The Creative Curriculum

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The Creative Curriculum and OSEP Outcomes

• April 25, 2006

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The Creative Curriculum Developmental Continuum
Assessment System is

• an authentic, ongoing assessment system that
  helps teachers and service providers document,
  analyze and evaluate childrens knowledge,
  skills, and behaviors and then plan for their
  learning.

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Two Tools Infant/Toddler/Twos and Preschool
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Assessment is linked to curriculum
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• Teachers and service providers observe and
  document what they see children do and say
  during daily routines and experiences.

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• 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.

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• Appropriate for use with all children, including
  English language learners and children with
  disabilities

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Fully Integrated Web-Based System
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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

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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 Categories
• A Percent of children at typical
• B Percent making progress
• C Percent who do not improve

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OSEP Outcome Reporting A Quick Review
(continued)

• ECO Recommended Categories
• A1 Percent who progress and maintain typical
  functioning
• A2 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
  gap
• C Percent who do not improve

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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?

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Measuring each outcome area

• The 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

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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
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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-being
• 7. Cares for classroom environment 8. Follows
  classroom routine
• 9. Follows classroom rules 10. Plays well
  with other children
• 11. Recognizes feeling of others 12. Shares
  and respects rights
• 13. 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 moving
• 16. 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

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Defining and Measuring the Typical Child

• A typical child represents the baseline by which
  OSEP children are measured
• Very 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

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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 groups
• Estimate a typical childs score on the
  composite measures for each outcome
• ECO 15th percentile or higher is typical

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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

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2 Ways to Get to OSEP Outcomes

• CreativeCurriculum.net
• OSEPreports.net

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CreativeCurriculum.net

• A highly secure web-based system
• Stores and organizes observation notes and work
  samples in an electronic portfolio
• Includes a strong parent involvement component,
  including developmental profiles, ideas for
  working with children at home, and
  parent-provider communication
• TeamCentral allows multiple providers to share
  information, observations, and portfolio items.
  Perfect for Section 619 and Part C coordination.

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CreativeCurriculum.net and OSEP

• Multiple 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.

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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.

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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.

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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.