The curriculum provides guidance on how to modify and enhance curriculum plans and materials to build on these strengths, abilities, experiences, and interests with the goal of incorporating each child's culture into the classroom. Interactions: The curriculum provides guidance about culturally responsive ways of interacting with diverse children and families.
Volume 1: The Foundation provides specific suggestions for how teachers can learn about children's and families' cultures.
Learning Experiences: Volumes 1—6 consistently support culturally responsive learning experiences. Volume 1: The Foundation provides a general discussion of the importance of learning experiences that build on children's family and community cultures.
Volumes 3—5 offer prompts to remind teachers to invite families to participate in the classroom and share aspects of their cultural heritage e. However, the Teaching Guides and Intentional Teaching Cards lack specific guidance for how to integrate children's cultural traditions and practices into the learning experiences. Learning Environment: The curriculum provides specific guidance and examples embedded throughout Volumes 1—6 on selecting materials that reflect children's cultures and ethnicities e.
In addition, the Children's Book Collection offers some consideration of society's diversity through portraying people from varied ethnic backgrounds, cultural identities, and life circumstances. However, the Teaching Guides and Intentional Teaching Cards lack guidance on how to select and use materials that authentically represent the cultures of children and families. The curriculum supports linguistic responsiveness. Linguistic responsiveness refers to teaching practices that support the learning, development, and engagement of children from diverse linguistic backgrounds.
It includes supports for continued development of children's home or tribal languages by authentically incorporating children's languages into the learning environment. Furthermore, linguistically responsive practices can facilitate English acquisition. The curriculum provides scaffolding strategies to support children at any level of English knowledge to fully participate in the curriculum's learning experiences.
Scaffolding Strategies: The curriculum provides specific guidance to scaffold the development and learning of children who are DLLs. Volume 1: The Foundation offers a description of dual language development. Volume 3: Literacy provides a range of specific strategies to support children who are DLLs at various stages of English language acquisition. Furthermore, specific scaffolding strategies and supports for children who are DLLs are embedded throughout the Intentional Teaching Cards and Teaching Guides.
Home and Tribal Languages: Volumes 1—6 provide guidance on how to incorporate children's home languages into the learning environment, such as labeling materials in children's home languages and incorporating children's home languages in classroom activities. In addition, the Teaching Guides and Intentional Teaching Cards offer specific suggestions for how to use children's home languages during learning experiences e.
Many curriculum materials are translated into Spanish. Tribal languages are not addressed. The c urriculum provides guidance on how to individualize for children with disabilities, suspected delays, or other special needs. Individualization for children with disabilities, suspected delays, or other special needs includes providing more specialized supports for children to access and participate in learning, social experiences, and activities.
The curriculum's guidance for specialized supports includes specific teaching practices and ways of interacting with children, as well as adaptations to daily schedules, learning activities, and the learning environment. Individualizing for children with disabilities, suspected delays, or other special needs enables all children to access, participate, and thrive in early learning settings. Teaching Practices and Interventions: Volumes 1—6 provide strategies and examples of how to ensure daily routines and activities are inclusive of children with disabilities or other special needs e.
The Teaching Guides and Intentional Teaching Cards provide specific suggestions for how to include children with disabilities or other special needs in learning experiences e. Learning Environment: The curriculum provides specific guidance that is embedded throughout many of the curriculum materials to ensure the physical environment and learning materials are accessible to children with disabilities or other special needs.
The Volumes offer many examples of universal design principles and modifications to the physical environment. The activities in the Teaching Guides and Intentional Teaching Cards provide specific suggestions for how teachers may need to add or modify learning materials to meet individual children's needs. The curriculum offers guidance on how to individualize based on children's interests, strengths, and needs. Individualization is a process of planning and implementing learning experiences that are responsive to each child's interests, strengths, and needs.
Teachers reflect on their observations of each child and then plan the most effective ways to support each child's learning and development. When learning experiences are tailored to children's interests, they are more engaging and meaningful to children. Because children may vary in their developmental progressions, it is also important that the curriculum supports teachers in planning learning experiences that are responsive to individual children's strengths and needs.
For example, the "Choice Time" hour each day allows for children to make choices daily to engage with materials and activities that are of interest to them. While the Teaching Guides have pre-planned activities for the first three weeks of each study, teachers are invited to plan the fourth week of the investigation based on children's interests and needs. Individualization Based on Strengths and Needs: Volume 1: The Foundation provides an overview of how individualization is central to the curriculum's philosophy.
Teachers are encouraged to "Observe-Reflect-Respond," which is one way of responding to children's individual strengths and needs. Furthermore, the Intentional Teaching Cards provide specific scaffolding strategies to support children at different levels of a developmental progression. This allows teachers to individualize learning experiences to meet children's strengths and needs. Skip to main content.
Review Process. Understanding the Ratings. About the Curriculum Consumer Report. How to Navigate the Curriculum Consumer Report. Criteria for Family Child Care Curricula. How to Use This Report. Criteria for Effective Curricula. Criteria for Home-Based Curricula. Criteria for Infant and Toddler Curricula. Criteria for Preschool Curricula. About This Report Find Curriculum. Curricula Criteria Compare All Ratings. Criterion 1 Evidence Base for Child Outcomes Evidence from research demonstrates that the curriculum has been associated with children's positive learning outcomes.
No Evidence. Criterion 2 Research-Based Curriculum The curriculum provides research-based content and teaching practices to support children's development and learning. Full Evidence. Criterion 3 Scope and Sequence The curriculum includes an organized developmental scope and sequence to support children's development and learning.
Moderate Evidence. Criterion 5 Learning Goals for Children The curriculum specifies learning goals for children. Criterion 6 Ongoing Child Assessment The curriculum provides guidance on ongoing child assessment. Criterion 7 Parent and Family Engagement The curriculum promotes parent and family engagement.
Criterion 8 Professional Development and Materials to Support Implementation The curriculum offers professional development and materials to support implementation and continuous improvement. Additionally, programs can purchase Coaching to Fidelity, Preschool Edition , which is a coaching guide for fidelity with specific strategies linked to items from the teacher checklist. Criterion 9 Learning Experiences and Interactions The curriculum promotes rich learning experiences and interactions to support development across domains.
A range of such growth measures are already being utilized in Nevada schools. Various other norm- and criterion-referenced assessments from different publishers, when administered to all students according to prescribed guidelines, can be used to reliably produce valid measures of the academic growth of individual students over time, while also providing timely, actionable information on student learning to help teachers guide interventions and supports.
Varied, valid measures of student growth may well represent the most essential element of school accountability in the post-COVID education landscape. Students will arrive at the first day of school next year, whenever that occurs, with wider disparities in grade-level content mastery than ever. Given our new educational realities, measuring and supporting academic growth for all students will be more important when schools return than ever before.
Our school accountability systems should be adjusted to reflect this brave new landscape. Print Page. Tags: accountability student growth. Based on certain criteria, states are also able to make different allocations to their districts than the federal allocation. Other Resources: Listed by Release Date.
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