HS1006_Rubric_To21C.pdf - Professional blog

HS1006: Promoting Wellness: Apply concepts related to the health and safety of young children to promote wellness in children and families.

Assessment Rubric

Not Present

Needs Improvement

Meets Expectations

Topic 1: Wellness for Young Children

Part 1: Explain the concept of wellness and its importance in promoting healthy development for young children. Support your thinking with at least one credible and relevant resource LO1: Explain the concept of wellness and why it is important in promoting young children’s healthy growth and development.

Response is missing.

Explanation of wellness and

its importance in promoting

healthy development for

young children is vague,

inaccurate, and/or

incomplete. Supporting

resource is missing or not

appropriate.

Explanation of wellness and its

importance in promoting healthy

development is clear, accurate,

persuasive, and supported by at

least one credible and relevant

resource.

Topic 2: Promoting Nutrition

Part 2: Explain some of the benefits of appropriate nutrition for healthy brain development, preventing obesity, and advancing good health in young children. Refer to at least two current references.

LO1: Explain benefits of nutrition for healthy brain development, preventing obesity, and advancing good health in young children.

Response is missing. Explanation of benefits of appropriate nutrition for healthy brain development, preventing obesity, and advancing good health in young children is vague, inaccurate, and/or incomplete. Supporting resources are missing or not appropriate.

Response accurately explains

benefits of nutrition for healthy

brain development, preventing

obesity, and advancing good

health in young children. Links to

at least two credible and relevant

sources are included.

Part 2: Using ChooseMyPlate.gov as a reference, suggest three practical and nutritional sample lunch menus that families of toddlers, preschoolers, or school-agers can pack for their children. Include one lunch suggestion for a child with special dietary preferences or needs, such as vegetarian or vegan. LO2: Recommend nutritional lunch menus for

Response is missing. Lunch menus do not clearly

and accurately reflect

nutritional guidelines, are not

targeted to a specific age

group, and/or do not reflect a

special dietary preference or

need.

Lunch menus clearly and

accurately reflect nutritional

guidelines for a specific age

group of young children. At least

one menu reflects consideration

of special dietary preferences or

needs.

young children, including those with special dietary preferences or needs.

Topic 3: Healthy Environments

Part 3: Summarize current thinking on making sure the following are safe and healthy:

• Air Quality and Ventilation

• Furniture and Carpets

• Art Supplies

• Water Play

• Playdough/Clay Describe your program policy for sun safety. Include special consideration for infants, information on sunscreen protection, protective eyewear, considerations for medication, and any other relevant factors. Describe your program policy for playing outdoors in cold weather. Include what

Response is missing. Response does not clearly

and accurately address

environmental concerns and

policies related to air quality

and ventilation; furniture and

carpets; art supplies; water

play; playdough/clay, sun

safety, and cold weather

safety in early childhood

settings.

Response clearly and accurately

addresses environmental

concerns and policies related to

air quality and ventilation;

furniture and carpets; art

supplies; water play;

playdough/clay, sun safety, and

cold weather safety in early

childhood settings.

children need to wear and any temperature considerations. LO1: Explain current thinking on healthy indoor and outdoor environments for early childhood settings.

Topic 4: Emergency Preparedness

Part 4: Considering the event of a natural disaster common in your area such as an earthquake or tornado, create an emergency action plan that includes at least five:

• General advance preparations for this type of emergency (supplies, staff training, drills, etc.)

• Evacuation or shelter-in-place procedures that will be followed

• Communication considerations

• Types of support

Response is missing. Emergency action plan is

vague, inaccurate, and/or

incomplete.

Emergency action plan clearly

and accurately addresses all

required elements.

that will be provided to children during the event and/or afterwards

LO1: Create an emergency action plan for a natural disaster.

Topic 5: Fostering Mental Health

Part 5: Explain at least three insights that reflect current thinking regarding young children and divorce that may be helpful to parents in this situation. Support your thinking with at least one credible and relevant resource. LO1: Explain current thinking related to young children and divorce.

Response is missing.

Insights about young children

and divorce are vague,

inaccurate, and/or do not

reflect substantiated current

thinking.

Insights about young children and

divorce are clear, accurate, and

reflect substantiated current

thinking.

Part 5: Identify possible behaviors for each age group (infant, toddler, preschooler, and school-age) that may indicate a child is experiencing stress outside of the early childhood

Response is missing.

Age-specific behaviors that

indicate a child experiencing

stress outside of the early

childhood environment

possibly due to divorce or

separation are vague,

inaccurate, or incomplete.

Response accurately identifies

infant, toddler, and preschool

behaviors that might suggest a

child is experiencing stress

outside of the early childhood

environment possibly due to

divorce or separation.

environment possibly due to divorce or separation. LO2: Identify infant, toddler, preschool, and school age behaviors that might suggest a child is experiencing stress outside of the early childhood environment possibly due to divorce or separation.

Part 5: Recommend a strategy that can be implemented with each age group (infant, toddler, preschooler, and school-age) to promote a sense of emotional safety and security within the early childhood environment and/or at home. LO3: Recommend strategies for promoting a sense of security in infants, toddlers, preschoolers, and school-age children.

Response is missing. Recommendations for

promoting a sense of security

in young children are vague,

incomplete, and/or not

developmentally accurate.

Recommendations for promoting

a sense of security in young

children are clear, complete, and

developmentally accurate.

Mastery Rubric In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.

MASTERY RUBRIC

Exceeds Expectations: Analyzing Sources to Make Informed Conclusions

LO1: Apply multiple,

appropriate, credible

resources to

communicate critical

information to

stakeholders.

The handbook reflects analysis and application of professional knowledge and multiple,

appropriate credible resources to present relevant information and practical recommendations for

promoting health and safety for young children and families.

 Yes

 No

The faculty Assessor will provide feedback based on the following Professional Skills: Written Communication and

Information Literacy. Although the feedback is here to inform the development of your skills, it is not a barrier to achieving

the Competency, unless the writing is too poor to be able to score the content of the Assessment. Review the rubric and

check your work based on the learning objectives listed. If you are concerned that you will not meet these expectations

yet, reach out to your Coach so he or she can work with you to further develop these important professional skills.

It is highly recommended that you use this opportunity to practice these important skills in the context of this Competency

Assessment in order to receive feedback about your current level of proficiency.

Written Communication: Write with clarity, coherence, and purpose.

Not Present

Needs Improvement

Meets Expectations

LO1: Construct complete

and correct sentences

(AWE 2; Sentence Level

Skills)

Sentences are

incoherent and

impede reader’s

access to ideas.

Sentences are incomplete

and/or include fragments and

run-on sentences, limiting

reader’s access to ideas.

Sentence structure effectively

conveys meaning to the reader.

LO2: Demonstrate the

effective use of grammar

and mechanics. (AWE 2;

Sentence Level Skills)

Multiple inaccuracies

in grammar and

mechanics impede

reader’s access to

ideas.

Some inaccuracies in grammar and mechanics limit reader’s access to ideas.

Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.

LO3: Create cohesive

paragraphs with a clear

central idea. (AWE 2;

Paragraph Level Skills)

Paragraphs, or lack of

paragraphs, impede

reader’s access to

ideas.

Construction of main idea

and/or supporting paragraphs

limit reader’s access to ideas.

Main idea and/or supporting

paragraphs effectively convey

meaning to reader.

LO4: Use supporting

material to support a

claim. (AWE 2; Use of

Evidence)

Supporting materials

are not present.

Supporting material is used

inconsistently or

inappropriately.

Supporting material is used to

enhance meaning. Writing is

appropriately paraphrased and

uses direct quotes as applicable.

LO6: Identify sources. Sources are missing. Writing inconsistently identifies

or misrepresents sources.

Writing clearly identifies the source

of nonoriginal material and/or

ideas.

Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make

decisions.

Not Present

Needs Improvement

Meets Expectations

LO1: Identify and locate

credible sources.

No sources or non-

credible sources are

present.

Sources are inconsistently

credible, appropriate, and

relevant to the topic and/or

assessment.

Sources are mostly credible,

appropriate, and relevant to the

topic and/or assessment.

LO2: Analyze

information sources.

Analysis is not

present.

Analysis superficially applies

aspects of sources that are

most relevant to the topic

and/or assessment and/or

analysis is unclear.

Analysis thoroughly and clearly

applies aspects of sources that are

most relevant to the topic and/or

assessment.

LO3: Synthesize

information from

multiple, credible

sources.

Synthesis is not

present.

Synthesis demonstrates a

vague connection between

multiple sources and/or the

topic.

Synthesis demonstrates a clear

and cohesive connection between

multiple sources and/or ideas to

support a given topic.

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Reference no: EM132069492