Curriculum Mapping and Alignment

Transcription

1 Education Curriculum Mapping and Alignment Kentucky River Foothills Head Start utilizes three main curriculums within their program. Each curriculum has been researched and selected by the program, based on approval by the area policy council for each specific program option. The curriculums are listed as follows; Parents as Teachers for Home Based Early Head Start services, Creative Curriculum for Infants Toddlers and Twos for Center Based Early Head Start services, and Houghton Mifflin for Head Start services. Parents as Teachers The Parents as Teachers Curriculum is a relationship-based and parenting-focused curriculum for home visiting programs. The curriculum is rooted in child development and early learning research for supporting parents in their interactions with their children. The curriculum includes four components for parent education and family support such as personal visits, research networks, group connections, and screening. Within these four areas three areas of emphasis are identified for supporting families; parent child interactions, development centered parenting, and family well being. Creative Curriculum for Infants Toddlers and Twos The Creative Curriculum for Infants Toddlers and Twos revised addition is an authentic ongoing assessment based on child development research and theory. The curriculum is based in developmentally appropriate practice, child focused learning, responsive care and daily routines. Using the 28 objectives for development and learning that correlate to the child assessment Teaching Strategies Gold. The curriculum is aligned to the Revised Framework for Infants, Toddlers and Twos and their Families, as well as the KRF School readiness goals, and Birth to Three Standards (See Appendix A).

2 Houghton Mifflin The Houghton Mifflin Pre- K is a research based curriculum that is aligned with the Kentucky Early Childhood Standards as well as Head Start Early Learning Framework. The curriculum works though a set of 10 themes to address the learning standards; each theme is based on teacher lead research and covers multiple learning domains. *Appendix A outlines the relationship of the Head Start Frameworks and the Kentucky Early Childhood Standards, and the KRF School Readiness Goals and Outcomes, and linkages to child assessment. Child Outcomes For its center based programming KRF utilizes Teaching Strategies Gold as a measurement of ongoing for child assessment. TSG is an ongoing authentic assessment based in child development research and theory, and cross-walked with the Head Start Early Learning Framework and the State Early Childhood Standards. TSG is based on 38 objectives for development and learning that correlate to the KRF school readiness goals (see appendix a). To assure that all children are assessed during the school year and that assessment is ongoing TSG is conducted three times annually in the fall, winter and spring. As of fall 2013 all teachers have completed Interrater reliability training and have proved to be reliable. For home based programming KRF utilizes the Hawaii Early Learning Profile or Help Strands 0-3 assessment. HELP 0-3 is an ongoing, family centered curriculum based assessment; assessing 685 developmental skills and behaviors. Help 0-3 domains correlate with the KRF school readiness goals. To assure that all children are assessed during the school year and that assessment is ongoing Help 0-3 is conducted three times annually in the fall, winter and spring. As of fall 2013 all teachers have completed Interrater reliability training and have proved to be reliable.

3 Data Aggregation KRF collects and aggregates child assessment data three times per year. This aggregation of data separates subgroups of children to be analyzed and to draw conclusions of progress within these groups and as whole program. The following subgroups are reviewed with each data collection; program levels (EHS and HS), age levels (B-1, 2-3 s, 3 s and 4 s), sex comparisons, typically developing and atypically developing comparisons, classroom whole levels and individual child levels. Starting with the second aggregation of data in the winter, growth comparisons are reviewed for each of the levels listed above. This aggregated data is then complied into reports to be presented to the Area Policy Council (APC), the Board of Directors (BOD), School Readiness Team (SRT), Community Partners, Local Education Agencies, Child Care partners, program staff, and parents. The APC, BOD, and SRT are presented program level data and comparisons utilized when making program decisions, such as allocation of training funds and in approval of curriculum. Parents serving on the APC are given reports to be presented at their local parent meetings. Program supervisors and teachers review classroom level data to drive instruction for each individual classroom as a whole and for individual children. On the administrative level the data is utilized to drive decision making and professional development of staff, both individually and as a whole when trends are noted.

4 Curriculum Assessment Data Fall 2013 Home Based H.E.L.P 0-3

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8 To date all EHS Home-based children have been assessed utilizing the H.E.L.P 0-3. This Data is reviewed on three levels, EHS Domains, H.E.L.P Domains, and H.E.L.P Strands. Through the review of this data children have met the program goal of 90% meeting or exceeding developmental expectations in the 5 EHS Domains. When analyzing the 8 H.E.L.P Domains, 11% of children have been identified as achieving somewhat less than the age expected range in Language Expressive. In analysis of the H.E.L.P Strands 72% of children is meeting or exceeding the age expected rage for indicator 2.7 communicating through rhythm. All identified domains will be targeted though training; professional development and planning for improvement (See KRF Head Start T/TA plan).

9 Domains Falling Below 90% Meeting or Exceeding al Expectations: H.E.L.P Domain 2.001: Language Expressive 89% H.E.L.P Strand 2.7- Communicating Through Rhythm 72% Teaching Strategies Gold 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Social Emotional Child Outcome EHS Fall 2013 Physical Language Literacy Cognitive Mathematics Birth to 1 50% 50% 38% 50% 50% 51% 1-2 Years 30% 35% 36% 42% 39% 19% 2-3 Years 39% 39% 39% 36% 46% 38%

10 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Social Emotional Male Vs. Female EHS Fall 2013 Physical Language Cognitive Literacy Mathematics Males 76% 73% 62% 83% 55% 41% Females 69% 87% 73% 88% 58% 62%

11 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Social Emotional IFSP Vs. No IFSP EHS Fall 2013 Physical Language Cognitive Literacy Mathematics IFSP 67% 67% 33% 75% 42% 50% No IFSP 74% 83% 77% 88% 60% 51%

12 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Social Emotional Physical Child Outcomes HS Fall 2013 Language Literacy Cognitive Mathematics 3 Years 35% 45% 34% 38% 38% 34% 4 Years 22% 28% 24% 33% 30% 20%

13 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Social Emotional Male Vs. Female HS Fall 2013 Physical Language Cognitive Literacy Mathematics Males 46% 66% 51% 55% 55% 34% Females 49% 69% 52% 57% 64% 39%

14 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Social Emotional IEP Vs. No IEP HS Fall 2013 Physical Language Cognitive Literacy Mathematics IEP 52% 71% 49% 58% 64% 35% No IEP 46% 66% 52% 55% 58% 37% To date all EHS and HS center-based children have been assessed utilizing Teaching Strategies Gold. This Data is analyzed by domain, age, sex, and disability to check for disparity between levels, and assure that all children are being assessed fairly and equally. Through the review of this data children are on target to meet developmental expectations by spring The Domains of Mathematics and Language have been identified for development. All identified domains will be targeted though training; professional development and planning for improvement (See KRF Head Start T/TA plan). Domains Falling Below 90% Meeting or Exceeding al Expectations: Mathematics EHS 1-2: 19% Mathematics HS 4: 20% Language HS 4: 24%

15 Classroom Quality Indicators KRF utilizes multiple assessments to measure quality indicators across its birth to five programming. ITERS For assessment of the classroom environment the Infant Toddler Environmental Rating Scale Revised (ITERS-R) and the Early Childhood Environmental Rating Scale Revised (ECERS-R) are utilized once per year. The ITERS-R and ECERS R assesses 7 subscales of quality such as space and furnishings, personal care routines, and program structure. The program collects the data on each classroom to be utilized in environment planning and purchase of classroom materials. The program has set a program goal that all classrooms will score a 5 on their designated rating scale ITERS Domains Space and Furnishing Personal Care Routines Listing and Talking Activities Interaction Program Structure Parents and Staff average Series

16 To date 60% of all EHS Classrooms have had a Formal ITERS-R observation, with the remaining classrooms scheduled to be completed by January Through the review of this data 100% of the 5 classrooms observed to date have scored above a 5 on the ITERS-R, with the overall program average of a Of the 39 indicators located within the ITERS-R instrument, 1 indicator did not meet the stated expectations of KRF Early Head Start. 4 indicators met expectations, but show to be in the low 5 range. All 5 identified indicators will be targeted though training; professional development and planning for improvement (See KRF Head Start T/TA plan). Indicator Averages Falling Below a 5 Indicator 7: Meals/snacks 4.80 CLASS The Classroom Assessment Scoring System (CLASS) Toddler and Preschool tools are utilized both in Early Head Start and Head Start classrooms to measure the quality of teacher to child interactions. The CLASS T tool assesses two domains Emotional and Behavioral Support (the classrooms emotional environment) and Engaged Support for Learning (the quality of teaching and learning). The CLASS PK tool evaluates three domains- Emotional Support (the classroom emotional environment), Classroom Organization (the productivity and facilitation of the classroom), and Instructional Support (the quality of teaching and learning). For validity and reliability all individuals who complete CLASS assessments have been deemed reliable and valid by Teachstone prior to conducting the CLASS assessment. All observers renew their CLASS reliability annually. During a CLASS observation the observer will spend minutes observing the whole classroom environment for three rounds of assessment. In-between each observation, the observer will spend ten minutes scoring as recommenced in the CLASS manual. These CLASS instruments are completed three times per year in the fall, winter, and spring. After each observation data is assessed and analyzed on the program level (EHS and HS), and for each individual classroom. For the CLASS T an Excel spreadsheet is used to calculate scores and report them back out to individual teachers. The CLASS PK scores are input into the ChildPlus data system for calculation and to generate reports. Teachers are provided with their scores after each individual observation, in cases where improvement is needed feedback is provided directly to the teacher. After each CLASS cycle aggregation of data is completed to

17 review each domain and dimension for the program and for each classroom. For CLASS T the program as set a goal of a score of five across both domains and dimensions. For the CLASS PK the program compares the scores to both the previous year s KRF CLASS data and the relative and absolute thresholds for recompetition. This aggregated data is then complied into reports to be presented to the Area Policy Council (APC), the Board of Directors (BOD), School Readiness Team (SRT), Community Partners, Local Education Agencies, Child Care partners, program staff, and parents.

18 CLASS T Baseline Data Analysis: The analysis of the CLASS T Baseline data for 2013 is based on data collected in 7 of the 10 Early Head Start Classrooms (two classrooms were excluded from the CLASS due to the age of the children as stated by the CLASS T). KRF EHS has set a goal of a 5 across all domains and dimensions. The domain of Emotional and Behavioral support is currently meeting expectations with a score of The Domain of Engaged Support for learning has been targeted as an area for improvement with a score of CLASS T Dimensions falling below a 5 Targeted for Improvement: Facilitation of Learning and 3.79 Quality of Feedback 2.89 Language Modeling 2.99

19 CLASS PK Baseline Data Analysis: The analysis of the CLASS PK Baseline data for 2013 is based on data collected in 70 of the 70 Head Start Classrooms (double sessions are counted as one classroom observation). KRF HS compares data with the previous year s CLASS PK data as well as the relative and absolute thresholds for recompetition. As evidenced in the chart above KRF HS has exceeded the recompetition levels in all Domains.

20 CLASS PK Domains comparison of Recompetition and KRFHS scores: Recompetition KRF HS Emotional Support Classroom Organization Instructional Support CLASS PK Dimensions Falling Below Expectations Targeted for Improvement: Teacher sensitivity 6 Instructional Learning Support 5.39 Concept 3.74 Quality of Feedback 4.04 Language Modeling 3.93

21 HOVERS- A+ For the Early Head Start Home Based program option, KRF utilizes the Home Visit Rating Scales- Adapted and Extended or HOVERS-A+. The HOVERS-A+ Scale measures high quality home visiting by assessing 7 scale areas within two domains; Home Visit Process Quality and Home Visit Effectiveness. The domain of Home Visit Process Quality measures the home visitor s responsiveness and relationships with the family, the facilitation of the parent child interactions, and the collaboration of the home visit. The second domain of Home Visit Effectiveness assesses the parent and child s interaction during the observation, parent engagement, and child engagement during the visit. The Hovers-A+ scales are a curriculum based assessment used in conjunction with the Parents as Teachers Home Based Curriculum; the scales have been researched and proved to be a reliable indicator of home visit quality. The Hovers-A+ observer will observe three events during each assessment (home visit, socialization, and screening) to formulate the assessment scores for each home visitor. This aggregated data is then complied into reports to be presented to the Area Policy Council (APC), the Board of Directors (BOD), School Readiness Team (SRT), Community Partners, Local Education Agencies, Child Care partners, program staff, and parents. 7 6 HOVERS-A+ Baseline 2013 Data Responsiveness to Family Family Releationship Facilitation of Interaction Collaboration Parent-Child Interaction Parent Engagement Child Engagement Home Visit Process Home Visit Effectiveness Series

22 To date 100% of all EHS Home Visitors have had a Formal HOVERS-A+ observation. The overall program average within the Domain of Home Visit Progress is a 4.75 and a 5.5 in the Domain of Home Visit Effectiveness. HOVERS-A+ Scales Falling Below a 5: Scale 3: Facilitation of Interaction 4

23 School Readiness Domain: Physical and Health KRF Head Start School Readiness Goals Revised Framework for Programs Serving Infants and Toddlers and Their Families Head Start Early Learning Framework Alignment Birth to Three KY ECS Standards and Benchmarks Kentucky State Alignment Three to Five KY ECS Standards and Benchmarks Children will demonstrate control of large muscles for movement, navigation, and balance. Children will demonstrate control of small muscles for such purposes as using utensils, self-care, building, writing, and exploring. Children and families will practice healthy and safe habits. Children demonstrate improved physical health and development. Trust and attachment is the context for learning and development in physical and health. Physical and Health Motor Standard 1: Demonstrates motor skills in daily activities and adaptive/self care routines. Benchmark 1.2: Enjoys and engages in movement and dance. Benchmark 1.3: Enjoys and engages in music. Benchmark 1.4: Enjoys and engages in pretend play Benchmark 1.4: Controls small muscles in hands. Benchmark 1.5: Expresses physical needs and actively participates in adaptive/self-care routines to have these needs met. Physical Education Standard 1: Demonstrates basic gross and fine motor development. Benchmark 1.1: Performs a variety of locomotor skills with control and balance. Benchmark 1.2: Performs a variety of nonlocomotor skills with control and balance. Benchmark 1.3: Combines a sequence of several motor skills with control and balance. Benchmark 1.4: Performs fine motor tasks using eye-hand coordination.

24 School Readiness Domain: Approaches to Learning KRF Head Start School Readiness Goals Revised Framework for Programs Serving Infants and Toddlers and Their Families Head Start Early Learning Framework Alignment Birth to Three KY ECS Standards and Benchmarks Kentucky State Alignment Three to Five KY ECS Standards and Benchmarks Creative Arts Expression Children will demonstrate an interest in and participate in a variety of visual arts, dance, music and dramatic experiences. Approaches to Learning Children will demonstrate flexibility, inventiveness, curiosity, motivation, persistence and engagement in learning. Children demonstrate improved positive approaches toward learning, including improved attention skills. Trust and attachment is the context for learning and development in approaches to learning. Creative Arts Expression Approaches to Learning Creative Expression Standard 1: Demonstrates interest and participates in various forms of creative expression. Benchmark 1.1: Enjoys and engages in visual arts. Benchmark 1.2 Enjoys and engages in movement and dance. Benchmark 1.3: Enjoys and engages in music. Benchmark 1.4: Enjoys and engages in pretend play and drama. Arts and Humanities Standard 1: Participates and shows interest in a variety of visual art, drama, music, and drama experiences. Benchmark 1.1: Develops skills in and appreciation of visual arts. Benchmark 1.2: Develops skills in and appreciation of dance. Benchmark 1.3: Develops skills in and appreciation of music. Benchmark 1.4: Develops skills in and appreciation of drama.

25 School Readiness Domain: Language and Communication KRF Head Start School Readiness Goals Revised Framework for Programs Serving Infants and Toddlers and Their Families Head Start Early Learning Framework Alignment Birth to Three KY ECS Benchmarks Kentucky State Alignment Three to Five KY ECS Benchmarks Language Children will be able to utilize language to express their wants and needs. Language Children will engage in conversations, follow directions, and comprehend language. Literacy Knowledge and Skills Children will be able to demonstrate knowledge of print and develop the awareness that print conveys meaning English Language Children who are duel language learners will demonstrate competency in their home language while acquiring beginning proficiency in English. Children demonstrate improved communication, language, and emergent literacy skills. Trust and attachment is the context for learning and development in language and literacy. Language Literacy Knowledge and Skills Communication Standard 1: Demonstrates communication skills in order to express self. Benchmark 1.1: Engages in nonverbal communication for a variety of purposes. Benchmark 1.2: Uses vocalizations and/or words (verbal, signed, symbolic) for a variety of purposes. Communication Standard 2: Demonstrates listening and observing skills and responds to the communication of others. Benchmark 2.1: Focuses on and attends to communication of others and to sights and sounds in the environment to gain information. Benchmark: 2.2: Responds to the verbal and nonverbal communication of others. Standard 3: Demonstrates interest and engages in early literacy activities. Benchmark 3.1: Demonstrates interest and engagement in print literacy materials. Benchmark 3.2: Demonstrates interest and engagement in stories, songs, and rhymes. English/ Language Arts Standard 1: Demonstrates general skills and strategies of the communication process. Benchmark 1.1: Uses nonverbal communication for a variety of purposes. Benchmark 1.2: Uses language (verbal, signed, symbolic) for a variety of purposes. Benchmark 1.3: Communicates with increasing clarity and use of conventional grammar. English/ Language Arts Standard 2: Demonstrates general skills and strategies of the listening and observing processes. Benchmark 2.1: Engages in active listening in a variety of situations. Benchmark 2.2: Observes to gain information and understanding. English/ Language Arts Standard 3: Demonstrates general skills and strategies of the reading process. Benchmark 3.1: Listens to and/or responds to reading materials with interest and enjoyment. Benchmark 3.2: Shows interest and understanding of the basic concepts and conventions of print. Benchmark 3.3: Demonstrates knowledge of the alphabet. Benchmark 3.4: Demonstrates emergent phonemic/phonological awareness. Benchmark 3.5: Draws meaning from pictures, print and text. Benchmark 3.6: Tells and retells a story. English/ Language Arts Standard 4: Demonstrates competence in the beginning skills and strategies of the writing process. Benchmark 4.1: Understands that the purpose of writing is communication. Benchmark 4.2: Produces marks, pictures and symbols that represent print and ideas. Benchmark 4.3: Explores the physical aspects of writing.

26 School Readiness Domain: Social and Emotional KRF Head Start School Readiness Goals Revised Framework for Programs Serving Infants and Toddlers and Their Families Head Start Early Learning Framework Alignment Birth to Three KY ECS Benchmarks Kentucky State Alignment Three to Five KY ECS Benchmarks Children will develop and demonstrate positive interactions and relationships with adults and peers. Children will develop and demonstrate the ability to recognize and regulate emotions, attention, impulses and behavior. Children demonstrate improved social behavior, emotion regulation, and emotional well-being. Trust and attachment is the context for learning and development in the domain of social and emotional development. Social and Emotional Social Emotional Standard 1: Demonstrates trust and engages in social relationships. Benchmark 1.1: Shows attachments and emotional connection towards others. Benchmark 1.2: Demonstrates desire to create relationships and understandings of these relationships with others. Standard 2: Demonstrates sense of self. Benchmark 2.1: Expresses and/or recognizes a variety of emotions. Benchmark 2.2: Develops the ability to control feelings and behavior and understands simple rules and limitations. Health/ Mental Wellness Standard 1: Demonstrates health/mental wellness in individual and cooperative social environments. Benchmark 1.1: Demonstrates independent behavior. Benchmark 1.2: Shows social cooperation. Benchmark 1.3: Applies social problem solving skills. Benchmark 1.4: Shows a sense of purpose (future-hopefulness)

27 School Readiness Domain: Cognitive and General Knowledge KRF Head Start School Readiness Goals Revised Framework for Programs Serving Infants and Toddlers and Their Families Head Start Early Learning Framework Alignment Birth to Three KY ECS Benchmarks Kentucky State Alignment Three to Five KY ECS Benchmarks Logic and Reason Children will find multiple solutions utilizing symbolic representation to questions, tasks, problems and challenges by using reasoning skills. Mathematics Knowledge and Skills Children will use math in everyday routines to count, compare, relate, pattern and problem solve. Children demonstrate improved general cognitive skills. Trust and attachment is the context for learning and development in cognition and general knowledge. Logic and Reasoning Mathematics Knowledge and Skills Science Knowledge and Skills Cognitive Standard 1: Explores the environment to gain information. Benchmark 1.1: Demonstrates curiosity in the environment. Benchmark 1.2: Responds to the environment. Benchmark 1.3: Recalls information about the environment. Benchmark 1.4: Recognizes characteristics of people and objects. Math Standard 1: Demonstrates general skills and uses concepts of mathematics. Benchmark 1.1: Demonstrates an understanding of numbers and counting. Benchmark 1.2: Recognizes and describes shapes and spatial relationships. Benchmark 1.3: Uses the attributes of objects for comparison and patterning. Benchmark 1.4: Uses nonstandard and/or standard units to measure and describe Science Knowledge and Skills Children will engage in exploring their environments through observations, manipulation, asking questions, making predictions and development of hypotheses. Social Studies Knowledge and Skills Children will engage in exploring their family and community, its history and events, and interacting with people and the environment. Social Studies Knowledge and Skills Science Standard 1: Demonstrates scientific ways of thinking and working (with wonder and curiosity). Benchmark 1.1: Explores features of the environment through manipulation. Benchmark 1.2: Investigates simple scientific concepts. Benchmark 1.3: Uses a variety of tools to explore the environment. Benchmark 1.4: Collects, describes and/or records information through a variety of means. Benchmark 1.5: Makes and verifies predictions based on past experiences. Social Studies Standard 1: Demonstrates basic understanding of the world in which he/she lives. Benchmark 1.1: Differentiates between events that happen in the past, present and future. Benchmark 1.2: Uses environmental clues and tools to understand surroundings. Benchmark 1.3: Shows an awareness of fundamental economic concepts. Benchmark 1.4: Recognizes and/or follows rules within the home, school and community. Benchmark 1.5: Demonstrates understanding of the roles and relationships within his/her family and/or community. Benchmark 1.6: Knows that diversity exists in the world.