an in-depth understanding of child development, diverse needs, assessment, pedagogy, and/or evidence of professionalism as an early childhood advocate.	The Philosophy demonstrates a high level of knowledge, skills, and dispositions in understanding child development, diverse needs, assessment, pedagogy, and/or evidence of professionalism as an early childhood advocate.
Demographics STANDARDS Pathwise: A AR: 2, 3 NAEYC: 1, 3 ECED Program Outcomes 1, 3	Demographics are not addressed and do not demonstrate an understanding of the importance for assessing, documenting, and analyzing similarities and differences in race, culture, and/or special needs for all children in an inclusion classroom.	Demographics clearly demonstrate an understanding of the importance for assessing, documenting, and analyzing similarities and differences in race, culture, and/or special needs for all children in an inclusion classroom.	Demographics are well organized and show an in-depth understanding of the importance for assessing, documenting, and analyzing similarities and differences in race, culture, and/or special needs for all children in an inclusion classroom.
Concept Map/Matrix (Pre/Posttests) STANDARDS Pathwise: A, C, D AR: 1-5 NAEYC: 1, 2, 3, 4 ECED Program Outcomes 1, 2, 3, 4 ISTE: II, III, IV	The Concept Map, Matrix and/or Pre/Posttests do not demonstrate an understanding of setting goals using multiple assessments and strategies with an integrated connection among content areas.	The Concept Map, Matrix and Pre/Posttest demonstrate a solid understanding of setting goals using multiple assessments and strategies with an integrated connection among content areas.	The Concept Map, Matrix and Pre/Posttest demonstrate an in-depth understanding of setting goals using multiple assessments and strategies with an integrated connection among content areas.
Standards STANDARDS Pathwise: C AR: 2 NAEYC 1, 2, 3, 4 ECED Program Outcomes 1, 2, 3, 4 ISTE: II	Standards are present but do not demonstrate an connection between objectives, assessments and outcomes.	Standards are present and demonstrate an direct correlation among standards, objectives, and assessments in best practices.	Standards are present and demonstrate an exceptional connection among standards, objectives, and assessments.
Objectives STANDARDS Pathwise: A, C AR: 2 NAEYC: 1, 2, 4 ECED Program Outcomes 1, 2, 4 ISTE: I	Behavioral Objectives/Assessments do not consider multiple intelligences.	Behavioral Objectives/Assessments demonstrate the use of multiple intelligences.	Behavioral Objectives/Assessments demonstrate a skillful use of multiple intelligences.
Instructional Activities/Transitions STANDARDS Pathwise: A B, C AR: 2 NAEYC: 1, 2, 3, 4 ECED Program Outcomes: 1, 2, 3, 4 ISTE: II	The Activities are not related to objectives/assessments and are developmentally inappropriate for the children being taught. The environment setting is not nurturing and safe while challenging the learner through social interaction with peers.	The Activities demonstrate a clear correlation between objectives/assessments and are developmentally appropriate for the children being taught. The environment is nurturing and safe while challenging the learner through social interaction with peers. Transitions and multicultural activities are included.	The Activities demonstrate a well-orchestrated link between objectives/assessment/transitions in using best practices that provide the means for children to be enthusiastically engaged in an environment that promotes responsibility, interaction with peers and multiculturalism that ties together in promoting best practices and problem solving skills.
Parents and the Community as Partners STANDARDS Pathwise: A AR: 1 NAEYC: 2, 3, 4, 5 ECED Program Outcomes 2, 3, 4, 5 ISTE: I, II, III	Candidates do not demonstrate the importance of having parents and the community involved as part of the planning and learning process for all students.	Candidates demonstrate the importance of having parents and the community involved as part of the planning and learning process for all students.	Candidates demonstrate the importance of ongoing partnerships with parents and the community by promoting communication and involvement when planning and teaching in the classroom by including sources and resources to support all children.
Early Interventions, Adaptations, Modifications STANDARDS Pathwise: C AR: 1, 2, 4, 5 NAEYC: 1, 2, 4, 5 ECED Program Outcomes 1, 2, 4, 5 ISTE: II	Candidates did not demonstrate a knowledge of research-based interventions and the impact of the programs.	Candidates demonstrate a knowledge of research related to early childhood interventions and incorporate early interventions into classroom practices.	Candidates demonstrate an in-depth knowledge of research related to early childhood interventions and incorporate multiple early interventions into classroom practices.
Reflections STANDARDS Pathwise: D AR: 5 NAEYC: 5 ECED Program Outcomes: 5 ISTE: VI	Reflections are not present or do not demonstrate an understanding of the importance of self-evaluation and modification of teaching practices.	Reflections demonstrate an understanding of self-evaluation and modification of teaching practices.	Reflections demonstrate an in-depth understanding of the importance of self-evaluation, affirmation, and modification of teaching practices.