The Creative Curriculum ® and OSEP Outcomes

1. The Creative Curriculum®and OSEP Outcomes April 25, 2006

3. The Creative Curriculum Developmental Continuum Assessment Systemis… • …an authentic, ongoing assessment system that helps teachers and service providers document, analyze and evaluate children’s knowledge, skills, and behaviors and then plan for their learning.

4. Two Tools: Infant/Toddler/Twos and Preschool

5. Assessment is linked to curriculum

6. Teachers and service providers observe and document what they see children do and say during daily routines and experiences.

7. Teachers and service providers use assessment information to better understand the children they work with -- what they know and can do, and what they need to improve.

8. Appropriate for use with all children, including English language learners and children with disabilities

9. Fully Integrated Web-Based System

10. Online Reporting Features • Data collection and reporting easier • Instant access • Wide variety of reports available • Aggregates data to produce reports at the classroom, school, district, or state level • Facilitates coordination among multiple service providers • Facilitates continuity of care over time

11. OSEP Outcome Reporting: A Quick Review • OSEP Outcome Areas • Positive social/emotional skills • Acquisition and use of knowledge and skills • Use of appropriate behaviors to meet needs • OSEP Outcome Reporting Categories A Percent of children at typical B Percent making progress C Percent who do not improve

12. OSEP Outcome Reporting: A Quick Review(continued) • ECO Recommended Categories A1 Percent who progress and maintain typical functioning A2 Percent who progress to achieve typical functioning (gap closers) B1 Percent who move nearer to typical but do not achieve it (gap closers) B2 Percent who made progress but do not close gap C Percent who do not improve

13. Generating valid OSEP reports requires answers to two questions: • What assessment items are the best measures of each outcome area? • How do you define and measure what “typical” means for each outcome?

14. Measuring each outcome area • The Creative Curriculum Developmental Continuum for Ages 3-5 measures 50 objectives across multiple domains • The Creative Curriculum Developmental Continuum for Infants, Toddlers & Twos measures 21 objectives across multiple domains • No one individual objective item can adequately measure any of the outcome areas • ECO did a preliminary “crosswalk” of potential objectives that measure each outcome

16. Determining which objectives measure each outcome area • Two-step process • Step 1: Conduct factor analysis to determine objectives that best measure outcomes • Step 2: Create composite measure from the selected objectives Use factor analysis results to determine weighting of each objective

17. Which Creative Curriculum Objectives Measure the OSEP Outcomes? • Positive social/emotional skills (17) • 1. Shows ability to adjust to new situations; 2. Demonstrates appropriate trust in adults • 3. Recognizes feelings and manages appropriate; 4. Stands up for rights • 5. Demonstrates self direction and independence : 6. Responsibility for own well-being • 7. Cares for classroom environment; 8. Follows classroom routine • 9. Follows classroom rules; 10. Plays well with other children • 11. Recognizes feeling of others; 12. Shares and respects rights • 13. Uses thinking skills to resolve conflicts; 35. Takes on pretend roles • 36. Makes believe with objects; 41. Answers questions • 43. Participate in conversations • Use of appropriate behaviors to meet needs (7) • 14. Demonstrates basic locomotor skills; 15. Shows balance while moving • 16. Climbs up and down; 17. Pedals and steers a wheeled vehicle • 18. Demonstrates throwing, kicking and catching skills; 19. Controls small muscles in hands • 20. Coordinates eye-hand movement; • Acquisition and use of knowledge and skills (22) • 22. Observes objects and events with curiosity; 23. Approaches problems flexibly • 25. Explores cause and effect; 26. Applies knowledge or experience to a new situation • 27. Classifies objects; 28. Compares, measures • 29. Arranges objects in a series; 30. Recognizes patterns and can repeat them • 31. Shows awareness of time and space concepts; 32. Shows awareness of position in space • 33. Uses one-to-one correspondence; 34. Uses numbers and counting • 37. Makes and interprets representations; 39. Expresses self using words • 42. Asks questions; 44. Enjoys reading • 45. Demonstrates understanding of print concepts; 46. Demonstrates knowledge of alphabet • 47. Uses emerging reading skills to make meaning from print; 48. Comprehends meaning from books • 49. Understands purpose of writing; 50. Writes letters and words

18. Defining and Measuring the “Typical” Child • A typical child represents the baseline by which OSEP children are measured • Very important to obtain an accurate measure of the typical child • Inflated measures will make it more difficult to show progress • Underestimates will inflate the reporting of progress

19. Our approach to defining “typical” • Use CreativeCurriculum.net data • Large data source containing assessment data from 2004-2005 school year • For infant/toddler/twos, we will draw a sample from October checkpoints • Draw a representative sample of children from the data • Analyze children in 6-month age groups • Estimate a typical child’s score on the composite measures for each outcome ECO: 15th percentile or higher is typical

20. Measuring Progress • Regression analysis provides slopes for typical development • Compare progress to this slope and place children in A1, A2, B1, B2, or C categories

21. 2 Ways to Get to OSEP Outcomes • CreativeCurriculum.net • OSEPreports.net

22. CreativeCurriculum.net • A highly secure web-based system • Stores and organizes observation notes and work samples in an electronic portfolio • Includes a strong parent involvement component, including developmental profiles, ideas for working with children at home, and parent-provider communication • TeamCentral allows multiple providers to share information, observations, and portfolio items. Perfect for Section 619 and Part C coordination.

23. CreativeCurriculum.net and OSEP • Multiple service providers enter ongoing observations, photos, and work samples of each child. • Three or four times a year, the team makes evaluations based on the Developmental Continuum. • CreativeCurriculum.net makes two determinations for OSEP reporting: • Entry: is the child at a “typical” level of development for each OSEP outcome. Exit: compares the progress of the child to “typical” progress, and assigns the child to the appropriate 5 ECO-recommended outcomes categories (A1, A2, B1, B2, C). • The teacher has nothing further to do. The focus is on authentic, ongoing assessment and all input happens at that level.

24. OSEPreports.net • Compare “apples and oranges” for programs not using The Creative Curriculum Developmental Continuum. • Maintain a statewide central database and real-time reporting without investing in new data management systems or mandating a single assessment instrument. • Relieve districts of burdensome data aggregation and reporting. States will have direct access to the information.

25. OSEPreports.net • Choose between ECO 7-point scale or the 5 ECO-recommended outcomes categories. • Programs not using CreativeCurriculum.net would make determinations and enter them into the system. • The data would be combined with CreativeCurriculum.net data to produce reports on the 5 ECO-recommended outcomes categories and the 3 OSEP-mandated outcomes categories.

26. Important Dates • July 1st: Systems launch • September 1st: Expanded program analysis reports launch. Almost infinite ways to aggregate and disaggregate data for program improvement purposes.