Early Childhood EducationFCCLA Skill Events

Purpose of Updates

• To align with Education and Training Standards

• To align with Early Learning and Development Standards

ECE Skill Event Task Force

Mary DeVault, Upper Valley

Carol Fuller, Delaware Area

Megan Grimm, Coshocton

Natalie Heath, Upper Valley

Renee’ Kluding, EHOVE

Deb McDonald, Wayne County

Marsha Osega, Vantage

Kelly Marquis, Tolles

ODE and FCCLA CONSULTANTS

Mary Jo KohlPaulette Farago

Resources

o• Education and Training Field Career

Technical Standards

O• Ohio’s Early Learning and

Development Standards

W• Working with Young Children

• Written by Judy Herr

Education and Training Standards

• Can be used as a summative assessment for an SLO

• Broad enough to represent the overarching standards

• Narrow enough to be measured

Early Learning and Development Standards ELDS

Early Learning and Development Standards | Ohio Department of Education

ELDS DOMAINS

Social/Emotional Development

Approaches Towards Learning

Physical Well-Being and Motor Development

Cognitive Development and General Knowledge

Language and Literacy Development

Skill Event Names

Language and Literacy Development

Curriculum Unit

Development

Teacher Resource

Assessment Kit

Early Childhood

Team Event

Overview of Revisions

Consistency of layout Consistency of language and terms

Consistency of procedures Consistency of

presentations

Clarity of Event

CONSISTENCY OF LAYOUT

CONSISTENCY OF LANGUAGE AND TERMS

DEFINITIONS OF EARLY LEARNING AND DEVELOPMENT STANDARDS

Domainstrand

topic

Stan

dard

stat

emen

t

Definitions from WWYC

Learning Objective

Learning Experiences

Curriculum Areas

Areas of Development

• Social • Emotional

• Intellectual or

• Cognitive

• Physical

AREAS of

PIESDevelopment

CONSISTENCY OF PROCEDURES

Alignment of Description of Event to Rating Sheet

• Integration of Standards: Using lesson plan as a reference, if needed, explain how the extension activity is integrated with the chosen standard statements.

• Areas of Development: Explain how the story and/or the extension activities addresses children’s growth in at least three of the following areas: cognitive, intellectual, emotional and social.

• Developmentally Appropriate: Explain how the story and/or the extension activities address preschool children’s attention span and interest, meets the developmental level of the children and allows children to express creativity.

• Adaptations or Accommodations: Identify a disability/differing need then explain one way that one activity could be adapted to meet the needs of a child with that disability or differing need.

DEVELOPMENTALLY APPROPRIATE PRACTICESTotal Points: 20 (participant may use lesson plans for reference)

Poor(Could

not answer)

Needs Improveme

nt

Fair(Needs

improve-ment)

Good Excellent(clearly

met) 

  ONLY THE PARTICIPANT’S

EXPLANATION OF DEVELOPMENTALLY

APPROPRIATE PRACTICE SHOULD BE SCORED IN

THIS SECTION

Integration of Standard Statements: Explains how the standard statements are incorporated into the Story and Extension Activity

0 1 2 3 4 5    

Areas of Development: Explains how the activities address at least three areas of development: cognitive, physical, emotional or social.

0 1 2 3 4 5    

Developmentally Appropriate: Explains how the activities address attention span and interest, meets the developmental level of the children and allows the children to be creative

0 1 2 3 4 5    

Adaptation or Accommodation: Identifies one differing need and explains one adaptation or accommodation

0 1 2 3 4 5    

Description of Event Rating Sheet

CONSISTENCY OF PRESENTATIONS

Procedures for Language and Literacy Development

Plan an oral presentation of your story and extension activity.• Present each evaluator with a copy of the lesson plans in a folder or binder• Set up materials for story presentation and extension activity while

evaluators review lesson plan.• Introduce self and school.• Identify story name and author.• Integration of Standards: Using lesson plan as a reference, if needed,

explain how the story is integrated with the chosen standard statement.• Present the Story Lesson Plan to evaluators by involving them in the

same way you would involve children. Story lesson plan demonstration must include motivation/opening, presentation of the activity and using the closing and transition.

• Present the Extension Activity Lesson Plan to evaluators. Identify the Title of the Extension Activity. Explain or demonstrate the extension activity following the motivation/opening and procedures listed on plan. Involving the evaluators in the extension activity presentation is at the participant’s discretion.

• Integration of Standards: Using lesson plan as a reference, if needed, explain how the extension activity is integrated with the chosen standard statements.

• Areas of Development: Explain how the story and/or the extension activities addresses children’s growth in at least three of the following areas: cognitive, intellectual, emotional and social.

• Developmentally Appropriate: Explain how the story and/or the extension activities address preschool children’s attention span and interest, meets the developmental level of the children and allows children to express creativity.

• Adaptations or Accommodations: Identify a disability/differing need then explain one way that one activity could be adapted to meet the needs of a child with that disability or differing need.

• Answer evaluator’s questions completely and concisely at the conclusion of the presentation.

Procedures for Curriculum Unit DevelopmentPlan an oral presentation to explain and discuss the development and utilization of the concept curriculum unit with children.• Greet evaluators.• Present folders to evaluators to review.• Set up display while evaluators review unit plan.• Introduce self and thematic unit.• Describe each learning experience by identifying its’ domain, curriculum

area, title and standard statement by referring to your unit plan and display board.

• Integration of Theme: Explain how the learning experiences helped children learn theme-related concepts.

• Participation and Response: Describe the children’s participation and response to each learning experience.

• Participant may interact with or demonstrate with materials from the display. Visuals or props used during the oral presentation must be returned within the dimensions of the display after handling.

• Areas of Development: Explain how the learning experiences show developmental growth by telling evaluators how each learning experience addresses children’s growth in at least one of the following areas: physical, cognitive, emotional, and social.

• Developmentally Appropriate: Explain one way one activity is developmentally appropriate for preschool children’s attention span and interest;

• meets the developmental level of preschool children; and allows children to express creativity. (These can be met through one to three activities.)

• Adaptation and accommodation: Identify a disability/differing need then explain one way one activity could be adapted to meet children’s special needs or individual differences.

• Answer evaluator’s questions completely and concisely at the conclusion of the presentation.

• Clean up materials while evaluators complete the score sheets.

CLARITY OF EVENTS

Rating Sheets

Summary Sheet

Rating Sheets – 4 pages

Fillable forms

• Form expands as students type• Borders and Font can be manipulated• Clip Art or Photos may be added

• All forms must stay within 3-5 pages including cover page and photos

Language and Literacy Development

Language and Literacy Development Description Sheet

Language and Literacy Development Rating Sheet

Language and Literacy Development Lesson Plans

New Rules and Procedures for Language and Literacy

• Very similar to previous event• Need to identify standard statement for story plan

during introduction• Identify one differing need and explain

accommodation or modification

Curriculum Unit Development

Curriculum Unit Development Skill Event

Curriculum Unit Development Unit Plan

Curriculum Unit Development Rating Sheet

New Rules and Procedures for Curriculum Unit

• Choose four of the five domains from ELDS• Cognitive Development and General Knowledge has sub domains: Math, Science, Social Studies• Total of eight activities from four of the five domains• Curriculum Areas are not limited • Chairperson must mark the display area and

participants place the display within the designated area

• Need to explain how activities helped children learn theme related concepts

• Need to explain children’s participation and response

Teacher Resource Assessment Kit

Teacher Resource Assessment Kit Skill Event

Teacher Resource Assessment Kit Assessment Plan

Teacher Resource Assessment Kit Rating Sheet

NEW RULES AND PROCEDURES FOR TEACHER RESOURCE ASSESSMENT KIT

• Students must create materials for kit AND assessment tools or methods for each learning experience

• Learning experiences must be presented to children before presentation to evaluators

• Data must be collected and analyzed• Student must show how data collected will drive

instruction

Early Childhood Team Event

Early Childhood Team Description Sheet

Early Childhood Team Rating Sheet

NEW RULES AND PROCEDURES FOR EARLY CHILDHOOD TEAM EVENT

• Students bring own markers and rulers• Graphic Organizer has all 5 Early Learning and

Development Standards (ELDS)• Block Plan/Schedule:• Time increments• Curriculum Areas• Designation of Routines and Transitions• 10 Learning Experiences• Responsibilities for each member• Assessments for Each Learning Activities•File Card explanation – not mandatory

Scores and Tie Breakers

EVENT Language and Literacy Development

Curriculum Unit Development

Teacher Resource Assessment Kit

Early Childhood Team Event

1st Tie Breaker

Story & Extension Demo -20

Explanation of Learning ActivitiesDAP - 30

Demo and Data Analysis -35

Explanation of Preschool Day -30

2nd Tie Breaker

Presentation Skills - 25

Presentation Skills- 30

Presentation Skills- 25

Presentation Skills – 20

3rd Tie Breaker

Visuals and DAP -35

Display – 20 Assessment Kit, Materials and Instruments -20

Graphic Org.Block Plan -20

4th Tie Breaker

Lesson Plan-20 Unit Plan -20 Assessment Plan - 20

Case Studies -20

Chairperson Responsibilities

Chairperson is the

procedure expert

Evaluator is the content

expert

Consistent and Fair

evaluation of student work

Chairperson Instructions

• Instructions for Prior to the Event• Overview of Event• Review Vocabulary• Point out need to make comments for less than perfect

scores• Highlight listed points for evaluators• Discuss responsibilities during the presentation• Review comments/procedures – address issues as

needed

Highlight these points:Score sheets are divided in four sections. Make sure the points taken off correlate to the indicators in that section. Avoid taking off points off in two areas for the same error/mistake.If students do not offer information that is required, ask them a question to get the answer. Score accordingly. Accommodations and Adaptations should relate to the special need the student identified. Students do not need to know accommodations for all areas of special needsKeep event within required time limits. Stop presentations as required. if student did not finish required presentation points in time allowed, ask questions to allow explanation of points not covered. Score accordingly (example: instead of full points, give points for “answered with prompt”.Perfect scores should not be given to reduce the need to break a tied score. All presenters should have something to improve upon. However, in the case of outstanding performances, one or two judges may give perfect scores to keep the presenter’s average at a high level.