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Overview of a Curriculum Framework for ALL Children

Jennifer Grisham-Brown, EdDUniversity of Kentucky

jgleat00@uky.edu

NEED:To meet the diverse needs of young children

How can you hold thirty hands when

you only have two?

One answer…Blended Practices

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…

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

Joint Position Paper on Inclusion

http://www.dec-sped.org

Asse

ssm

ent

Scop

e &

Seq

uenc

eActivities &

Instruction

Progress

Monitoring

Coll aborative Partnerships

Lead

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ip Pla

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Professional Development

Data-Driven Decision Making

A Curriculum Framework – Linking assessment and intervention

Assessment

Developmental and Content Areas

Family Resources, Priorities, Concerns

Interests and Preferences

Baseline

Authentic

Guide

Comprehensive

Chapter 2

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

Administer following recommended practices(Bagnato, Neisworth, & Pretti-Frontczak, 2010)

1. ACCEPTABILITY – Social worth & detection2. AUTHENTICITY – Natural methods &

contexts3. COLLABORATION – Parent-professional

teamwork4. EVIDENCE– Disability design/evidence-base5. MULTI-FACTORS– Synthesis of ecological

data6. SENSITIVITY – Fine content/measurement

gradations7. UNIVERSALITY– Equitable design/special

accommodations8. UTILITY – Usefulness for instruction

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 involvement12

Scope and SequenceBridge between

assessment and instruction

All children could have tier 3 needs

All children’s needs fall across all three tiersIFSP outcomes/IEP

goals are tier 2 and 3 only

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)

Sorting Example3 different children, same activity and same standard

Sorting Example 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

Activities and Instruction

Universal Instruction

Intensive

Intentional

Individualized Instruction

TargetedInstruction

Type of activities and instructional strategies

vary in frequency, intensity, and intention

Issues: Activities and Intervention – Focus of

Class• Response to Intervention• Differentiation• Commonalities across tiers• Match between tiers and Needs

Activities & Instruction

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

Outcomes Must Match Instructional Intensity

Instruction Identified Needs (Scope)

Performance Monitoring

Performance monitoring

practices vary in frequency,

intensity, and intent

REVISE INSTRUCTION

Issues: Performance Monitoring

• Match between instruction tier and performance tier

• Amount of data collected is different depending on tier

• Methods differ for each tier

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

Performance Monitoring

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

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.”