CAROLINA CURRICULUM FOR INFANTS AND TODDLERS
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1 CAROLINA CURRICULUM FOR INFANTS AND TODDLERS WITH SPECIAL NEEDS (CCITSN), 3 rd Edition Caroline Gooden Caroline.gooden@uky.edu d
2 Introductions Make yourselves comfortable Ask questions as you have them; First Steps questions on parking lot
3 KY APPROVED ASSESSMENTS Assessment, Evaluation, and Programming System (AEPS) Carolina Curriculum for Infants and Toddlers with Special Needs (CCITSN) Hawaii Early Learning Profile (HELP)
4 MATERIALS FOR YOU Carolina Curriculum for Infants and Toddlers with Special Needs, 3 rd Edition CCITSN Assessment Logs and Developmental l Charts Handout/Evaluation Note: We have permission i to copy completed protocols for data entry only. Do not copy and use blank protocols.
5 WHY ASSESS IN ALL DOMAINS? Assist in developing functional child outcomes Track progress for Office of Special Education Programs Use data to make program decisions i Use a common tool that monitors child progress across developmental areas
6 OUTCOMES FOR TODAY By the end of this session, participants will: Identify the components of the CCITSN Describe the various methods for collecting information as part of the assessment process Observe and score children s skills using the Assessment Log and Developmental Profile
7 AGENDA FOR TODAY Introduction to Carolina Curriculum for Infants and Toddlers with Special Needs, 3 rd Edition Review of manual and assessment log Practice with scoring-video clips Summarize strengths of Carolina
8 GENERAL CHARACTERISTICS Based on normal development without assumption of even development across domains Transdisciplinary model Free of jargon and family-friendly Compatible with IFSP domains Needs least adaptation ti for children with mild/moderate impairment
9 APPROPRIATE USES OF THE CAROLINA CURRICULUM Determine initial status Plan and implement intervention Document change
10 VALUES AND ASSUMPTIONS Cognitive portions based on Piagetian theory Behavioral theory used in constructing items Need for adaptive skills is recognized
11 FEATURES Items in each domain are arranged in logical teaching sequences Modifications are suggested for children with motor, visual and hearing impairments
12 FEATURES OF LATEST EDITIONS Two volumes covers 0-3 and 2-5 years Sequences match between volumes Some language and cognition sequences are combined Modifications for children with motor, vision and hearing impairments precede each sequence
13 FEATURES continued Themes of literacy, music and play are incorporated Descriptions of disabling conditions are available online Assessment logs are available on CD (English) and online (English and Spanish) Home-based care is assumed
14 COMPONENTS MANUAL log chart
15 INFORMATIONAL CHAPTERS Introduction Checklist for Emergent Literacy Skills p. 12 Guiding Learning- Ch 2 Environmental Factors Influencing Learning, Development, and Emergent Literacy-Ch 3 Instructions for using the Carolina Curriculum- Ch 4
16 ASSESSMENT CHAPTERS Assessment Log- begins on page 53 Curriculum Sequences- begin on page 83 For each item: materials, procedures, daily routines, and criterion
17 APPENDICES Selected Impairments and Their Effects on Development- page 465 Resources and Recommended Readings Play and Children with Motor Impairments Object Boards as Teaching Aids for Children with Severe Motor Impairments Motor Milestones
18 COMPONENTS Components: manual LOG chart
19 Baby KEDS: Gooden 2007 GENERAL CHARACTERISTICS Components: manual, log, CHART
20 PROGRESS CHART
21 METHOD FOR ADMINISTRATION Preparation AND SCORING Become familiar with the Assessment Log Assemble Materials When in doubt for scoring, read the manual
22 SCORING CODES FOR ASSESSMENT LOG + = mastery and generalization +/- = emerging g or inconsistent - = unable to demonstrate skill A+ or A+/- = can demonstrate with physical assistance a cognitive or language skill (UPDATED BY DR. ATTERMIEER)
23 ASSESSMENT LOG 5 domains: Personal-Social Cognition Communication Fine Motor Gross Motor Curriculum Sequences within each domain; 24 in all
24 FIND THE METHODS FOR ADMINISTRATION With a partner, look at Chapter 4, pages and find recommended ways for gathering g assessment information
25 4-Step Process: 1-PREPARATION/PARENT INTERVIEW Important means of establishing a partnership with parent, acknowledging g their expertise Necessary to assess activities of daily living that may be difficult to observe Efficient means of obtaining information After interview, fill in as much of assessment log as possible
26 2-OBSERVATION Observe a minute play session Fill in assessment log as much as possible
27 3-DIRECTED ASSESSMENT Systematically complete the sequences as necessary (may be integrated into play) Administer i items until child passes all at one age level and continue until child passes none at a higher age level
28 4-COMPLETE DEVELOPMENTAL PROGRESS CHART Color code and date the chart For + items color in entire square For +/ items color top diagonal of square For items leave square blank
29
30 After Assessment: Goal Planning Use the Assessment Log to suggest next skills Confer with parents and caregivers/providers Build next steps into daily routines-play time, meal time, bath time, bed time
31 Let s Practice! Pair up with the person sitting next to you. Complete the next series of activities iti together.
32 Find the item Using your assessment log and manual, where would you find an item for stands alone finger feeding turns to sound shares with peers indicates no verbally or gesturally completes simple puzzles
33 More Find The Item Entertains self with toys Counts to 3 Uses hammer on ball-and-hammer toy Sorts by shape Imitates novel one-syllable words Holds feet in air for play Finds fully hidden object Uses prepositional phrase
34 Score video clips Look through Assessment Log for items in the developmental age range; Watch video twice, take notes: Discuss and score with your partner, marking in pencil on one protocol with child s first initial and score (A+); Use item criterion statements in manual for clarification; Watch video again if needed, complete scoring including PROGRESS CHART; Successive pairs share scores.
35 Video Practice-Anna (22 mo) Sequences to score in 5-24 mo range: 2-interpersonal skills 13-verbal comprehension 14-conversational skills 17-imitation-motor 22-I upright: posture and locomotion
36 Video Practice-Jamal (30 mo) Sequences to score in 3-21 mo range: 1-self-regulation 19-bilateral skills 22-I upright: posture and locomotion
37 List strengths/needs In groups, list strengths of the Carolina based on your work today Record on flip chart paper Share
38 Data Collection All assessment data is being collected by POEs Data entry is done through KEDS site
39 ADDITIONAL RESOURCES Lynn Butler at
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