Early Childhood ISTAR-KR Assessment Handbook - Indiana ...

� What Children Might Demonstrate: First Steps, Making Progress, Accomplishing the
Standard
Ms. Gronlund’s system begins with a new way of thinking and seeing work with children:
In order to meet the standard of _________, we must do/provide/encourage this activity.
Intentional lesson planning is the next step to this new way of thinking and seeing, and includes
the standards in the lesson or activity plan, (see example in Appendix J, page 54). This method
reminds the teacher that assessment and curriculum planning must go hand in hand. As teachers
observe children to learn about progress toward learning expectations, they are naturally making
decisions about what to do next.
General Curriculum Modification/Adaptation Principles
In high-quality early childhood classrooms, it is common to see activities and materials that will
meet the needs of many children with or without disabilities. However, the needs of a specific
child can result in specific adaptations or modifications for an activity, routine, or in the
environment. The purpose of adaptations is to promote a child’s successful participation in
everyday routines and activities. When we design an adaptation of an activity or routine for a
specific need of a child, we have increased the potential for true learning to take place. Any child
must be actively engaged in the learning experience to acquire new skills.
Common categories of general adaptations:
• Adapt Environment: room set-up, or adapt/select equipment
• Adapt Activity or Routine
• Adapt Materials
• Adapt Requirements or Instruction
• Provide Instruction
It is important to reiterate that the goal of any adaptation is to ensure the highest level of child
participation with the least amount of assistance as possible. When teachers design appropriate
adaptations for a particular child’s needs, it is helpful to consider the collaborative potential of
their instructional community, e.g., teachers, assistant teachers, therapy providers, and family
members. Thoughtful decision-making is at the core of creative and successful adaptations.
A helpful structure for decision-making taken from CARA’s Kit, 2007:
1. Identify the child’s needs by evaluating his/her performance: What is actually happening
in particular routines and activities?
i. Language & Literacy Activities
ii. Group Meeting/Circle Meeting
iii. Table Top Activities (manipulatives, puzzles, pre-writing)
iv. Active Learning & Movement Activities
v. Routine Transitions Between Activities
vi. Arrival & Departure
vii. Community Outings (walks, field trips)
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