Curriculum Framework for Early Intervention Scope and Sequence

Curriculum Frameworkin Early Intervention : 

II. SCOPE AND SEQUENCE Michelle Gatmaitan September 1, 2010 Curriculum Frameworkin Early Intervention

“Early Intervention” as defined in this presentation series refers to… : 

“Early Intervention” as defined in this presentation series refers to… IDEA Part C services for families of infants and toddlers with developmental delays or disabilities Home visiting services e.g. Early Head Start Family and infant/toddler program models e.g. Parents as Teachers, Responsive Teaching, Creative Curriculum, PLAI (Promoting Learning through Active Interaction) Infant/toddler care and education e.g. child care centers – classroom or home programs Accessing the General Curriculum 9/1/10

How do we define Scope and Sequence? : 

How do we define Scope and Sequence? Scope refers to what is being taught State standards Agency standards Individual needs of child Sequence refers to the order in which the content will be taught or the order in which learning and development occur (Grisham-Brown, Hemmeter, & Pretti-Frontczak, 2005) Accessing the General Curriculum 9/1/10

How do we define Scope and Sequence? : 

How do we define Scope and Sequence? Is there a scope and sequence for families? Families vary widely in their priorities, concerns, resources, and needs “Parent education” or “Family support”? A tiered approach? Accessing the General Curriculum 9/1/10

What makes Scope and Sequence different for early intervention? : 

What makes Scope and Sequence different for early intervention? Scope & Sequence Accessing the General Curriculum 9/1/10

Practices in Scope and Sequence : 

Practices in Scope and Sequence Child-level component SCOPE: Infant/toddler standards; common outcomes for infants and toddlers Functional child domains Engagement Independence Social relationships (McWilliam, 2010) Participation-based outcomes (Shelden & Rush, 2009) Individual, targeted outcomes on the IFSP SEQUENCE: Milestones in infant/toddler development (e.g. NAEYC) Increasing child engagement (McWilliam & Casey, 2007) * Should these be tiered? How? Accessing the General Curriculum 9/1/10

Practices in Scope and Sequence : 

Practices in Scope and Sequence Family-level component SCOPE: Family priorities, concerns, needs SEQUENCE: Tiered models of family support Tiered parent education (McIntyre & Phaneuf, 2007) Tiered response to family support (McWilliam, 2010) Accessing the General Curriculum 9/1/10

Example of Tiered Model : 

Example of Tiered Model McIntyre & Phaneuf (2007) Accessing the General Curriculum 9/1/10

Example of Tiered Model : 

Example of Tiered Model Response to Support McWilliam (2010) Accessing the General Curriculum 9/1/10

How do we evaluate our Scope and Sequence practices with infants/toddlers and families? : 

How do we evaluate our Scope and Sequence practices with infants/toddlers and families? Child-level component of scope and sequence Does the scope address all developmental areas? Does the scope address meaningful and functional skills? Does the sequence follow principles of development in a logical manner? Accessing the General Curriculum 9/1/10

How do we evaluate our Scope and Sequence practices with infants/toddlers and families? : 

How do we evaluate our Scope and Sequence practices with infants/toddlers and families? Family-level component of scope and sequence Does the scope consider all family concerns, priorities, and needs? Does the sequence address family concerns, priorities, and needs according to level of priority? Accessing the General Curriculum 9/1/10

Thoughts on Scope and Sequence in EI? : 

Please add them to the wiki in Week 2. Thoughts on Scope and Sequence in EI?

References : 

References Grisham-Brown, J., Hemmeter, M.L., & Pretti-Frontczak, K. (2005). Blended practices for teaching young children in inclusive settings. Baltimore: Brookes. McIntyre, L.L., & Phaneuf, L.K. (2007). A three-tier model of parent education in early childhood: Applying a problem-solving model. Topics in Early Childhood Special Education, 27(4), 214-222. McWilliam, R.A. (2010). Support-based home visiting. In R.A. McWilliam (Ed.), Working with families of young children with special needs (pp. 203-236). New York: Guilford Press. McWilliam, R.A., & Casey, A.M. (2007). Engagement of every child in the preschool classroom. Baltimore: Brookes. Shelden, M.L., & Rush, D.D. (2009). Accessing the General Curriculum 9/1/10