The Creative Curriculum® and OSEP Outcomes

April 25, 2006

The Creative Curriculum Developmental Continuum Assessment System is…

…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.

Two Tools: Infant/Toddler/Twos and Preschool

Assessment is linked to curriculum

Teachers and service providers observe and

document what they see children do and say during daily

routines and experiences.

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.

Appropriate for use with all

children, including English language

learners and children with

disabilities

Fully Integrated Web-Based System

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

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 CategoriesA Percent of children at typical B Percent making progressC Percent who do not improve

OSEP Outcome Reporting: A Quick Review (continued)

ECO Recommended CategoriesA1 Percent who progress and maintain

typical functioningA2 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 gapC Percent who do not improve

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?

Measuring each outcome areaThe 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

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

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-being7. Cares for classroom environment; 8. Follows classroom routine9. Follows classroom rules; 10. Plays well with other children11. Recognizes feeling of others; 12. Shares and respects rights13. 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 moving16. 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

Defining and Measuring the “Typical” Child

A typical child represents the baseline by which OSEP children are measuredVery 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

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 groupsEstimate a typical child’s score on the composite measures for each outcome

ECO: 15th percentile or higher is typical

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

2 Ways to Get to OSEP Outcomes

CreativeCurriculum.netOSEPreports.net

CreativeCurriculum.netA highly secure web-based systemStores and organizes observation notes and work samples in an electronic portfolioIncludes a strong parent involvement component, including developmental profiles, ideas for working with children at home, and parent-provider communicationTeamCentral allows multiple providers to share information, observations, and portfolio items. Perfect for Section 619 and Part C coordination.

CreativeCurriculum.net and OSEPMultiple 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.

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.

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.

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.