Big Ideas Toolkit:

Alignment Implementation Process

Pending copyright notice. Please do not duplicate without permission. Created by: Kristie Pretti-Frontczak, Sarah Jackson, Lucky McKeen, Ericka Schuck, and Jennifer Stackhouse

Contributors Kristie Pretti-Frontczak, Ph.D.

♦ kprettif@kent.edu 330.672.0597

Dr. Kristie Pretti-Frontczak is an Associate Professor in early childhood intervention, in the Department of Educational Foun-dations and Special Services at Kent State University (KSU). Kristie received her doctorate in early intervention from the University of Oregon and has extensive experience in preparing preservice and inservice personnel in recommended practices for working with young children and their families. She directs the Early Childhood Intervention Specialist Program at KSU, where she is re-sponsible for preparing preservice teachers to work with children with disabilities from birth to age eight. Kristie frequently pro-vides training and technical assistance to programs interested in the Assessment, Evaluation and Programming System (AEPS®), Ac-tivity-Based Intervention (ABI), and creating legally defensible and meaningful individualized education plans (IEPs). Her lines of re-search center on treatment validity of the AEPS®, the efficacy of ABI, the link between assessment, IEPs, and curriculum, family-centered practices, and effective preparation techniques.

Sarah Jackson, M.Ed.

♦ sljackso@kent.edu 330.990.3405

Sarah Jackson is a doctoral student at Kent State University in Early Childhood Intervention. Her areas of expertise include: working with children with autism spectrum disorder and children with challenging behaviors. Sarah has a master’s degree in early childhood intervention and licensure to work with children with disabilities from birth to age 21, including those with challenging behaviors. Sarah provides trainings on the topics of Universal Design for Learning, curriculum and assessment alignment to state standards, Triple P: Positive Parenting Program, and effective strategies for dealing with challenging behaviors. Sarah is also teaching early childhood intervention graduate courses at Kent State University.

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Contributors Lucky McKeen, M. Ed. ♦ meo_mckeen@neonet.k12.oh.us 330.929.6634, 1.800.228.5715

Lucky McKeen is the Early Childhood Coordinator for Mid-Eastern Ohio Special Educational Regional Resource Center (MEO/SERRC). Lucky received her master’s degree in special education with a concentration in early childhood education from Kent State University. She provides training , technical assistance, and consultation services to early childhood educators in standards-based education, curriculum and assessment, alignment, interventions, and compliance issues, as well as program development, evaluation, and enhancement. Lucky serves as liaison between the Ohio Department of Education and regional early childhood programs; she also facilitates regional interagency collabora-tion, networking, and problem solving. She participates in various state projects, including the development of guidance documents for stan-dards implementation and developmentally appropriate model lessons supporting standards.

Ericka Schuck, M.Ed. ♦ eschuck@kent.edu 330.289.3037

Ericka Schuck graduated from Kent State University with her master’s degree in early childhood intervention and a licensure to work with children with disabilities from birth to eight. She is also certified by KSU to work with children with challenging behaviors and provide con-sultative services to teachers. Ericka has recently been trained in Triple P (Positive Parenting Program) and offers universal parenting classes through Akron Children’s Hospital. Ericka provides trainings on Universal Design for Learning,, curriculum and assessment alignment to state standards, and the implementation of the Assessment Evaluation and Programming System (AEPS®).

Jennifer Stackhouse, M.Ed. ♦ jstackhouse@risingstarelementary.org 304.281.4799

Jennifer Stackhouse is currently employed by Rising Star Elementary where she works with young children with orthopedic impairments, specifically cerebral palsy. Jennifer is a recent graduate of Kent State University where she received her master’s degree in Early Childhood Intervention and is licensed to work birth to 21 with children/students with disabilities and their families.

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Contact Information and Acknowledgements • If you have questions or concerns regarding the Big Ideas Toolkit or you

would like additional copies, please contact Dr. Kristie Pretti-Frontczak:

• Phone: 330-672-0597 • E-mail: kprettif@kent.edu • Address: 405 White Hall

Kent State University Kent, OH 44242

• If you would like to download the Big Ideas Toolkit or portions of the Toolkit please go to:

http://fpsrv.dl.kent.edu/ecis/Toolkit.htm

Our sincere thanks to Jill Pangrac from MEO/SERRC for her help with developing the toolkit’s look and to the many preschool providers who assisted with the development and validation of

the 25 Big Ideas.

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Table of Contents Introduction……………………………………………. 6

Big Ideas Glossary………………………………………. 7

Alignment Process……………………………………... 17

Implementation Process……………………………….. 20

Definitions of Key Terms……………………………….. 28

References……………………………………………… 29

Appendix A (matrixes)…………………………………. 30

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Introduction Purpose of the Big Ideas Toolkit: The Big Ideas Toolkit was designed to help preschool providers in Ohio better understand and align their curriculum framework with the Ohio Department of Education’s Early Learning Content Standards (ELCS). The Toolkit goes beyond alignment, however, and encourages teams to consider quality and implementation as two other critical aspects of improving services to young children and their families.

What it contains: The Big Ideas Toolkit contains (a) the Big Ideas Glossary, (b) a process for ensuring alignment between a program’s curriculum framework and the Big Ideas, (c ) a process for ensuring that a quality curriculum is implemented, and (d) a series of matrixes that show alignment between the Big Ideas and the Early Learning Content Standards (ELCS).

How it was developed: The Big Ideas Toolkit was developed over the course of an eight month period and involved many providers around the state of Ohio. A technical paper that describes in detail how the Big Ideas were developed will be made available later in 2005. Contact Dr. Kristie Pretti-Frontczak (kprettif@kent.edu) for additional information.

How it can be used:

The Big Ideas Toolkit can be used by individuals, teams, or programs to examine their alignment, and subsequent implementation of a quality curriculum framework.

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Big Ideas Glossary

The Big Ideas addressed in Ohio’s early learning content standards (ELCS) include 14 skills (what chil-dren should be able to do) and 11 cognitive concepts (what children should know) for a total of 25.

Table 1. Big Ideas (skills and cognitive concepts)

Big Idea Skills Big Idea Cognitive Concepts 1. Classifying/Comparing

2. Comprehending

3. Counting

4. Creating/Expressing new objects/images, events, or ideas

5. Inquiring

6. Measuring

7. Participating

8. Predicting

9. Problem Solving

10. Recalling

11. Representing

12. Rhyming

13. Segmenting and Blending

14. Sequencing

1. Cause and Effect

2. Color

3. Function

4. One-to-one correspondence

5. Quality

6. Quantity

7. Reliance

8. Shape

9. Size

10. Spatial Relations

11. Temporal Relations

Portions of the Big Idea definitions are taken or adapted from Bricker, D. (Series Ed.). (2002). Assessment, Evaluation, and Programming System for Infants and Children (AEPS®) (2nd ed., Vols. 1-4). Baltimore: Paul H. Brookes Publishing Co. 7

Multiple Means of Expression

It is critical for teams to provide children with many different ways and opportunities to demonstrate what they know and are able to do, express their feelings and preferences, convey meaning, and build upon their individual strengths and abilities across assessment, activities/intervention, and progress monitoring prac-tices (DEC, 2005). Therefore, throughout the Big Ideas Glossary the phrase “using verbal or non-verbal expressions” is used to ensure that children have a variety of formats for (a) responding, (b) interacting, (c) using resources, toys and materials, (d) conveying meaning, and (e) expressing ideas, feelings, and prefer-ences.

Verbal expressions include but are not limited to speaking, signing speech, singing, rapping, or using assis-tive technology such as voice output devices to enable verbal expressions. Verbal expressions are used for purposes such as labeling, asking questions, answering questions, commenting, informing, greeting, rhyming, reciting, describing, discussing, explaining, reporting, translating, predicting or directing others.

■ A KEY verbal behavior is labeling/signing, which is defined as the ability to identify (i.e., recognize something by its characteristics) and supply the correct name for an object, class of objects, persons, places, conditions, or events.

Non-verbal expressions include but are not limited to manipulating, motioning/gesturing, pointing, draw-ing, painting, underlining, marking, pantomiming, dancing, or using assistive technology such as a white board to enable non-verbal expressions. Non-verbal expressions may be used for purposes such as showing (rather than telling), representing, following directions, matching, sorting, comparing, locating, diagramming, illustrating, reviewing, selecting, or grouping.

■ A KEY non-verbal behavior is manipulating, which is defined as using any functional means to com-plete two-handed tasks where both hands are performing different movements or one hand is hold-ing/steadying an object/toy/material while the other performs a movement.

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Skills: What Children Should be Able to Do (14 Big Ideas)

Big Idea Definition

Classifying/Comparing

Compares the similarities and differences of sounds, objects, people, and/or events or sets/groups of sounds, ob-jects, people, and/or events according to a defined criterion using verbal and/or non-verbal expressions. AND/OR

Constructs or sorts sets of objects, people, and/or events based upon similarities and differences according to a de-fined criterion using verbal and/or non-verbal expressions. Defined criteria include but are not limited to category, function, physical attribute, and quantity.

• Examples of categorical criteria: Letters (i.e., upper vs. lower case) Numbers (i.e., letters vs. numerals) Types of sounds (e.g., environmental sounds, animals sounds, phonemes, musical sounds) Matching sounds (e.g., words that begin/end or repeat with the same or different sounds, the pitch of an “A” note on a keyboard and a guitar) Holidays/Customs/Traditions (e.g., people who celebrate Christmas, people who celebrate Hanukkah, people who celebrate Kwanza, people who do not celebrate holidays) Preferences (e.g., favorite characters from various movie/book, favorite foods, favorite toys/materials) Type of days (e.g., school days, weekends, holidays) Role in society (e.g., people who protect, people who teach, people who play sports) Familiarity (i.e., familiar and unfamiliar people) Life status (i.e., living and nonliving) Reality (i.e., pretend and real) Currency (i.e., coins –dimes/pennies and paper – 1 dollar/5 dollars)

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Classifying/Comparing continued

• Examples of function criteria: Things used to write with (e.g., pencils, markers, chalk) Things that measure (e.g., rulers, scales) Things to eat (e.g., vegetables, meat, ice cream) Things to wear (e.g., socks, hats, pants) Things that designate location (e.g., signs, addresses) Things that transport (e.g., buses, cars, bikes) Things that signify time (e.g., clocks, watches)

• Examples of physical attribute criteria: color shape size quality

• Examples of quantity criteria: more less empty full none

Comprehending Uses verbal and/or non verbal expressions to grasp meaning, explain, or restate ideas related to spoken/written language or an event. Comprehension is where a child understands the given information and uses it or generalizes it to solve a problem, answer a question, follow a direction, or take action. Comprehension is the first step beyond simple recall.

• For example, a child (a) comforts a friend who is crying, (b) answers questions about what they would do if they were to get lost after hearing a story about a puppy who got lost, (c) asks to brush his teeth after eating snack, and/or (d) uses puppets to act out situations from a story that was read to them.

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Inquiring Asks questions and evaluates information/observations using verbal and/or non-verbal expressions. Child systemati-cally investigates by posing questions and gathering/searching for information. The child does not need to pose questions aloud; they can write down their questions or merely think about a question and then proceed to evalu-ate information/observations.

• For example, (a) wonders what worms eat and then watches to find out what they eat, (b) explores how snowflakes are formed by searching the Internet and then evaluates information found, and/or (c) asks peers what their family traditionally does when a child looses a tooth and listens to response.

Measuring

Establishes a system for measuring/estimating or documenting quantitative properties or attributes of objects, peo-ple, and/or events using standard or non-standard procedures/materials. A child can also measure the quantity of a countable collection of objects (e.g., money).

• Quantitative properties or attributes include, but are not limited to accuracy, depth, distance, frequency, height, length, quantity, speed, temperature, time, volume/capacity, weight, and width. • Standard procedures/materials used for measuring can include, but are not limited to (a) clocks/ timers/hour glasses to measure time, (b) rulers to measure length/height, (c) measuring cups to measure volume/capacity, and/or (d) scales to measure weight. • Non-standard procedures/materials used for measuring can include, but are not limited to (a) using seven pictures of daily classroom activities and removing a picture as each activity is completed to indicate how much longer until it is time to go home, (b) using paper clips to measure the length of a bookcase or how much a plant has grown, (c) using a teacher's coffee mug to measure the amount of water the fish tank holds, and/or (d), putting an object in each of a child's hand to determine which weighs more.

Counting Counts in the correct order by assigning numbers to objects, people, and/or events, and counts each object only once. Child can count using verbal and/or non-verbal expressions

• For example, a child assigns a number to an object/person/event while (a) counting to himself/herself, (b) counting aloud, (c) touching, (d) pointing, and/or (e) moving each object/person/event.

AND/OR Recites numbers from memory or by repetition (i.e., rote counting).

• For example, without assigning numbers to objects, people, and/or events, the child counts to ten by saying/signing one, two, three, four, five, six, seven, eight, nine, ten. The child can also recite from memory using printed numerals or cards with symbols/figures that represent the quantities by handing/showing/placing them in order.

Creating/Expressing new objects/images, events, or ideas

Expresses, generates, makes, creates, and/or constructs new objects/images (not the act of constructing sets or groups – see classifies or segmenting and blending), events, or new ideas using verbal and/or non-verbal expressions. New ideas can be generated by connecting new information with past experiences.

• For example, (a) draws a picture, (b) sings a song about playing with a red ball, (c) “writes” a poem or invitation to a party, (d) makes a map of the playground, (d) tells a different ending to the “Three Little Pigs Story”, and/or (e) offers a new reason why birds fly.

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Participating Takes part in activities and the daily routine using verbal and/or non-verbal expressions that can include but are not limited to asking questions, answering questions, responding to directions, following directions or rules, watching/listening, interacting with materials/people, seeking assistance/information, making choices, stating pref-erences, commenting, directing others, sharing or exchanging materials, sharing experiences, or taking turn in conversation.

• For example, (a) joins peers exploring things that sink or float, (b) completes/fills in missing portions of a familiar rhyme, (c) listens to a poem, (d) follows simple directions, (e) chooses which center to play in first, (f) selects a topic and then “writes” about it, (g) shares ideas about how a tower should look, (h) informs others of something that happened over the weekend, (i) takes turns in conversation with peers and adults, and/or (j) explores the playground for things that are round.

Predicting Suggests, using verbal and/or non-verbal expressions, what will occur in the future based on observations, mesure-ments, and inferences about the relationship between or among observed variables and/or speculates what will happen based on past experiences.

• For example, the child predicts what might happen (a) next during reading of text, (b) if the jar is dropped, and/or (c) if too many children climb on the structure at one time.

Problem Solving Acts using verbal and/or non-verbal expressions to 1) define a problem; 2) determine the cause of the problem; 3) identify, prioritize, and select alternatives for a solution; and 4) implement a solution.

• For example, (a) determines the meaning of an unfamiliar word using the context, pictures, accompanying text, or concrete objects; (b) offers to get more chairs when posed with the problem of more children than seats, and/or (c) identifies why using a piece of paper will not soak up spilled juice like a paper towel.

Recalling Presents (e.g., tells, demonstrates) remembered ideas, facts, or experiences from memory using verbal and/or non-verbal expressions. Recall is a step that comes before comprehension. Recall involves retrieving knowledge from memory about an event that occurred (a) immediately, (b) within the same day with a context, (c) within the same day but without a context, or (d) in the past with or without a context. A context is defined as having materials, people, sounds or other reminders present that prompt/clue child in recalling information.

• For example, (a) child walks in the classroom and a peer asks “Where were you?’ and the child answers, “In the bathroom.”; (b) during circle time with peers visible, adult says “When you were outside earlier today, who did you play with?” and the child looks at and says “Beth.”; (c) adult asks “What did you make in art today?” and child pulls a picture from backpack; (d) child tells a friend what he did at his grandmother’s house over the weekend; and/or (e) child draws a picture of activities they did with their family over the weekend.

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Representing Uses one object, symbol, person, picture, icon, or label to take the place of or symbolize another object, person, event, idea or location.

• Examples include but are not limited to: Represents the number of cloudy and sunny days on a graph Uses a map to signify location of a town Makes marks, approximations, letters, or words to represent a figure, object, person, event, or an idea Uses printed letters of name to symbolize a person Uses a vertical and horizontal line to represent the letter “T” Represents McDonalds using golden arches Uses the word ball to represent round objects that can be kicked, thrown, or bounced. Uses numbers on a house to represent an address/location Uses a flag to represent a country Uses check marks to represent the number of blue fish in the tank Uses currency to represent a monetary value Uses the number 3 to represent the number of blocks

AND/OR Reproduces any of an object’s/image’s original attributes/properties (e.g., color, shape, quality, size) in a new or different manner.

• For example a child (a) extends arms outward to represent the letter T with body, (b) reproduces the shape of a triangle by placing three pieces of pipe cleaner together, (c) draws a loud noise, and/or (d) colors a face red to show anger.

AND/OR Uses objects, toys, materials, devises, tools for a different or unintended purposes/function using verbal and/or non-verbal expressions.

• For example, (a) uses a block as a phone, (b) uses a paper towel tube as a microphone, and/or (c) uses a ruler as a road for cars.

Rhyming Pairs/lists/says/identifies words that end with the same or similar sounds (e.g., truck, puck, duck, luck; bait, late, date; eyes, cries, pies).

• For example, (a) after listening to two sounds a child nods her head to affirm that they rhyme, or (b) after an adult asks “What rhymes with more?” child says “door” or points to the door.

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Segmenting and Blending

Identifies, separates, divides, splits up a whole into portions or parts and/or puts together, combines, mixes portions or parts into a whole.

• Examples of segmenting: • separates each sound or syllable in a word by saying h/o/p for “hop” or ham-bur-ger for “hamburger” • distributes a set of objects into two or more smaller sets • identifies parts of a body or parts of a book • separates words with spacing to make a sentence

• Examples of blending: • joins two sets of objects to make one large set • puts together individual sounds or syllables to form a word (e.g., “bat” when the model b/a/t is provided, “bicycle” when the model bi-cy-cle is provided, or “banana” when the model ba-na-na is provided) • combines red and blue paint to make purple paint • mixes flour, eggs, water and blueberries to make muffins

Sequencing

Organizes or arranges objects, people, and/or events into a pattern based upon selected criteria using verbal and/or non-verbal expressions.

• Example of a pattern based on category (e.g. letters and numbers) would be to say A, B, C, 1, 2, 3, A, B, C, 1, 2, 3, etc. • Example of a pattern based on function (e.g., things to cut with and things to draw with) would be to place a pair of scissors, then a crayon, scissors, then a marker, scissors, etc. on the table. • Example of a pattern based upon physical attribute (e.g., quality) would be to clap loudly, clap softly, clap loudly, clap softly, etc.

AND/OR

Organizes or arranges people/objects/events in series/order using verbal and/or non-verbal expressions. • Child organizes the largest plate on the bottom and then stacks plates of decreasing size on top. • Child arranges peers’ name cards in the order they will play at the computer (e.g., Samantha, Randy, Beth, Manuel) or places objects according to quantity (e.g., basket with no eggs, basket with a few eggs, and basket with many eggs). • Adult tells three-part story and asks child to retell story; child gestures, tells story verbally, or arranges story pictures [or other visual cues like growth charts, photographs] in correct sequence to retell story.

AND/OR

Follows two or more step directions in order using verbal and non-verbal directions. Directions can be verbal or written and familiar or unfamiliar.

• Child follows picture schedule with three icons showing removal of coat, placement of lunchbox on counter, and selection of a toy. • Child follows the two step direction of putting his carpet square away and then washing his hands. • Child answers “Today is Monday, and it’s cold outside” to an adult’s direction to say the day of the week and then describe the day’s weather.

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Cognitive Concepts: What Children Should Know (11 Big Ideas)

Big Idea

Definition Cause and Effect Makes decisions, acts, or interprets using verbal and/or non-verbal expressions based upon an understanding of the

causal relationship between actions or events. In other words, makes decisions, acts, or interprets based upon an un-derstanding of the cause of a particular effect or the effects of a particular cause, whether physical (e.g., the results of natural laws) or personal/social (e.g., the consequences of one’s choices and actions).

• For example, (a) compares changes that people/animals contribute to their environment, (b) “writes” a story about how actions may cause changes in the environment, (c) explores what happens to water at different temperatures, (d) answers an adult’s question about why a child is crying, (e) asks an adult to help in order to reach a desired toy, and/or (f) explains to adult that “we shared the dolls so that the other kids could play too.”

Color Uses verbal and/or non-verbal expressions to differentiate the color of objects, and/or people. • Color terms may include, but are not limited to red, blue, orange, pink, yellow, black, purple, gray, green, white, and brown.

Function Uses objects, toys, materials, devices, tools based upon their intended purpose/function and/or safely and appropri-ately acts upon/manipulates objects, toys, materials, devices, tools to accomplish a task/purpose.

• For example, (a) holds a book right side up and turns pages, (b) cuts paper with scissors, (c) paints with a paintbrush, (d) creates a tower out of blocks, (e) zips zipper, (f) moves mouse to operate computer game, and/or (g) uses coins to buy goods.

One-to-One Correspondence

Pairs the units/objects/symbols of one category/class to the units/objects/symbols of another category/class using ver-bal and/or non-verbal expressions.

• For example, a child (a) pairs the sound “h” with the letter “h”, (b) makes a tally mark on the board for each child who has a pet, (c) counts/says “one” for the first object collected, counts/says “two” for the second, and counts/says “three” for the third; (d) pairs/gives one cookie to each child at the snack table; and/or (e) stomps his/her foot to each beat of the music.

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Quality Uses verbal and/or non-verbal expressions to describe the quality of objects, people, and/or events. • Quality terms may include but are not limited to helpful, fun, interesting, bright, dim, hot, cold, hard, light, clean, dirty, different, same, soft, loud, sour, sweet, dirty, clean, good, bad, rough, smooth, heavy, light, wet, dry, slow, fast, mean, loving, and kind.

Quantity Uses verbal and/or non-verbal expressions to describe the quantity of objects, people, and/or events. • Quantity terms may include but are not limited to all, many, none, full, more, few, less, empty, lots, some, any, and each.

Reliance Identifies using verbal and/or non-verbal expressions how the needs of living things, including one’s own needs or the needs of others/animals/plants, can be met. Reliance illustrates a child’s understanding of the connectedness or de-pendence of all living things on resources and on one another.

• For example, a child (a) puts a plant in the sun so it will grow, (b) seeks an adult when they are not feeling well, (c) makes sure the fish have plenty of clean water, and/or (d) makes enough cookies for each person and makes sure that each person gets one at snack.

Shape Uses verbal and/or non-verbal expressions to differentiate the shapes of objects, and/or people. • Shape terms may include but are not limited to triangle, square, circle, octagon, rectangle, hexagon, and oval.

Size Uses verbal and/or non-verbal expressions to differentiate the size of objects, people, and/or events. • Size terms may include but are not limited to big, small, thick, skinny, chubby, tall, thin, short, tiny, little, fat, large, and long.

Spatial Relations Uses verbal and/or non-verbal expressions to describe the spatial relations of/between objects, people, and/or events. • Spatial relation terms may include but are not limited to back, into, front, behind, under, here, middle, last, in back of, bottom, beside, down, up, in front of, on, next to, between, and there.

Temporal Relations Uses verbal and/or non-verbal expressions to describe the temporal relations of objects, people, and/or events. • Temporal relation terms may include but are not limited to yesterday, before, today, later, after, tomorrow, last, and first.

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Alignment Process

Purpose of this Section

Completing this section of the Big Ideas Toolkit will enable you and your team to evaluate the degree to which your curricu-lum framework is aligned to the 25 Big Ideas.

Who Completes this Section

Ideally, this section should be completed by a team including, but not limited to, teachers, administrators, related service pro-viders, and parents.

Materials Needed to Complete Process

• Your curriculum framework elements (i.e., the resources your program uses for assessment, activities/interventions, and progress monitoring)

• The Big Ideas Glossary

• Alignment Summary Forms for assessment/progress monitoring practices and activity/intervention practices

Instructions • Read the Glossary definitions for each of the 25 Big Ideas. • Begin with your assessment/progress monitoring practices. • List the items from your assessment/progress monitoring practices that connect/link/align with each of the Big Ideas. • Repeat the above steps to show evidence of alignment of the Big Ideas with your activity/intervention practices.

• Specifically, list at least one “Routine Activity” (e.g., snack , toileting), that addresses each Big Idea and/or a “Planned Activity/Event” (e.g., planting seeds, reading a book) that addresses each Big Idea, and/or a “Child-Directed Activity” (i.e., describe how you will follow children’s lead to address each Big Idea).

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Big Idea

Alignment Summary Form: Assessment and Progress Monitoring Practices

Evidence to support the alignment of the 25 Big Ideas with Assessment and Progress Monitoring Practices. List the items from your selected assessment/progress monitoring practices that connect/link/align with each of the Big Ideas.

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Big Idea

Alignment Summary Form: Activities and Intervention Strategies Practices Evidence to support the alignment of the 25 Big Ideas with Activity/Intervention Practices. List at least one “Routine Activity” (e.g., snack , toileting) that addresses each Big Idea and/or a “Planned Activ-ity/Event” (e.g., planting seeds, reading a book) that addresses each Big Idea, and/or a “Child-Directed Activ-ity” (i.e., describe how you will follow children’s lead to address each Big Idea).

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Implementation Process

Purpose of this Section

Completing this section of the Big Ideas Toolkit will enable you to accomplish two tasks:

1. You will evaluate the degree of quality in which the curriculum framework is being implemented.

2. You will identify actions to improve the quality and implementation of your curriculum framework.

Who Completes this Section

Ideally, this section should be completed by a team including, but not limited to, teachers, administrators, related service providers, and parents.

The Implementation process can be done for an entire program, for a group of providers, or by individuals.

Materials Needed to Complete Process • Selected elements of your curriculum framework (i.e., the resources your program uses for assessment, activities/

interventions, and progress monitoring) and any supplemental resources personnel use routinely but may not be part of the written adopted curriculum.

• The Big Ideas Glossary

• 3-75 copies of the implementation rubrics (assessment rubric, activities/interventions rubric, and progress monitoring rubric)

• 13 copies of the Implementation Scoring Form (each form can score 2 Big Ideas)

• A single copy of the two-page Action Options

• Writing implements

• Scratch paper

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Implementation Process Instructions

1. Note up to two Big Ideas on a single Implementation Scoring Form. 2. Read the Glossary definition related to each Big Idea. 3. Start by examining/comparing your current assessment practices to the Big Ideas. The overarching question is, “What do you do to deter-

mine what children know/are able to do as related to each Big Idea?” 4. On the Assessment Rubric, read the criterion under the middle column one by one (Partially Implemented/Medium Quality).

Compare your current assessment practices to each criterion. Circle the characteristics that best describe current practices. Use a sepa-rate rubric for each Big Idea or use scratch paper to keep track of scores.

5. Determine the average score for a given Big Idea:

1=Not implemented/ Low Quality (all selected characteristics from rubric fall in 1st column) 2=Minimally implemented (some selected characteristics from rubric fall in 1st & 3rd column) 3=Partially implemented/Medium Quality (majority or all selected characteristics from rubric fall in 3rd column) 4=Nearly implemented (some selected characteristics from rubric fall in 3rd & 5th column) 5=Completely implemented/High Quality (all selected characteristics from rubric fall in 5th column) ?=Not sure/need more information

Note the average Assessment Rating score on the Implementation Scoring Form. If you are not sure or need more information, circle “?” Review step 5 for information on how to determine an average score. 6. In the Assessment Rating box under Action, write what needs to be done to improve implementation and quality. Refer to the Action

Options for suggested actions. Also, indicate a timeline for addressing identified needs.

7. Repeat steps 1 – 6 for all Big Ideas as they relate to Assessment.

8. Next, complete all steps for Activities/Interventions and Progress Monitoring for each of the 25 Big Ideas.

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Assessment Rubric

Assessment Defined: A process of gathering information regarding children’s strengths, interests, emerging skills, and abilities related to important skills and processes across all content and developmental areas for the purpose of planning instruction. “Assessment cannot and should not represent a single point in time and ongoing de-cisions should be continuously made based on data when programming for young children” (Grisham-Brown, Hemmeter, & Pretti-Frontczak, 2005, p. 87). Directions: Take one Big Idea at a time and review the characteristics (i.e., phrases) noted below. Determine which characteristics/phrases most closely represent cur-rent practice in your agency/program/classroom. Return to the Implementation Scoring Form and based upon how the rubric was scored, assign an average rating of 1, 2, 3, 4, or 5 for a given Big Idea (see scoring key on Implementation Scoring Form).

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Not Implemented

Low Quality

(1)

Minimally

Implemented

(2)

Partially Implemented

Medium Quality

(3)

Nearly

Implemented

(4)

Completely Implemented

High Quality

(5) The Big Idea is not assessed using any methods The Big Idea is not assessed in any activity/event or time period The Big Idea is not assessed in any situation The Big Idea is not assessed and there-fore does not allow/prompt any re-sponse from the child What all children know and are able to do regarding the Big Idea is not assessed before planning instruction or used as a guide

All children's performance on the Big Idea is as-sessed with a single method All children’s performance on the Big Idea is as-sessed during a single activity/event or time period All children’s performance on the Big Idea is as-sessed in contrived or artificial situations (e.g., child is taken into the hallway to perform) All children’s performance on the Big Idea is as-sessed allowing for a single response mode (e.g., child is only allowed to give a verbal response) All children’s performance is assessed on the Big Idea and documented but not used to guide or plan instruction

All children's performance on the Big Idea is assessed using multiple methods All children’s performance on the Big Idea is assessed across time, people, materials, and settings All children’s performance on the Big Idea is assessed during authentic, and naturally oc-curring opportunities (i.e., during the child’s daily routine) All children are encouraged to demonstrate what they know and are able to do through multiple means (e.g., child can choose to express or show his/her knowledge through discussion, manipulation of objects, an art project, etc.) Assessment information is gathered, docu-mented, analyzed, and interpreted for the purpose of guiding and planning instruction

Activities and Interventions Rubric

Activities/Interventions Defined: Activities and interventions are the heart of a curriculum framework and include a) how the environment is arranged, b) events that are planned, routine, and directed by young children’s interests, c) the strategies and supports used to scaffold children’s learning and development, and d) the provision of embedded learning opportunities to meet the needs of diverse learners. Directions: Take one Big Idea at a time and review the characteristics (i.e., phrases) noted below. Determine which characteristics/phrases most closely represent cur-rent practice in your agency/program/classroom. Return to the Implementation Scoring Form; and based upon how the rubric was scored, assign an average rating of 1, 2, 3, 4, or 5 for a given Big Idea (see scoring key on Implementation Scoring Form).

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Not Implemented

Low Quality

(1)

Minimally

Implemented

(2)

Partially Implemented

Medium Quality

(3)

Nearly

Implemented

(4)

Completely Implemented

High Quality

(5) The Big Idea is not checked before or after an activity/event/lesson to ensure it was addressed

The Big Idea in taught in isolation of other content areas (i.e., no integration of the Big Idea across content areas exist). For example, the Big Idea of one-to-one correspondence is taught only when addressing Mathematics

No learning opportunities related to the Big Idea are provided

Curriculum organizers (e.g., themes, projects, stories, units, lessons, webs) or curriculum materials related to the Big Idea do not exist

Activities/events/lessons are planned and then checked after-the-fact to see if the Big Idea was addressed The Big Idea is taught within activities that inte-grate content areas (i.e., English Language Arts, Science, Social Studies, Mathematics) but exclude critical developmental areas. For example, the Big Idea of one-to-one correspondence is taught dur-ing shared reading and science experiments; but fine motor, communication, and social-emotional areas are not addressed during the activities when the Big Idea is addressed

Some learning opportunities related to the Big Idea are provided but occur during a single or the most readily accessible activity (e.g., writing is taught in the writing center or during art versus incorporating writing into the housekeeping area, book corner, science lab, and computer center)

Curriculum organizers (e.g., themes, projects, stories, units, lessons, webs) and/or curricular materials exist but activities or prompts to teach the Big Idea are not provided

Activities/events/lessons are planned or cre-ated with the Big Idea in mind

The Big Idea is taught within activities that integrate all content and developmental areas (i.e., English Language Arts, Science, Social Studies, Mathematics, Motor, Adaptive, So-cial-Emotional, etc.) Multiple and varied learning opportunities related to the Big Idea are provided across daily activities, routines, projects, and centers Written evidence (e.g., lesson plans, matrixes, descriptions, manuals, completed alignment forms, webs, etc.) exist to document that curriculum organizers and/or curricular mate-rials are fully aligned with state standards

Progress Monitoring Rubric

Progress Monitoring Defined: “The systematic collection of information that provides ongoing feedback regarding children’s performance over time. Monitoring allows teachers to track children’s performance on individually targeted behaviors as well as broad outcomes. Monitoring also allows for the systematic collection of compara-tive data to determine the significance or effect of instruction and intervention on individual children or groups of children” (Grisham-Brown, Hemmeter, & Pretti-Frontczak, 2005, p. 114). Directions: Take one Big Idea at a time and review the characteristics (i.e., phrases) noted below. Determine which characteristics/phrases most closely represent cur-rent practice in your agency/program/classroom. Return to the Implementation Scoring Form; and based upon how the rubric was scored, assign an average rating of 1, 2, 3, 4, or 5 for a given Big Idea (see scoring key on Implementation Scoring Form).

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Not Implemented

Low Quality

(1)

Minimally

Implemented

(2)

Partially Implemented

Medium Quality

(3)

Nearly

Implemented

(4)

Completely Implemented

High Quality

(5) Progress on the Big Idea is not monitored during any activity/event or time period Progress on the Big Idea is not monitored in any situation Progress on the Big Idea is not monitored and therefore does not allow/prompt any response from the child Progress on the Big Idea is not monitored so instruction is not revised/adapted

All children’s progress on the Big Idea is moni-tored during a single activity/event or time period All children’s progress on the Big Idea is moni-tored in contrived or artificial situations (e.g., child is taken into the hallway to perform)

All children’s progress is monitored allowing for one or a single response mode (e.g., child is only allowed to give a verbal response) All children’s progress on the Big Idea is docu-mented, but the data are not used to revise/adapt instruction

All children’s progress on the Big Idea is monitored across time, people, materials, and settings to verify content has been general-ized to different settings/contexts

All children’s progress on the Big Idea is monitored during authentic and naturally occurring opportunities (i.e., during the child’s daily routine) All children are encouraged to demonstrate what they have learned and what they know through multiple means (e.g., child can choose to express or show his/her knowl-edge through discussion, manipulation of objects, an art project, etc.)

Data on all children’s progress on the Big Idea are gathered, documented, analyzed, and interpreted to revise/adapt instruction

Implementation Scoring Form

ELCS Big Idea _________________________________________________________

Scoring Key 1=Not implemented/Low Quality (all selected characteristics from rubric fall in 1st column) 4=Nearly implemented (some selected characteristics from rubric fall in 3rd & 5th column)

2=Minimally implemented (some selected characteristics from rubric fall in 1st & 3rd column) 5=Completely implemented/High Quality (all selected characteristics from rubric fall in 5th column)

3=Partially implemented/Medium Quality (majority or all selected characteristics from rubric fall in 3rd column) ?=Not sure/need more information

ELCS Big Idea _________________________________________________________

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Assessment Activities and Interventions Progress Monitoring

Assessment Rating 1 2 3 4 5 ?

Action (refer to action options)

Timeline

Activities/Interventions Rating 1 2 3 4 5 ? Action (refer to action options)

Timeline

Progress Monitoring Rating 1 2 3 4 5 ? Action (refer to action options)

Timeline

Assessment Activities and Interventions Progress Monitoring

Assessment Rating 1 2 3 4 5 ? Action (refer to action options)

Timeline

Activities/Interventions Rating 1 2 3 4 5 ? Action (refer to action options)

Timeline

Progress Monitoring Rating 1 2 3 4 5 ? Action (refer to action options)

Timeline

Action Options

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Assessment Action Options

To move from Not Im-plemented to Partially Implemented To Move from Low Quality to Medium Quality

Select/adopt at least one assessment method that prompts for Big Ideas Methods can include but are not limited to: Running Records, Anecdotal Note, Jottings, Permanent Records (e.g., pictures, recordings, drawings, diagrams), Checklists (home-made and commercially available curriculum-based assessments that are completed using multiple methods), Event Sampling procedures, Time Sampling procedures, Rating Scales, or Rubrics

Assess children in at least one activity/event or time period Assess children in at least a contrived or artificial situation Assess children at least allowing for a single response Assess children prior to planning instruction Other _________________________________

To Move from Partially Implemented to Com-pletely Implemented To Move from Medium Quality to High Quality

Assess children using a variety of methods Methods can include but are not limited to: Running Records, Anecdotal Note, Jottings, Permanent Records (e.g., pictures, recordings, drawings, diagrams), Checklists (home-made and commercially available curriculum-based assessments that are completed using multiple methods), Event Sampling procedures, Time Sampling procedures, Rating Scales, or Rubrics

Assess children across time, people, materials, and settings Assess children in authentic and naturally occurring situations Assess children allowing for multiple means of child expression (various ways to indicate/demonstrate what they know or can do) Assess children and use information to guide/plan instruction Other _________________________________

Activities and Interventions Action Options

To move from Not Im-plemented to Partially Implemented

To Move from Low Quality to Medium Quality

Review already existing activities/events/lessons to see if the Big Idea is covered Teach the Big Idea within activities that integrate content areas Provide some learning opportunities related to the Big Idea during readily accessible activities Use curriculum organizers and curricular materials even if they don’t contain all Big Ideas Other _________________________________

To Move from Partially Implemented to Com-pletely Implemented To Move from Medium Quality to High Quality

Plan/create activities with the Big Idea in mind Teach the Big Idea within activities that integrate all content and developmental areas Provide multiple and varied learning opportunities related to the Big Idea across the daily routine Provide written evidence that curriculum is fully aligned Other _________________________________

Action Options Continued

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Progress Monitoring Action Options

To move from Not Im-plemented to Partially Implemented To Move from Low Qual-ity to Medium Quality

Monitor children’s progress on the Big Idea at least during a single activity/event or time period Monitor children’s progress on the Big Idea at least in a contrived or artificial situation Monitor children’s progress on the Big Idea allowing for at least one response mode Monitor and document children’s progress on the Big Idea Other _________________________________

To Move from Partially Implemented to Com-pletely Implemented To Move from Medium Quality to High Quality

Monitor children’s progress on the Big Idea across time, people, materials, and settings Monitor children’s progress on the Big Idea during authentic and naturally occurring opportunities Monitor children’s progress on the Big Idea allowing for multiple means of child expression (various ways to indicate/demonstrate what they have learned and can now do) Monitor children’s progress on the Big Idea and use the information to revise/adapt instruction Other _________________________________

Definition of Key Terms Action Options—The steps individuals, teams, and agencies can take to ensure assessment, activity/intervention, and progress monitoring practices are aligned with state standards, of high quality, and implemented with fidelity. Activities/Interventions—Activities and interventions are the heart of a curriculum framework and include 1) how the environment is arranged, 2) events that are planned, routine, and directed by young children’s interests, 3) the strategies and supports used to scaffold children’s learning and development, and 4) the provision of embedded learning opportunities to meet the needs of diverse learners. Alignment is the process of linking assessment, activity/intervention, and progress monitoring practices with a set of standards. Standards describe what children should be exposed to, should learn, and should eventually know and be able to do. All of the ELCS (as well as all areas of the growth and develop-ment) should be addressed across the curriculum framework. Assessment—An ongoing process of gathering information regarding children’s strengths, interests, emerging skills, and abilities related to important skills and processes across all content and developmental areas for the purpose of planning instruction. “Assessment cannot and should not represent a single point in time and ongoing decisions should be continuously made based on data when programming for young children” (Grisham-Brown, Hemme-ter, & Pretti-Frontczak, 2005, p. 87). Big Ideas are “highly selected concepts, principles, rules, strategies, or heuristics that facilitate the most efficient and broadest acquisition of knowl-edge” (Kame’enui, Carnine, Disxon, Simmons, & Coyne, 2002, p. 9). There are 25 Big Ideas that are represented across all four areas of Ohio’s Early Learning Content Standards (ELCS). Keep in mind the ELCS do not represent all skills and knowledge important for young children, only those addressed in Ohio’s ELCS. A program’s curriculum framework should be comprehensive, developmentally appropriate, and inclusive of the Big Ideas as well as other critical skills and knowledge. Curriculum—“A complex idea containing multiple components including goals, content, pedagogy, and instructional practices. Curriculum should serve as a comprehensive guide for instruction and day-to-day interactions with young children” (DEC, 2005, p. 1). A curriculum framework is composed of four elements including assessment, scope and sequence, activities and intervention strategies, and progress monitoring (DEC 2005). Implementation—The manner in which the curriculum framework is put into effect; the practices utilized in conducting assessments, implementing ac-tivities and interventions, and engaging in progress monitoring. For implementation of the curriculum framework to be considered high quality, practices should be comprehensive, developmentally appropriate, and inclusive of the Big Ideas as well as other critical development and functional skills and knowl-edge. Progress Monitoring—“The systematic collection of information that provides ongoing feedback regarding children’s performance over time. Monitoring allows teachers to track children’s performance on individually targeted behaviors as well as broad outcomes. Monitoring also allows for the systematic collection of comparative data to determine the significance or effect of instruction and intervention on individual children or groups of children” (Grisham-Brown, Hemmeter, & Pretti-Frontczak, 2005, p. 114).

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References

Bricker, D. (Series Ed.). (2002). Assessment, Evaluation, and Programming System for Infants and Children (AEPS®) (2nd ed., Vols. 1-4). Baltimore: Paul H. Brookes Publishing Co.

Division for Early Childhood (DEC). (2005). Division for Early Childhood companion to the NAEYC and

NAECS/SDE Early Childhood Curriculum, Assessment, and Program Evaluation: Building an effective, ac-countable system in programs for children birth through eight. Manuscript in preparation.

Grisham Brown, J. L., Hemmeter, M. L., & Pretti-Frontczak, K. L. (2005). Blended Practices for Teaching

Young Children in Inclusive Settings. Paul Brookes Publishing Company.

Kame’enui, E. J., Carnine, D. W., Dixon, R. C., Simmon, D. C., & Coyne, M. D. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed). Upper Saddle River, NJ: Merrill Prentice Hall.

Kurtenbach, K. (2000). Standards-based reform: The power of external change agents [Electronic ver-sion]. Connections-Public Education Network, 7(1), 1, 4–5.

To cite the Big Ideas Toolkit use the following: Pretti-Frontczak, K., Jackson, S., McKeen, L., Schuck, E., & Stackhouse, J. (2005). Big Ideas Toolkit. Kent

State University (kprettif@kent.edu).

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Appendix A

A series of matrixes were created to show alignment of each indicator from Ohio’s Early Learning Content Standards to the 25 Big Ideas.

There are Two Sets of Matrixes • Big Ideas by all the Indicators

• Big Ideas by Content Areas

-English Language Arts

-Mathematics

-Science

-Social Studies

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