six steps to inclusive preschool curriculum

Six Steps to Inclusive Preschool CurriculumWednesday, September 28, 2016

Presented by

Dr. Eva Horn, Ph.D. Faculty at University of Kansas

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Dr. Eva Horn Ph.D.

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Dr. Eva Horn is a professor in the Department of Special Education and the program coordinator for the Early Childhood Unified program at University of Kansas. Dr. Horn has worked in early care and education and early childhood special education community and university settings for 38 years with a specialization in effective strategies for supporting the development and learning of all young children.

WEBINAR GOALS…

q Spark a new way of thinking about curriculum planning and implementation with the CSS+ Curriculum Framework

q Contribute to participants’ understanding of the levels of planning and implementation of the curriculum framework in order to support participant’s integrating/aligning aspects of the process into their current work

q Provide some new tools in order to support participants as they implement universal design for learning (UDL), differentiation, and individualization to support ALL children’s success in challenging curricular content

CHALLENGING CURRICULUM CONTENT

• Decisions about “the what” of learning should view children’s learning and development as a continuum of what children can and should learn on their path to school success.

• Preschool curriculum lays the foundation for the kindergarten curriculum and thus must address the development of the whole child including social emotional development, approaches to learning such as curiosity and persistence, and language and communication development, as well as building content knowledge in literacy, math and science.

SIX STEP IMPLEMENTATION PROCESS—Why use a framework?

CSS+ Curriculum Framework needed to address balancing:

ü full access to developmentally appropriate challenging curricular content

ü a commitment to high expectations for all childrenwith:

ü need for modification and individualization for child experiences and learning needs

with:ü program/local context specific needs for flexibilityü educators’ needs for support and scaffolding

Our goal was to achieve the right balance by providing support for…

Our HappyPlace

1. The planning process through guides/checklists to support and document planning for each “critical” component

2. The implementation process through self-‐‑assessment or reflection on adherence to the plan (i.e., activity plan)

1. Developing/identifying your scope and sequence2. Determine strategy for ensuring coherent and

integrated format for supporting all learners3. Develop activity plans addressing UDL principles

for supporting all learners4. Review activity plans to address differentiation

and individualization for children in classroom5. Connect Progress monitoring to the scope and

sequence6. Reflect on implementation for future planning

SIX STEPS TO IMPLEMENTING CURRICULUM

Defined: The scope and sequence provides an overview of the concepts to be covered in a given period of time, as well as how those concepts build one upon another.

1. What are the broad concepts or in this case domains and subdomains I want to address? i.e., scope

2. Then what are the age and developmentally appropriate sequences for each of these domains and subdomains

SCOPE AND SEQUENCE

Process of identifying:• Critical and relevant learning domains• Learning standards/outcomes associated with each • The suggested order for teaching the content and skills• The number of learning opportunities and/or amount of instructional time to address the content

*Which leads to the identification of a progress monitoring process for the learning standards.

SAID ANOTHER WAY

¡ If your starting point is a comprehensive curriculum:ü Identify theoretical perspective underlying and indicate how

it aligns with your programü Review the domains addressed in the curriculum and

determine match with domains that you conceive as critical and relevant -‐‑ What’s there & what’s missing?

ü Identify the scope (objectives, outcomes, or indicators) and the sequence (general sequence of learning) of each domain and ensure that it aligns with learning standards (i.e., Early Learning Standards or program expectations)

SO WHERE DO I START?

¡ If your starting point is the use of multiple different domain/content area specific curriculum:ü For each identify the theoretical perspective underlying the

curriculum and indicate how they align with your programü For each review the domains addressed in the curriculum and

determine any areas that are not addressed and whether they need to be added explicitly.

ü Identify the scope (objectives, outcomes, or indicators) and the sequence (general sequence of learning) of each domain and ensure that it aligns with learning standards (i.e., Early Learning Standards or program expectations)


¡ If your starting point is a general approach to early childhood education: ü For each identify the theoretical perspective underlying the

approach ü Identify the source of content areas and/or development

domains addressed, determine any areas that are not addressed and whether they need to be added explicitly.

ü Identify (using the above sources) the scope (objectives, outcomes, or indicators) and the sequence (general sequence of learning) of each domain and ensure that it aligns with learning standards (i.e., Early Learning Standards or program expectations)


How do I ensure that learning opportunities:ü Address each of the critical domains & subdomainsüBuild in complexity across timeüAllow for appropriate repetition without boredomüMove at a good pace with high expectations but without creating “weak foundations”

u Develop (or modify or tailor to your class needs) an “approximate” calendar that aligns with your class/program calendar for each subdomain

uMonitor children’s progress and response to learning opportunities and adjust calendar as appropriate

PLANNING FOR IMPLEMENTING YOUR SCOPE AND SEQUENCES

CURRICULUM CONTENT CHECKLIST

1. Developing/identifying your scope and sequence2. Determine strategy for ensuring coherent and

integrated format for supporting all learners3. Develop activity plans addressing UDL

principles for supporting all learners4. Review activity plans to address differentiation and

individualization for children in classroom5. Connect Progress monitoring to the scope and

sequence6. Reflect on Implementation for Future Planning

SIX STEPS TO IMPLEMENTING CURRICULUM (Step Three)

Philosophy of designing and creating products and environments to be accessible to the greatest extent possible, to the people who use them without the need for adaptation.

WHAT IS UNIVERSAL DESIGN?

What is Universal Design for Learning?UDL is a set of principles for curriculum development that gives all learners equal opportunities to learn. That is, as we develop instructional plans we strive to make them work for all – not through a one-‐‑size-‐‑fits-‐‑all solution but rather through flexible approaches in means of representation, means of engagement, and means of expression (UDL Center, 2014).

BUT REMEMBER THAT . . .

Understanding Three Essential Elements of UDL in the Context of Early Education Recommended Practices

1. Means of Representation (How we present content)• Pairing words and gesture•Modeling instructions while verbally describing them• Pairing verbal and visual cues

2. Means of Engagement (How we recruit & maintain engagement)• Children have choice• Use of concrete materials• Connect to child’s experience• Follow child’s lead

3. Means of Expression(How the children show us what they understand)•Acceptance of various levels of complexity of responses are celebrated• Scaffolding of children’s responses

Universal Design for Learning Guiding Questions

Intentional Planning for Addressing UDL

1. Developing/identifying your scope and sequence

2. Determine strategy for ensuring coherent and integrated format for supporting all learners

3. Develop activity plans addressing UDL principles for supporting all learners

4. Review activity plans to address differentiation and individualization for children in classroom

5. Connect Progress monitoring to the scope and sequence

6. Reflect on Implementation for Future Planning

SIX STEPS TO IMPLEMENTING CURRICULUM (Step Four, Part I)

Differentiation is:§ a teaching approach that acknowledges and responds to the belief that each child is different and thus requires that instruction be varied and adapted for his/her individual approaches to learning with a focus on child active participation and learning of the general curriculum content (Hall, 2002).

Differentiation is not:§ individualization in which the focus moves from participation in the general curriculum to addressing the unique learning needs of a given child (Horn & Banerjee, 2009).

DIFFERENTIATION: WHAT IS IT/ WHAT IS IT NOT?

¡ Differentiation should occur when the child:§ is interested in the ongoing curriculum activities but is not able to fully participate or is not able to stay with the activity long enough to make progress on the content.

§ performs the skill but in a way that needs improvement/refinement.

WHERE DOES DIFFERENTIATION FIT IN THE PLANNING AND INSTRUCTION PROCESS?

} The key is: increased participation, in other words, increased opportunities to practice the skill with guided support.

§Learning environment (i.e., types and levels of learning support provided to the child)

§Content: (i.e., information the children need to learn)

§ Process (i.e., types and format of the activities in which the children are engaged)

q making a change in a routine, activity or material that allows a child to participate.

q taking curricular goals and varying the complexity or difficulty by making adjustments in:

DIFFERENTIATION IS ACCOMPLISHED BY:

COMPONENTS OF DIFFERENTIATION AND ALIGNMENT WITH CURRICULUM MODIFICATION

1. Developing/identifying your scope and sequence2. Determine strategy for ensuring coherent and integrated format3. Develop activity plans addressing UDL principles for supporting all learners


4. Review activity plans to address differentiation and individualization for children in classroom5. Connect Progress monitoring to the scope and sequence6. Reflect on Implementation for Future Planning

(Step Four, Part II)

Early educators creating by prior planning, short teaching episodes within ongoing classroom activities and routines for the child’s individualized learning priorities.

EMBEDDED LEARNING OPPORTUNITIES

USING EMBEDDED LEARNING OPPORTUNITIES (ELO)

1. Why?ü Child has individual learning priorities/goals that can not or are not being fully addressed in the curriculum.

2. When? ü Child’s objective is uniqueü Child must learn skill or concept to take advantage of general early childhood curriculum

ü Child must learn a preschool survival skill

ü Child is making very slow progress despite use of curriculum modification

Teachers are intentional in determining:

1. What is the learning content?

2. When to create learning opportunities?

3. How to implement?4. Is implementation

working?

ELO -‐‑ FOUR STEPS TO IMPLEMENTATION

1. Developing/identifying your scope and sequence

2. Determine strategy for ensuring coherent and integrated format

3. Develop activity plans addressing UDL principles for supporting all learners

4. Review activity plans to address differentiation and individualization for children in classroom

5. Connect Progress monitoring to the scope and sequence

6. Reflect on Implementation for Future Planning

SIX STEPS TO IMPLEMENTING CURRICULUM (Step Five)

PROGRESS MONITORING

Purposes:¡Assessing children’s learning of the curricular content.¡Monitoring children’s achievement of their individual learning goals.

In Activity Plans, identify:oWhenoWho oFormat for data collection

1. Developing/identifying your scope and sequence2. Determine strategy for ensuring coherent and integrated format3. Develop activity plans addressing UDL principles for supporting all learners


4. Review activity plans to address differentiation and individualization for children in classroom5. Connect Progress monitoring to the scope and sequence6. Reflect on Implementation for Future Planning

(Step Six)

Reflecting/Assessing Implementation

THANK YOU

Q&A Session

20% OFF*Use code: EDWEBEH

Expires 10/28/16

*Not to be combined with any other discounts or offers. Consumer orders only, please. Excludes BOL training, pre-discounted bundles, and online products such as ASQ Online and AEPSinteractive™.

www.brookespublishing.com

[email protected]

If you logged in live with your email address, your certificate will be emailed to you within 24 hours.

If you joined live by phone, take the CE quiz.If you’re watching the recording, take the CE quiz.

To take the CE QuizJoin the community: www.edweb.net/inclusiveeducation

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To Get YourCE Certificate

Thanks for Attending This Webinar! Presented by edWeb.net

___________________________________________________________________________ Name

All requirements for this in-service program have been completed. Number of clock hours completed: 1

CERTIFICATE OF COMPLETION

You’ll receive a certificate for this webinar within 24 hours!

edWeb.net is a free professional social and learning network. edWeb.TV is a premium subscription service from edWeb.

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