1. Creative Curriculum and GOLD Assessment: Early Childhood Competency Based Evaluation System By Carol Bottom

4. Constructive, purposeful play is a vehicle for meaningful learning. The development of social competence is a key focus of the preschool years. Curriculum and assessment must be linked. Families are partners in children’s learning. The teacher’s role is vital in connecting content, teaching and learning. All children, including those with special needs, can thrive in an appropriate preschool classroom. Underlying Creative Curriculum Basic Beliefs

5. Learning Children learn values and behaviors accepted by those around them. Children learn values and behaviors accepted by those around them. Children learn new skills, become competent and feel confident through participation in activities. Children learn new skills, become competent and feel confident through participation in activities. Emotional readiness is critical to school success. Emotional readiness is critical to school success. Preschool is the prime setting for children to gain social/emotional competence. Preschool is the prime setting for children to gain social/emotional competence.

6. Curriculum Curriculum defined… …an educational program that implements principles of developmentally appropriate practices that are based on current knowledge about child development and learning. And more….it’s what you teach, how you teach it, and how you know that kids are learning.

7. 7 Organization of Creative Curriculum Structure Structure Focus on Interest areas Focus on Interest areas Blocks Toys and Games Dramatic Play Art Library Discovery Sand and Water Music and Movement Cooking Computers Outdoors

8. Content learning Content learning Literacy Literacy Mathematics Mathematics Science and Technology Science and Technology Social Studies Social Studies The Arts The Arts Objectives for Development and Learning Organization of the 36 objectives Organization of the 36 objectives Four major areas of child development Four major areas of child development Social-emotional Social-emotional Physical Physical Language Language Cognitive Cognitive

9. Objectives for Development and Learning Birth—Kindergarten Birth—Kindergarten Seamless Seamless Supports all learners regardless of rate of learning Supports all learners regardless of rate of learning

10. Best Practices in Early Childhood Assessment Assessment is the process of gathering information about children from several forms of evidence, then organizing and interpreting that information. Assessment is the process of gathering information about children from several forms of evidence, then organizing and interpreting that information.

11. Why Assess? To monitor children’s development and learning To monitor children’s development and learning To guide planning and decision making To guide planning and decision making To identify children who might benefit from more intensive or special services To identify children who might benefit from more intensive or special services For program evaluation purposes/ accountability For program evaluation purposes/ accountability

12. Sound Assessment is… Reliable and Valid Reliable and Valid Free of Bias language, gender and cultural differences Free of Bias language, gender and cultural differences

13. Assessment in the Classroom Performance assessment-- observing the child to determine the child’s learning and development Performance assessment-- observing the child to determine the child’s learning and development Authentic assessment--the authenticity of an assessment refers to the situation or context in which the child performs the task. (should be as close as possible to real-life practical and intellectual challenges) Authentic assessment--the authenticity of an assessment refers to the situation or context in which the child performs the task. (should be as close as possible to real-life practical and intellectual challenges)

14. Overview of GOLD Reveals what children know and can do as well as strengths, needs and interests. Reveals what children know and can do as well as strengths, needs and interests. Seamless system birth through Kindergarten. Seamless system birth through Kindergarten. May be used with any developmentally appropriate curriculum. May be used with any developmentally appropriate curriculum. Authentic observational assessment system—birth through Kindergarten. Authentic observational assessment system—birth through Kindergarten.

15. Purpose of GOLD Observe and document development over time Observe and document development over time Inform instruction Inform instruction Identify children who might benefit from more targeted instruction (further evaluation) Identify children who might benefit from more targeted instruction (further evaluation) Report and communicate with family members and others Report and communicate with family members and others

16. GOLD is NOT Screening or diagnostic tool when used alone Screening or diagnostic tool when used alone Readiness or achievement test Readiness or achievement test Teacher- or Program- evaluation tool Teacher- or Program- evaluation tool

17. GOLD Assessment System A process or cycle to answer these questions… A process or cycle to answer these questions… What does the child know? What is the child able to do? What does the child know? What is the child able to do? How does this relate to important objectives for development and learning? How does this relate to important objectives for development and learning? How do I scaffold the child’s learning? How do I scaffold the child’s learning?

18. GOLD Assessment Cycle 1. Observe and collect facts through observation and documentation. 2. Analyze and respond consider their skills in relation to specific objectives…scaffold their learning. 3. Evaluate— compare their skills to the research based indicators of development and learning. 4. Summarize, plan and communicate.

19. Objectives for Development and Learning Development is complex—We cannot measure all skills and behaviors. Development is complex—We cannot measure all skills and behaviors. Objectives selected are the knowledge, skills and behaviors most predictive of school success. Objectives selected are the knowledge, skills and behaviors most predictive of school success. They are linked to Iowa Early Learning Standards. They are linked to Iowa Early Learning Standards. 38 Objectives—including 2 related to English Language Learners. 38 Objectives—including 2 related to English Language Learners.

20. Objectives for Development and Learning Organization of the 36 objectives Organization of the 36 objectives 4 areas of child development 4 areas of child development Social-emotional Social-emotional Physical Physical Language Language Cognitive Cognitive Content learning Literacy Mathematics Science and Technology Social Studies The Arts

21. Objectives for Development and Learning There is a 10 th Objective area: English Language Acquisition

22. Objectives for Development and Learning Birth—Kindergarten Birth—Kindergarten Seamless Seamless Supports all learners regardless of rate of learning Supports all learners regardless of rate of learning

23. Objectives for Development and Learning Included in each Area of Learning Included in each Area of Learning Overview of the area of development with an explanation of the research in that domain. Overview of the area of development with an explanation of the research in that domain.

24. Objectives for Development and Learning Each of the 38 Objectives have Each of the 38 Objectives have Research foundation section Research foundation section Broad picture of objective B- Kdg. Broad picture of objective B- Kdg. Explanation of what is being measured Explanation of what is being measured Cultural and linguistic considerations Cultural and linguistic considerations Considerations for children with disabilities Considerations for children with disabilities Progressions of development and learning (progressions are built on widely held expectations) Progressions of development and learning (progressions are built on widely held expectations)

25. Using GOLD Assessing Children with Disabilities Using GOLD supports tiered models, identifying individuals and/or groups of students for targeted/supplemental instruction. Using GOLD supports tiered models, identifying individuals and/or groups of students for targeted/supplemental instruction.

26. Using GOLD Assessing Children with Disabilities Using GOLD supports IFSP/IEP Outcomes and Goals. The GOLD Objectives may not be IEP goals themselves, but can be used to identify the skills a child needs to meet on their IFSP/IEP.

27. Assessment Cycle Observe and Collect Facts Learn about your students Learn about your students Determine what they know. Determine what they know. Determine what they can do. Determine what they can do. Ongoing observations are ESSENTIAL! They connect assessment and the curriculum. They inform instruction.

28. Links… Student Centered Classrooms… Students construct their own knowledge based on experiential, holistic, authentic, and challenging experiences. Child-Initiated Learning Opportunities… Children are given ample opportunities to construct knowledge based upon their interests and experiences.

29. Links… Teaching for Understanding… Students engage in a variety of thought provoking activities such as explaining, finding evidence and examples, generalizing, applying, making analogies, and representing the topic in new ways. Teachers assist students in making connections between prior knowledge and new knowledge to develop understanding of a concept. Projects… Project based investigations, carried out over the period of several weeks. They are relevant to children’s everyday experiences, allow first hand exploration and promote content learning in science and technology, as well as social studies, using skills in literacy, mathematics, and the arts.

30. Links… Assessment FOR Learning (Formative Assessment)… Formative assessment is a process used by teachers and students as part of instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of core content. Early Childhood Assessment… authentic, ongoing, observational assessment to determine what children think, know and can do. It is used to guide children’s learning which is responsive to individual and group needs.

31. Links… Rigorous and Relevant Curriculum... A rigorous curriculum is one that is complex, provocative, and personally or emotionally challenging. A rigorous curriculum is one that is complex, provocative, and personally or emotionally challenging. Intentional Teaching During Play… Content is embedded in interest areas where play, both directed and undirected, is a critical component of learning. Play helps children learn new concepts and problem-solving skills in a natural, fun way. Cognitive development is nurtured and enhanced. Play also plays a large part in enhancing children’s school readiness. Content is embedded in interest areas where play, both directed and undirected, is a critical component of learning. Play helps children learn new concepts and problem-solving skills in a natural, fun way. Cognitive development is nurtured and enhanced. Play also plays a large part in enhancing children’s school readiness.

32. Links… Teaching for Learner Differences... Teachers understand essential concepts and skills, to identify the contributing factors affecting the desired outcome, and to utilize a variety of methods to teach and reinforce the desired concepts and skills. It includes providing access to the general education curriculum for all students. Understanding Child Development.. Development and learning proceed at varying rates from child to child, as well as at uneven rates across different areas of a child’s individual functioning.