1. 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 1.Systems are working or are being urged to work together to address this and other issue(s) related to providing services to young children 2.There is a blending of theory and practices that address the needs of all children 3.An increasing number of early childhood teachers are being trained to teach both children with and without disabilities 4.Families are increasingly expecting that their children will be educated in inclusive settings before and after Pre-k 5.There is increased emphasis on accountability of all children 6.There exists evidence of practices that blend theory from ECE and ECSE that result in positive outcomes for children 7.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. Assessment Scope & Sequence Activities & Instruction Progress Monitoring Collaborative Partnerships Leadership Plan Professional Development Data-Driven Decision Making A Curriculum Framework – Linking assessment and intervention

9. Assessment Developmental and Content Areas Family Resources, Priorities, Concerns Interests and Preferences Baseline Authentic Guide 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) 1.ACCEPTABILITY – Social worth & detection 2.AUTHENTICITY – Natural methods & contexts 3.COLLABORATION – Parent-professional teamwork 4.EVIDENCE – Disability design/evidence-base 5.MULTI-FACTORS – Synthesis of ecological data 6.SENSITIVITY – Fine content/measurement gradations 7.UNIVERSALITY – Equitable design/special accommodations 8.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 12

13. Scope and Sequence Tier 3: Individualized outcomes Tier 2: Targeted outcomes Tier 1: Common outcomes 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 Child brings two objects together at or near midline and may grasp writing implement Child Prints psuedo-lettersChild prints own first name without model 3 different children, same activity and same standard

16. Sorting Example Follows Social Routine Remains with Group Participation 3 different children same common outcome Participation Defined: 1.Remains with group 2.Looks at person/object 3.Follows directions given 4.Interacts with objects/people

17. Activities and Instruction Universal Instruction I ntensive I ntentional I ndividualized Instruction Targeted Instruction Type of activities and instructional strategies vary in frequency, intensity, and intention

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

24. Tier 1 Annually Semi- Annually Quarterly Tier 2 Repeated Weekly Monthly Tier 3 Minute by minute Hourly Daily Weekly 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 Way Fred 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.”