Transcript Curriculum

Many Roads to Powerful Learning:
Focus on Quality Curriculum
Early Childhood Collaborative Leadership Forum
March 6, 2013
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Please Respond:
NO
?
YES
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‘Saying
children can learn math from a worksheet
is like saying
they can take a vacation by reading a brochure.’
FB post
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AGE SPAN
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Prenatal
Birth to 3 years
3 through 5 years
6 years to grade three
4th grade and beyond
Parents
Higher Education
Workforce Supports
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Service Sectors
1. Education and Development
2. Comprehensive Health
3. Family Leadership and Support
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Levels of the System
o Family or service recipients
o Local providers of services / programs
o Local or Regional Administration
o Professional Development
o State Administration
www.collaboratingpartners.com
Curriculum and Assessment
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The A.C.E.
Trifecta
Assessment
Curriculum
Program
Evaluation
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“Curriculum is more than a
collection of enjoyable activities.”
1. Complex
2. Influenced By Many Factors
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Society’s values
Content standards
Accountability systems
Research findings
Community expectations
Culture and language
Individual children’s characteristics
National Association for the Education of Young Children
National Association of Early Childhood Specialists in State Departments of Education
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Core Curriculum
for ALL Children
• comprehensive
• evidence-based
http://www.cesa4.k12.wi.us/cms_files/resources/Early%20Childhood%20RtI%20Brief%20-web.pdf
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Curriculum as Framework
CURRICULUM
“…provides the framework for
developing a coherent set of
learning experiences that
enables children to reach
identified goals”
(Copple and Bredekamp, 2009, p.42).
http://www.cesa4.k12.wi.us/cms_files/resources/Early%20Childhood%20RtI%20Brief%20-web.pdf
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Quality Curriculum
The key to quality curriculum
for young children is in the
“how,”
or the manner in which
learning experiences are
planned and implemented.
(Gronlund, 2006)
http://www.cesa4.k12.wi.us/cms_files/resources/Early%20Childhood%20RtI%20Brief%20-web.pdf
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Developmentally Appropriate Practice
Appropriate
• age and developmental status
Attuned
• unique individuals
Responsive
• social and cultural contexts
(Copple and Bredekamp, 2009, p. xii).
http://www.cesa4.k12.wi.us/cms_files/resources/Early%20Childhood%20RtI%20Brief%20-web.pdf
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Differentiate Instruction
1. set challenging but achievable goals
2. use a variety of evidence-based strategies
3. help each child achieve those goals.
http://www.cesa4.k12.wi.us/cms_files/resources/Early%20Childhood%20RtI%20Brief%20-web.pdf
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Curriculum and…
Intentional Teaching
o “how”
o “what”
o learning environment
o predictable routines and schedules
o child and teacher interactions
o assessment of learning
(Epstein, 2007)
http://www.cesa4.k12.wi.us/cms_files/resources/Early%20Childhood%20RtI%20Brief%20-web.pdf
Shared with THANKS
to Gaye Tylka
Response to Intervention (RtI) in Early
Childhood Settings - Guidance from the Field
• Limited research, policies, guidelines, and
resources exist to support RtI in early
childhood settings; it’s an emerging field
• No specific provisions within federal
legislation or national policies addressing RTI
for children prior to 5-year-old kindergarten
Shared with THANKS
to Gaye Tylka
Guidance from the Field continued …
 ensure that RtI efforts complement effective
practices and services already in place
 provide additional supports for children who
need them
 continue to address all developmental
domains (including social-emotional and academic learning)
 honor the cultural, linguistic, & developmental
diversity of children and families served
Response to Intervention in Early Childhood. National Professional
Development Center on Inclusion (NPDCI), FPG Child Development
Institute, UNC, January 2012
Shared with THANKS
to Gaye Tylka
To the Best of our Knowledge …
• Begin with a comprehensive, evidence-based core
curriculum for all children.
• Child assessment is essential.
• A multi-level system of support requires a variety of
instructional approaches based on individual needs.
• Collaboration within agencies and across agencies is
necessary to insure a consistent approach for each
child.
• Science has established a strong link between socialemotional development and school success.
Source: The Wisconsin Model for Response to Intervention: Applications in Early Childhood Settings. WI Dept. of
Public instruction, June 2012
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Selection
STEP ONE:
Selecting An
Evidence-based
Curriculum
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What is Evidence-Based Practice?
“a decision-making process that
integrates the best available
evidence with family and
professional wisdom and values”
Buysse and Wesley (2006)
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Evidence Based Practices (EBP)
Evidence Informed Interventions (EII)
(1)informed by research
+
(2) variables are empirically established
=
informed practice to
produce a desired outcome
Dunst, C. J., Trivette, C. M., & Cutspec, P. A. (2002). Toward an operational definition of evidence-based practice.
Centerscope, 1(1), 1-10. Available at http://www.evidencebasedpractices.org/centerscope .
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http://sisep.fpg.unc.edu/sites/sisep.fpg.unc.edu/files
/resources/NIRN-SISEP-TheHexagon-EBP-EIIAssessmentTool-2012.pdf
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NEED
In program, school, district, state:
• Academic & Socially Significant Issues
• Parent & Community Perceptions Of Need
• Data Indicating Need
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FIT
Fit With Current Initiatives
• Program, School, District, State Priorities
• Organizational Structures
• Community values
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RESOURCES
Resources And Supports For:
• Practices / Curricula & Classroom
• Technology Supports
• Staffing
• Training
• Data Systems
• Coaching & Supervision
• Administration & System
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EVIDENCE
What is the Evidence:
• Outcomes–Is It Worth it?
• Fidelity data
• Cost-effectiveness data
• Number of studies
• Population similarities
• Diverse cultural groups
• Efficacy Or Effectiveness
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READINESS
Readiness For Replication Across A System:
• Qualified Coaches
• Expert Or Technical Assistance Available
• Mature Sites To Observe
• Several Replications
• How Well Is It Operationalized?
• Are all components of the Implementation
working?
(staff capacity, leadership, and organizational elements)
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CAPACITY
Capacity To Implement
• Staff Meet Minimum Qualifications
• Able To Sustain Implementation Components
Financially
o Structurally
• Buy‐in Process Operationalized
o Practitioners
o Families
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Are You Using An Evidence-based
Curriculum and Practices?
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Child
Both -- And
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Implementing!
STEP TWO:
Selecting an evidence-based curriculum is step
one.
• Implementing the curriculum the way it was
intended requires ongoing support.
• Sustaining high quality implementation will
lead to positive child and family outcomes.
• And that’s just the beginning!
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What is Play?
‘it’s not about
what you do,
it’s about
how you do it’
Exchange Everyday; February 26, 2013
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“Playfulness is the expression
of our natural drive to
freely and joyfully
explore
engage
and
connect
with the surrounding world.”
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Are Your Practices Playful?
How do you encourage:
1. Exploration
2. Engagement
3. Connections
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Identifying Promising Practices
CHILDREN
FAMILIES
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How do you know
when it’s right for
children?
 How are you
informed by families?
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What are the
implications for
serving all
children?
 How do you
communicate with
families?
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Identifying Barriers
 What is most limiting for you?
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Identifying Best Practices
 What gives you hope?
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Please Respond:
BIGGEST
ISSUE
Looming
Question
PROMISING
PRACTICE
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REPORT BACK
Identify best practices
1.
Identify issues
1.
2.
2.
Mary Louise Peters, Technical Assistance Specialist
Email: [email protected]
www.ectacenter.org
The Early Childhood Technical Assistance Center
http://dasycenter.org/
The Center for IDEA Early Childhood Data Systems
Frank Porter Graham (FPG)
Child Development Institute
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RESOURCES
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Many Roads to Powerful Learning:
Focus on Quality Curriculum
Resources:
Defending Childhood: Keeping the Promise of Early Education Beverly Falk, Editor
Wisconsin Model for RtI:
http://www.cesa4.k12.wi.us/cms_files/resources/Early%20Childhood%20RtI%20Brief%20web.pdf
NIEER http://nieer.org/resources/policybriefs/12.pdf
Head Start: http://eclkc.ohs.acf.hhs.gov/hslc/ttasystem/teaching/eecd/Curriculum/Planning/choosing-a-preschool.pdf
The Hexagon Tool is available at www.scalingup.org/tools‐and‐resources
Sources of Information about Evidence-Based Practices , by Laura H. Hansen available at
http://www.fipp.org/Collateral/casemakers/casemakers_vol5_no1.pdf
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Choosing a Preschool Curriculum
Head Start National Center on Quality Teaching and Learning 2010
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Comprehensive domains of learning
Specific learning goals
Well-designed learning activities
Responsive teaching
Culturally and linguistically responsive
Individualizing instruction
On going assessment
Family Involvement
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Curriculum/Planning/choosing-a-preschool.pdf
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Checklist for Preschool Curriculum Decision-Makers
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How does the curriculum define the roles of the teacher and the
child in the learning process?
What domains of learning are addressed? Are they integrated or
treated separately? Will the curriculum lead to achievement of state
early learning standards?
Does the curriculum provide guidance for differentiating teaching
for students with special behavior, linguistic, or learning needs?
Do the curriculum’s developers provide an assessment system that is
consistent with the teaching philosophy and learning content?
What research evidence exists to support the value or effectiveness
of the curriculum?
Staff preparation: Is the curriculum appropriate for all teachers,
regardless of their qualifications? What kind of professional
development is provided?
Are specific materials required to implement the curriculum?
Guidance: Does the curriculum model provide guidance for such
services as parent involvement and the transition to kindergarten?
http://nieer.org/resources/policybriefs/12.pdf 2007