Overview of a Curriculum Framework for ALL Children

1. Overview of a Curriculum Framework for ALL Children Jennifer Grisham-Brown, EdD University of Kentucky jgleat00@uky.edu

2. NEED:To meet the diverse needs of young children

3. How can you hold thirty hands when you only have two?

4. One answer…Blended Practices

5. We have made the school buildings more accessible, but the curriculum inside the classroom is still unavailable to all students… The notion of Universal Design for Learning was born…

6. Current Trends Related to Inclusion • Systems are working or are being urged to work together to address this and other issue(s) related to providing services to young children • There is a blending of theory and practices that address the needs of all children • An increasing number of early childhood teachers are being trained to teach both children with and without disabilities • Families are increasingly expecting that their children will be educated in inclusive settings before and after Pre-k • There is increased emphasis on accountability of all children • There exists evidence of practices that blend theory from ECE and ECSE that result in positive outcomes for children • Individualizing instruction for all children is viewed as resulting in positive outcomes for children

7. Joint Position Paper on Inclusion http://www.dec-sped.org

8. Professional Development Leadership Plan Data-Driven Decision Making Progress Monitoring Activities & Instruction Assessment Scope & Sequence A Curriculum Framework – Linking assessment and intervention Collaborative Partnerships

9. Assessment Guide Family Resources, Priorities, Concerns Authentic Baseline Interests and Preferences Developmental and Content Areas Comprehensive Chapter 2

10. Issues: Assessment • Many purposes for assessment – emphasis should be on program planning assessment • Recommended Practices • Authentic assessment practices • Interview • Observation • Use of work samples • Importance of using high quality CBA that is appropriate for use in blended classrooms

11. Administer following recommended practices(Bagnato, Neisworth, & Pretti-Frontczak, 2010) ACCEPTABILITY–Social worth & detection AUTHENTICITY–Natural methods & contexts COLLABORATION–Parent-professional teamwork EVIDENCE–Disability design/evidence-base MULTI-FACTORS–Synthesis of ecological data SENSITIVITY–Fine content/measurement gradations UNIVERSALITY–Equitable design/special accommodations UTILITY–Usefulness for instruction

12. Characteristics of High Quality Curriculum Based Assessments • Technical adequacy • Functional goals • Multiple domains • Diversity of learners (age and ability) • Yields quantitative AND qualitative information • Multiple methods • Family involvement

13. Scope and Sequence Bridge between assessment and instruction All children could have tier 3 needs All children’s needs fall across all three tiers IFSP outcomes/IEP goals are tier 2 and 3 only

14. Issues: Scope and Sequence • Types of sequences • Developmental • Pedagogical • Logical • Use data • Summarize • Analyze – look for patterns • Sort • Understand “tiers of need” • Tier 1: common (e.g., state and federal standards • Tier 2: targeted (component missing, related skills missing) • Tier 3: prioritized (preventing child from accessing general education curriculum)

15. Sorting Example 3 different children, same activity and same standard

16. Sorting Example 3 different children same common outcome • Participation Defined: • Remains with group • Looks at person/object • Follows directions given • Interacts with objects/people

17. Activities and Instruction Intensive Intentional Individualized Instruction Type of activities and instructional strategies vary in frequency, intensity, and intention Targeted Instruction Universal Instruction

18. Issues: Activities and Intervention – Focus of Class • Response to Intervention • Differentiation • Commonalities across tiers • Match between tiers and Needs

19. Activities & Instruction All Practices Are: • Evidence-Based • Continuum of Strategies • Team/Family Guided • Developmentally Responsive • Embedded Learning Opportunities

20. Outcomes Must Match Instructional Intensity Instruction Identified Needs (Scope)

21. Performance Monitoring Performance monitoring practices vary in frequency, intensity, and intent REVISE INSTRUCTION

22. Issues: Performance Monitoring • Match between instruction tier and performance tier • Amount of data collected is different depending on tier • Methods differ for each tier

23. Performance Monitoring practices vary frequency, intensity, and intent matched to the tier of instruction Tier 1: Universal Instruction Tier 3: Individualized, Intensive and Intentional Instruction Tier 2: Targeted and Temporary Instruction

24. Performance Monitoring

25. Within Tiers • Tier 1: Re-administration of authentic and comprehensive assessment originally conducted to obtain baseline • Tier 2: Repeated administration of targeted probes that emerge from the more comprehensive assessment • Tier 3: Counts and tallies, written narratives, and/or permanent products related to individualized skills/concepts

26. Life’s Journey According to Mister Rogers: Things to Remember Along the WayFred Rogers “Anyone who has ever been able to sustain good work has had at least one person – and often many – who have believed in him or her. We just don’t get to be competent human beings without a lot of different investments from others.”