Curriculum

Creative Curriculum

The Creative Curriculum is utilized throughout both Head Start and Early Head Start programs at Gads Hill Center. As a researched-based curriculum, the Creative Curriculum is aligned with the Head Start Early Learning Outcomes Framework for ages birth to five. Designed with developmentally appropriate goals, objectives, and approaches, the Creative Curriculum allows the teacher to plan for children under a developmental scope of Early Childhood Milestones. Aligned with the Head Start Early Learning Outcomes Framework, the Creative Curriculum is structured with four main categories of Interest: Social/Emotional, Physical, Cognitive, and Language. Each category complies with school readiness outcomes for children birth through preschool.

Creative Curriculum in Use

TSG Introduction

Valid Assessment Tool: Teaching Strategies GOLD

In Support of the Creative Curriculum is its directly linked assessment tool, Teaching Strategies GOLD (TS GOLD). In addition to alignment with the Creative Curriculum, the objectives measured through the TS GOLD assessment are aligned with Illinois Early Learning Development Standards (IELDS) that govern state-funded early learning programs. TS GOLD objectives are tracked for all enrolled children birth through five, allowing for a seamless transition from EHS to Head Start. TS GOLD is an authentic, validated assessment with inter-rater reliability that measures the knowledge, skills, and behaviors that are most predictive of school success. The assessment measures 36 research-based objectives for development and learning. In addition to two objectives that focus on English language acquisition for dual language learners. Children are better prepared for school using the Creative Curriculum based on the ability to track, trace, and support individualized learning outcomes for children. Teachers are able to support students on a more individualized basis due to the process of ongoing assessment through the Teaching Strategies Gold system. All information for children is stored in the system from entry of the program until transition to kindergarten. Outcome scores create a story for the development of each child that has been assessed in the program. Teachers invite parents to view and discuss scores in a private setting that is safe and allows parents access to resources to further support their child’s growth.

Early Screening Inventory-Revised (ESI-R) (Need ESI-P & ESI K)

The ESI-R assesses each child’s ability to communicate, follow verbal directions, solve problems, and use fine and gross motor skills. The child will be asked by the teacher to complete approximately 20-25 tasks, based on the child’s age. The child’s ability to perform these tasks determines areas of needed improvement and celebrates milestones while also helping teachers prepare to meet the individual needs of each child. The ESI-R is administered in the child’s primary language.

Supporting Curriculum

The GHC staff implements effective curricula implementation through reflective supervision practices with the Family Support Specialist and home visiting staff and ongoing monitoring of services. This ensures the Parents As Teachers and Creative Curriculum are adhered to. Additional resources such as the Model Implementation Guide, the Quality Standards, and specialized technical assistance provided through expert consultants at the Ounce of Prevention offer guidance and best practices recommendations for high-quality replication of the Parents as Teachers model. Individualized Education Plans are created for all children that enter the program. Teachers are provided the training to generate Individualized Education Plans from data retrieved from the Teaching Strategies Gold assessment system and classroom observation trends. The Infant Toddler Specialists, Education/Disabilities Coordinator, and Education Manager also offer training sessions with teachers that consist of innovative and technical data retrieval approaches for gathering classroom findings for each child. Additionally, teachers are able to support students with developmentally appropriate learning experiences through the platform of the Creative Curriculum. Guidance is available to support teachers with the construction of Individualized Education Plans and offers experiences for children based on a child's strengths and needs. The program supports staff in effective curricula implementation using various strategies and contexts, including:

Goals and Early Learning Guidelines

Early Learning guidelines are used in addition to the implementation of an effective curriculum, developmentally appropriate classroom practices, and Innovative Teaching strategies that support school readiness goals for the program.

All of the listed elements are utilized along with the alignment of the five learning domains of; Language, Cognitive, Physical, Literacy, and Social-Emotional development, to create goals with successful outcomes.

The Education Team meets with teachers to provide training on developing goals for children. Teachers take next steps and use assessment data from both the classroom interactions and assessment data from each child.

Classroom data retrieved from the assessment system of Teaching Strategies Gold® has proven that outcomes created for the children are attainable and often exceed expectations after classroom experiences.

Activities with Language-rich interactions and the promotion of Social Emotional Learning formats in the classroom have proven to boost child outcomes at a positive rate. This data is retrieved from classroom documentations, developmental assessments, and screenings in conjunction with the Teaching Strategies Gold® outcomes data. Alignment of Goals with the HS Early Learning Outcomes Framework, the State, and Schools.

Supports For Teachers Curriculum Implementation

1. Staff is trained on how to implement the Curriculum annually and on an ongoing basis effectively. New staff is trained through the New Hire Orientation/Onboarding process and annual pre-service trainings.

2. Teachers must use instructional tools to promote child growth and development. In addition, construct plans for the environment to ensure meaningful teacher/child interactions for all enrolled children, including children with disabilities.

3. Teacher observations must help to individualize English- and dual-language learners in the classroom. Ongoing observation is used to plan for group and individualized learning.

4. Teachers and Education coordinators must complete ongoing monitoring monthly for curriculum implementation.

5. Professional development must be provided to teaching staff based on data collected through the ongoing monitoring process. Professional Development Plans are developed for each staff member.

6. Agency staff must provide professional development through mentoring, coaching, or one-on-one instruction.

7. Curriculum implementation will encourage children to be actively involved in the learning process, experience various developmentally appropriate activities and materials, and pursue their own individual interests.

8. Creative Curriculum implementation strategies must support each child's social, emotional, cognitive, and physical development and incorporate all component areas, including:

• Social and Emotional Development-Self-esteem, feelings/emotions, social competence, resolving conflicts, anger management, sharing,

• Social Studies-Cultural diversity, community

• Literacy Development-writing, reading, symbolic representation

• Physical Development-Large and fine motor, movement

• Math Development-numbers, sorting, counting

• Science and Technology- mixing colors, inquiry, physical properties, exploring, uses tools and technology to perform tasks

• Language Development-communication (expressive and receptive), talking, conversation, vocabulary

• The Art-music, movement, painting, drawing,

Individualized Learning and Teacher Planning

Education services are individualized to meet each child’s unique characteristics, strengths, pattern of development, and learning based on classroom observations, ongoing developmental assessment, and/or in consultation with the family. The program ensures the full and effective participation of all children with disabilities.

Staff gathers information about each child’s preferences and interests, developmental level, special needs, language, and cultural background. Information is gathered through conversations with families, Parent In-Put into the Curriculum, screening, ongoing assessment using TSG, and in coordination with family service, mental health, health, nutrition, disabilities services, and enrollment staff.

2. Information gathered about individual children is used to create a learning environment appropriate for each child, and to plan daily activities that build on each child’s interests/needs to promote individual growth.

3. Staff modify classroom instruction based on the individual needs of each child. Modifications may include providing environmental support, modifying materials, modifying activity, and/or providing adult support. Modifications to daily activities and changes to the environment are documented in the Lesson Plan.

4. Individualized instruction is embedded throughout the day during child-initiated, planned, and routine activities.

5. Staff individualize and modify instruction to meet the needs of children with identified special needs.

6. Staff document individualization for children in the Individualization areas on Lesson Plans with child initials.

Page updated

Google Sites

Report abuse