Additional Resources on the Curriculum Framework Division for Early Childhood (DEC). (2007). Division for Early Childhood companion to the NAEYC and NAECS/SDE Early Childhood Curriculum, Assessment, and Program Evaluation: Building an effective, accountable system in programs for children birth through age 8. Pretti-Frontczak. K., Jackson, S., Goss, S., Grisham-Brown, J., Horn, E., Harjusola-Webb, S., Lieber, J., & Matthews, D. (2007). A Curriculum framework that supports quality early childhood education for all young children [Monograph]. Young Exceptional Children, 9, 16-28.. Pretti-Frontczak, K., Jackson, S., McKeen, L., & Bricker, D. (2008). Supporting quality curriculum frameworks in early childhood programs. In A. Thomas and J. Grimes (Eds.), Best practices in school psychology V (pp.1249-1259). Washington, D.C.: National Association of School Psychologists. Texas: Psychological Corporation.
To access resources referenced in this presentation: http://www.ehhs.kent.edu/odec/links.htm
Please contact the following individuals with questions about the curriculum framework
Kristie Pretti-Frontczak
[email protected]
Sarah Jackson
[email protected]
Sandra Hess Robbins
[email protected]
Sanna Harjusola-Webb
[email protected]
Note: Text included in this packet was taken in part from the following resource Jackson, S., Harjusola-Webb, S., Pretti-Frontczak, K., Grisham-Brown, J., & Mulato, J. (in review). Response to intervention: Implications for early childhood professionals. Language, Speech, and Hearing Services in Schools.
Sarah Jackson, Sandra Hess Robbins, and Sanna Harjusola-Webb, Kent State University Conference on Research Innovations in Early Intervention, 2008
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Overview of the Curriculum Framework
One model of applying the principles of Response to Intervention (RtI) to early childhood programs is referred to as a curriculum framework. The term curriculum has many different definitions but is generally considered “a complex idea containing multiple components including goals, content, pedagogy, and instructional practices” (NAEYC-NAECS/SDE, 2003, p. 6). Curriculum serves as a comprehensive guide for instruction and day-to-day interactions with young children and is conceptualized as the foundation upon which services are systematically designed, implemented, and evaluated. A curriculum framework is a dynamic system that serves as the foundation for high quality programs as well as a model for the application of RtI to early childhood. Specifically, a curriculum framework enables personnel to (a) promote active engagement and learning; (b) individualize and adapt practices for each child based on current data; (c) provide opportunities for children’s learning within daily routines; and (d) ensure collaboration and shared responsibilities among families and professionals. We use the analogy of an umbrella to illustrate key elements of a curriculum framework. The panels of the umbrella represent the four elements the curriculum framework: (a) assessment, (b) scope and sequence, (c) activities and instruction, and (d) progress monitoring. The components listed around the umbrella figure represent supporting features needed to sustain the implementation of a curriculum framework; they include a representative leadership team, ongoing professional development and support, collaborative planning opportunities, and data-driven decision making. The illustration of the umbrella also depicts a key component of the curriculum framework – the tiering of three of the elements (see horizontal lines on three of the umbrella panels).
Sarah Jackson, Sandra Hess Robbins, and Sanna Harjusola-Webb, Kent State University Conference on Research Innovations in Early Intervention, 2008
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Assessment
The assessment element of the curriculum framework refers to a process of ongoing observation and documentation of children’s performance, their interests and preferences, and family priorities and needs. The assessment practices included in the curriculum framework are the same for all young children. Implementation of a curriculum framework begins with establishment of each child’s baseline or present level of performance through authentic assessment practices. The Division for Early Childhood (DEC) provides early childhood educators with useful guidelines for conducting assessments appropriate for young children. DEC emphasizes the importance of multiple sources of information, multiple assessment approaches, and the collection of information in multiple settings and across time in order to yield a comprehensive understanding of young children's skills and needs. Further, recommended assessment practice consistently supports the use of authentic assessment procedures as the “A” element of a curriculum framework. Assessment practices are considered authentic when they are conducted in familiar or typical settings, with familiar and interesting toys and materials, and by people who are familiar to the child. Further, authentic assessment practices encourage children to show what they know and can do in the ways in which they would typically use the concept or skill (i.e., during a daily routine or during play). Assessment information should be comprehensive (i.e., all developmental and content areas are assessed), should identify children’s interests and preferences, and highlight family resources, priorities, and concerns. Professionals, family members, and community partners should engage in a collaborative approach to assessment from design through interpretation. Assessment information should then be used to identify children’s needs and guide subsequent activities and instructional efforts.
Sarah Jackson, Sandra Hess Robbins, and Sanna Harjusola-Webb, Kent State University Conference on Research Innovations in Early Intervention, 2008
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Scope and Sequence
The scope and sequence element of the curriculum framework serves as the link between assessment and instruction. Assessment summary information is used to determine the focus of the scope and sequence within a tiered model. Common Needs are universal outcomes for all children that are generally agreed upon developmental expectations. Targeted Needs are emerging skills or temporary goals that require additional support and experience to ensure children are able to achieve universal outcomes. Prioritized Needs focus on functional skills that require intense and frequent support to ensure acquisition and generalization of critical concepts and skills. Scope refers to the concepts and skills from across developmental (e.g., motor, communication, social) and subject or content areas (e.g., mathematics, science). Scope can be thought of as the depth of what will be taught. A comprehensive scope acknowledges the interrelatedness of developmental and content areas during the early years and the impact this has on how children develop. Sequence, in scope and sequence, refers to the order in which skills and concepts across developmental and content areas are taught/learned. Three types of sequences guide the order in which skills and concepts are taught including developmental sequences, pedagogical sequences, and logical sequences. Many skills and concepts acquired during the early childhood years follow a typical or predicable developmental sequence. For example, many children first learn to pull to a stand, then cruise, then walk with support, then walk unsupported. Early skills and concepts can also be sequenced based upon pedagogical evidence or what is known regarding effective instruction. For example, an educator working on early literacy skills with preschool children may provide a variety of learning activities to support an understanding of rhyming, which is recognized as an important part of phonological awareness. As rhyming skills are strengthened, alliteration is presented, followed by segmenting and blending phonemes, and then, when children are ready, letter/sound correspondence. Lastly, teaching various skills and concepts may at times be guided by a logical sequence. Logical sequences are those that may not necessarily follow developmental expectations or pedagogical suggestions, but rather, through a process by which team members identify a particular need that need to be addressed. For example, cultural or community expectations or safety concerns might suggest the order in which various concepts and skills are addressed.
Sarah Jackson, Sandra Hess Robbins, and Sanna Harjusola-Webb, Kent State University Conference on Research Innovations in Early Intervention, 2008
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Activities and Instruction
While activities and instruction are described separately, they cannot be separated when working with young children and their families; they represent a single element of a curriculum framework. Activities and instructional strategies vary in frequency, intensity and intent across the tiers and are influenced by the focus of the scope and sequence. The activities component refers to the context in which important concepts and skills are addressed, guided by children’s interests during daily routines. Examples of daily activities include those that are child-directed (e.g., free play or center-time), routine (e.g., snack or arrival time), or planned (e.g., circle time or art table). Daily activities are designed to integrate concepts and skills from across developmental and content areas. The instruction component refers to practices, actions, and methods used to deliver the content and should be directly linked to assessment findings. Quality instruction for young children is grounded in a responsive developmental perspective. A responsive developmental perspective reflects a view of learning in which children create their own knowledge through interactions with the social and physical environment. Quality instruction entails (a) being responsive to the child as his/her needs and personal preferences which may change across daily activities (i.e., the intensity of the instruction varies as needs change); (b) understanding the role of adults, peers, and the environment and their influences on children’s learning; (c) creating multiple and varied embedded learning opportunities; and (d) tiering instruction to meet the needs of all young children across common outcomes, targeted needs, and individual goals. To truly embrace the preventative notions of RtI, teams need to consider quality instruction across tiers for all children versus focusing on highly discipline specific therapies or interventions. Instruction encompassing a responsive developmental perspective is dependent on understanding children’s current strengths and skills and using the information about children to creating meaningful and relevant learning experiences. Acknowledging the importance of development, the varying needs of children, and the environmental context ensures that each child is able to access what is taking place within the learning environment in an individually appropriate way.
Sarah Jackson, Sandra Hess Robbins, and Sanna Harjusola-Webb, Kent State University Conference on Research Innovations in Early Intervention, 2008
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Progress Monitoring
The progress monitoring element of the curriculum framework refers to a recursive feedback loop by which changes in children’s performance are documented, summarized, and interpreted over time. Progress monitoring practices vary in frequency, intensity, and intent across the tiers and are is directly linked to the focus of the scope and sequence and activities and instruction. Progress monitoring practices at tier 1 monitor children’s progress toward universal outcomes and should be completed quarterly or semi-annually. Practices for monitoring progress at tier 2 may be done on a monthly to weekly basis to monitor targeted outcomes that require more frequent support. Tier 3 progress monitoring practices may be done on a daily to weekly basis to monitor individual outcomes that required intense support. Information gained from monitoring children’s performance is used for different purposes, including (a) evaluating the degree to which common outcomes are being met (e.g., whether children are acquiring critical skills and concepts as expected); (b) as the foundation of a decision-making model designed to inform, modify, and revise instruction; and (c) identifying when a child needs additional or more intensive support or instruction. Progress monitoring efforts produce both formative and summative data that can be used to inform day-to-day practices as well as guide program level decisions. Formative data are typically gathered on a daily/weekly schedule and are useful for (a) recording children’s progress toward individual or common outcomes, (b) monitoring the effects of intervention, and (c) revising instruction. Each member of an educational team will serve a critical role in determining if instructional efforts are having their intended impact on children’s development and what changes may be necessary. Summative data are typically gathered on a quarterly or annual schedule and are useful for (a) setting direction for what to teach individual or groups of children, (b) comparing individual or groups of children’s progress toward common outcomes, (c) meeting accountability mandates, and (d) evaluating program effectiveness.
Sarah Jackson, Sandra Hess Robbins, and Sanna Harjusola-Webb, Kent State University Conference on Research Innovations in Early Intervention, 2008
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SAMPLE Curriculum Framework Rating Rubric Kristie Pretti-Frontczak Sandra Hess Robbins Sarah Jackson Susan Korey-Hirko Sanna Harjusola-Webb
January, 2008
Center for Excellence in Early Childhood Research and Training
Go to http://www.ehhs.kent.edu/odec/links.htm to download a full version of the Curriculum Framework Rating Rubric.
Sarah Jackson, Sandra Hess Robbins, and Sanna Harjusola-Webb, Kent State University Conference on Research Innovations in Early Intervention, 2008
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The term curriculum has many different definitions but is generally considered “a complex idea containing multiple components including goals, content, pedagogy, and instructional practices” (NAEYC-NAECS/SDE, 2003, p. 6). Curriculum serves as a comprehensive guide for instruction and day-to-day interactions with young children and is conceptualized as the foundation upon which services are systematically designed, implemented, and evaluated (Division for Early Childhood, 2007; Hojnoski & Missall, 2006; Pretti-Frontczak, Jackson, McKeen, & Bricker, 2008). A framework is defined as underlying support or a means by which information can be classified and organized. Thus, we use the term curriculum framework to mean the underlying support or foundation from with all practices related to promoting children’s growth and development are identified, implemented, and evaluated. In particular, we propose that curriculum frameworks as defined here are dynamic systems that serve as the foundation for high quality early childhood programs. Specifically, a curriculum framework enables personnel to (a) promote active engagement and learning; (b) individualize and adapt practices for each child based on current data; (c) provide opportunities for children’s learning within daily routines; and (d) ensure collaboration and shared responsibilities among families and professionals (Grisham-Brown, Hemmeter, & Pretti-Frontczak, 2005). The acronym ASAP meaning “as soon as possible” was borrowed in an effort to support educators in understanding and remembering the elements of our recommended curriculum framework including (a) assessment, (b) scope and sequence, (c) activities and instruction, and (d) progress monitoring. Purpose: The purpose of the Curriculum Framework Rating Rubric is to provide programs a means for assessing current practices related to assessment, scope and sequence, activities and instruction, and progress monitoring. Directions: 1) Review each of the rubric items either individually or as a team 2) Determine on a scale of 1-6, the extent to which current practices meets the criterion statement 1
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3) Review the scores provided for each rubric item to determine the strengths of the current system and any gaps that may be present 4) Determine steps needed to strengthen the program’s early childhood system. References: Division for Early Childhood's companion document to the 2003 joint position statement Early Childhood Curriculum, Assessment and Program Evaluation-Building and Effective, Accountable System in Programs for Children Birth through Age 8 of National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State (NAECS/SDE). Grisham-Brown, J. L., Hemmeter, M. L., & Pretti-Frontczak, K. L. (2005). Blended Practices for Teaching Young Children in Inclusive Settings. Paul Brookes Publishing Company. Hojnoski, R. L., & Missall, K. N. (2006). Addressing school readiness: Expanding school psychology to early education. School Psychology Review, 35, 602–614. NAEYC and NAECS/SDE (2003). Early Childhood Curriculum, Assessment, and Program Evaluation Building an Effective, Accountable System in Programs for Children Birth through Age 8. Retrieved January 27, 2004 from http://www.naeyc.org/resources/position_statements/CAPEexpand.pdf Pretti-Frontczak, K., Jackson, S., McKeen, L., & Bricker, D. (2008). Supporting quality curriculum frameworks in early childhood programs. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 1249-1259). Washington, D.C.: National Association of School Psychologists. Texas: Psychological Corporation.
Sarah Jackson, Sandra Hess Robbins, and Sanna Harjusola-Webb, Kent State University Conference on Research Innovations in Early Intervention, 2008
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Quality Curriculum Framework SAMPLE Assessment Element 1) The curriculum framework includes an assessment that is designed for planning and guiding instruction
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2) The assessment items and procedures are authentic 3) The assessment items and procedures are culturally, linguistically, and individually non-biased 4) The assessment items and procedures are flexible and allow for children to respond in multiple ways 5) The assessment is conducted across time, people, and settings 6) Families and other caregivers are involved in the assessment process 7) Assessment results provide a comprehensive description of children’s current skills and abilities 8) Assessment results are purposefully used for program planning
Sarah Jackson, Sandra Hess Robbins, and Sanna Harjusola-Webb, Kent State University Conference on Research Innovations in Early Intervention, 2008
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RTI Foundational Principles Alignment with the Elements of a Curriculum Framework RtI Foundational Principles
Curriculum Framework
• Scope and Sequence, Activities and Instruction, and Progress Monitoring elements consist of three tiers
Multi-Tiers
• Practices at each tier guide services designed to meet the needs of all children by changing the frequency and intensity of supports • Tiers represent a dynamic process where children continuously move in and out of the levels based on needs • Activities & instructional practices match needs identified through interpretation and prioritization of assessment information
High Quality Instruction
• Activities & Instructional practices are designed around program beliefs and community/family/child needs/values • Activities & Instructional practices are grounded in universal design and developmentally responsive practices • Continuum of instructional strategies are utilized • All selected elements of a curriculum framework should have evidence regarding effectiveness for population served
Research Based Core Curriculum
• Curriculum framework elements and practices address children’s needs across developmental and content areas (e.g., pre-academics and social-emotional well being) • Teams of professionals, family members, and community partners establish collaborative partnerships around the implementation of the curriculum framework • Curriculum framework includes ongoing assessment and progress monitoring
Data Collection System
• Assessment information identifies children’s strengths and needs (common outcomes, targeted needs, and intensive needs) • Progress monitoring methods include practices that change intensity and frequency depending on focus of the scope and sequence • Curriculum framework is a tiered model of instruction that supports the needs of all learners
Evidence Based Interventions
• Information gathered from ongoing assessment and progress monitoring is used to determine whether the activities and instruction have an evidence based to support their effectiveness • Summary of assessment information guides instructional efforts (when and how to teach)
Process for Selecting and Revising Instruction
Fidelity Measures
• Progress monitoring data leads to ongoing revisions of instructional efforts (between & within instructional tiers)
• Implementation of the curriculum framework occurs within a collaborative process allowing for fidelity to be monitored • Practices across curriculum framework elements should include fidelity measures
Sarah Jackson, Sandra Hess Robbins, and Sanna Harjusola-Webb, Kent State University Conference on Research Innovations in Early Intervention, 2008
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Early Childhood Systems Model Overview An early childhood system supports improvement efforts by putting in place a process that leads to sustainability. Early childhood systems maintain adaptable programs that are able to change in order to manage current mandates and support preparation for future requirements and improvement efforts. A comprehensive system entails the following components 1) Representative Leadership Team, 2) Collaborative Planning Process, 3) Data Based Decision Making, and 4) Ongoing Professional Development and Support.
Representative Leadership Team • • •
A leadership team is in place to plan, support, and monitor implementation of initiatives, innovations, and mandates The leadership team is comprised of essential key stakeholders (e.g., teachers, administrator, related service providers, school age representatives, community members, families) to incorporate the critical perspectives needed to ensure change is possible Families are viewed as an integral part of the leadership team
Collaborative Planning Process •
Leadership team engages in a systematic planning process comprised of the following steps o
Step 1: Define the focus of the work or the problem/gap to be addressed
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Step 2: Develop an action plan that guides the work of the team and stakeholders to address the targeted goal
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Step 4: Evaluate the effectiveness of the plan in achieving the targeted goal and revise as necessary
Data Based Decision Making • • •
A systematic process of data collection has been established to gather information about the child, classroom, program, and the overall system functioning Data/documentation is used to influence the decisions made within the early childhood system Scope of the data/documentation collected is comprehensive and encompasses a meaningful and purposeful focus for the leadership team and stakeholders.
Ongoing Professional Development and Support • • •
The goals and vision for professional development are aligned with the program’s action plan and priorities, in addition to state and federal initiatives Professional development should have a whole program focus involving administrators, teachers, families, related service personnel, and paraprofessionals working in the program Embedded opportunities for learning are in place to allow for continued problem solving, practice with support and feedback, and time to reflect on the effectiveness of practices and services offered
Sarah Jackson, Sandra Hess Robbins, and Sanna Harjusola-Webb, Kent State University Conference on Research Innovations in Early Intervention, 2008
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Implementation of the Early Childhood Systems Model
After a representative leadership team has been established, the team engages in collaborative planning to determine the focus of their work. A plan is then developed to guide the action needed to achieve the targeted goal. After the plan is implemented, the team engages in data based decision making to evaluate the effectiveness of the plan. Programs are encouraged to first focus on the goal of identifying and implementing a curriculum framework, as the curriculum framework is core to any quality program and is a critical link to improved child outcomes
Sarah Jackson, Sandra Hess Robbins, and Sanna Harjusola-Webb, Kent State University Conference on Research Innovations in Early Intervention, 2008
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SAMPLE Early Childhood Systems Rating Rubric Kristie Pretti-Frontczak Sandra Hess Robbins Sarah Jackson Susan Korey-Hirko Sanna Harjusola-Webb
January, 2008
Center for Excellence in Early Childhood Research and Training
Contact Sarah Jackson (
[email protected]) to receive a complete version of the Curriculum Framework Rating Rubric.
Sarah Jackson, Sandra Hess Robbins, and Sanna Harjusola-Webb, Kent State University Conference on Research Innovations in Early Intervention, 2008
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Purpose of the Early Childhood Systems Rating Rubric An early childhood system supports the organization of improvement efforts by putting in place a process that leads to sustainability. Early childhood systems maintain adaptable programs that are able to change in order to manage current mandates and support preparation for future requirements and improvement efforts. A comprehensive system entails the development and implementation of the following components 1) Representative Leadership Team, 2) Collaborative Planning Process, 3) Data Based Decision Making, 4) Ongoing Professional Development and Support, and 5) Comprehensive Curriculum Framework. The purpose of the Early Childhood Systems Rating Rubric is to provide programs with a means for assessing their current system, to provide information to guide the development of a system, and monitor progress by focusing on the 5 elements of a comprehensive early childhood system. The rating rubric was designed to be completed by members of a program’s leadership team. In order to collect meaning information to support the development of a program’s system, it is suggested that leadership teams complete the rating rubric 4 times a year.
Directions for Completing the Rubric 1) Review each of the rubric items either individually or as a team.* 2) For each item of the rating rubric, determine on a scale from 1-6 to what extent the item is present within your current system. 1
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3) Review the scores provided for each rubric item to determine the strengths of the current system and any gaps that may be present 4) Determine steps needed to strengthen the program’s system. *If teams choose to complete the rubric individually, it may be useful to also complete the rubric as a team to come to an agreed upon score for each item of the rubric.
Sarah Jackson, Sandra Hess Robbins, and Sanna Harjusola-Webb, Kent State University Conference on Research Innovations in Early Intervention, 2008
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Leadership Establishment 1) The leadership team has been established to represent key stakeholders
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Leadership Team Roles 4) Within the leadership team, a facilitator or point contact has been identified to organize the work of the group 5) The leadership team members can identify the purpose of their work and their roles within the group activities Communication Organization 6)
Leadership team members represent the perspective, beliefs, and needs of the stakeholders rather than relying on personal opinions to influence decisions
7) Internal means of communication have been arranged between leadership team members 8) External means of communication have been arranged between the leadership team and key stakeholder groups 9)
All leadership team members have equal opportunity for input
Meeting Organization and Facilitation 10) Efforts are taken prior to the meeting to set the context for the meeting 11) Meetings are held on a regular basis 12) Meeting is organized around an agenda and clear outcomes that keeps the group focused on the work 13) Group norms or meeting rules have been established for the leadership team 14) Small percentage of time is spent on presentation of information and majority of the meeting is spent within group discussion
Sarah Jackson, Sandra Hess Robbins, and Sanna Harjusola-Webb, Kent State University Conference on Research Innovations in Early Intervention, 2008
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