CHAPTER 2

The CSS+ Curriculum Planning Framework

EVA M. HORN, SUSAN B. PALMER, GRETCHEN D. BUTERA, AND JOAN A. LIEBER

A growing consensus has emerged about the importance of early childhood education. Educators, policy makers, and researchers recognize that young children come to school with significant differences in their prior learning. High-quality early learning programs can help all children succeed in school, including those who may lag behind their peers (Brown, Knopf, Conroy, Googe, & Greer, 2013; Epstein & Barnett, 2012). Early childhood programs serve children who are at risk for later school failure (Halle et al., 2009), including children who live in poverty, are ELLs, and have developmental delays or may be at risk for developing disabilities. The number of young children in the population is growing at a modest rate, but dramatic increases have occurred in the cultural and linguistic diversity of preschool children. Preschool teachers will inevitably teach children from diverse backgrounds with various early learning experiences (NAEYC, 2009).

The importance of early learning content in preschool and the role of the teacher in providing this content cannot be overstated. Many myths in early childhood education still persist regarding how teachers teach and the content they teach. For example, the latest version of developmentally appropriate practice (DAP) guidelines emphasizes a balance of child-initiated and teacher-guided learning opportunities. Yet, many preschool teachers mistakenly believe that DAP means children should construct their knowledge with minimal explicit instruction (Bowman, Donovan, & Burns, 2000).

Research indicates that children’s learning improves when teachers employ both explicit and implicit instructional strategies suited to learning tasks, contexts, and children's prior knowledge (Hong & Diamond, 2012). Another prevalent myth is that young children are not ready to learn sophisticated content. However, children in preschool programs that include instruction in key academic content areas, like literacy, language, science, and mathematics, have an academic advantage as they enter school (Downer & Pianta, 2006). Therefore, early childhood programs should provide a challenging curriculum that integrates children's learning across domains and disciplines (NAEYC, 2009, p. 21).

Early educators working with preschoolers (3–5 years old) must plan and implement a comprehensive set of learning activities that are engaging and relevant to a range of learners while targeting critical early learning outcomes linked to later academic success (Grimm, Steele, Mashburn, Burchinal, & Pianta, 2010). A written curriculum plan is needed to delineate what children are to learn and the experiences, materials, and teaching strategies employed to achieve those outcomes (National Center for Quality Teaching and Learning [NCQTL], 2012).

To develop and implement a coherent curriculum plan, educators need a framework to guide decision making. The CSS+ Curriculum framework supports preschool teachers in effectively teaching all children in classrooms. This chapter presents an overview of the CSS+ Curriculum framework, detailing each component and illustrating how they contribute to a comprehensive plan to maximize learning for all children.

FRAMEWORK FOR PROMOTING ALL CHILDREN’S ACCESS AND LEARNING

Preschool educators face considerable complexity in planning and implementing curriculum content, particularly with the diversity in classrooms. A curriculum framework is necessary to guide instructional decisions and ensure that all children learn from planned activities. Much like a contractor uses a blueprint to meet quality expectations, early educators can use a framework to address children's unique learning needs and family expectations. Numerous multitiered models of instructional support offer guidance on high-quality education, including the Building Blocks Model (Sandall & Schwartz, 2008), the Pyramid Model (Fox et al., 2003), and the Recognition and Response Model of Response to Intervention (RTI) for Pre-K (Buysse et al., 2013). All these models incorporate essential components of high-quality curricular content and instructional strategies for all children.

Laying the Foundation

The CSS+ Curriculum framework provides a multitiered instructional model to assist early childhood educators in delivering engaging and challenging content and integrated curriculum in inclusive settings. The framework is based on integrating specific content domains to provide challenging curriculum content. Crucially, preschool curriculum must lay the foundation for kindergarten learning. Therefore, educators must consider what children can and should learn on their path to success. The framework includes levels of instructional support, beginning with UDL principles for all, moving to differentiation for maximizing engagement and learning, and ultimately, individualization for unique child goals.

In addition, the framework emphasizes progress monitoring, collaborative teaming, and family-professional partnerships to enhance preschool teaching and learning.

Challenging Curriculum Content

Curriculum encompasses both what to teach (scope) and the appropriate timing for teaching (developmental sequences) (DEC, 2007). It is essential to include assessment and progress monitoring in the curriculum to ensure that all children are learning. The CSS+ Curriculum framework emphasizes not only the content to be learned but also aligning instruction with standards. Educators are encouraged to provide a challenging, integrated curriculum that incorporates various domains and disciplines, ensuring young learners receive a high-quality education.

Universal Design for Learning

UDL encourages educators to design inclusive learning environments from the onset rather than retrofitting accommodations for individuals later (Conn-Powers et al., 2006). UDL highlights three core principles: 1) multiple means of representation to access information; 2) multiple means of engagement to sustain interest; and 3) multiple means of expression to demonstrate knowledge (CAST, 2009). These principles guide early educators in creating engaging learning opportunities across diverse learners.

Differentiation

Differentiation allows early educators to tailor instruction to maximize each child’s participation and learning (Hall, 2002). Adjusting content, process, and learning environments based on children’s needs is vital for effective teaching (Tomlinson, 2003). Various curricular modifications can support children's unique learning paths.

Individualization

While UDL and differentiation strategies promote participation, they may not meet every child’s individualized goals outlined in their IEPs. The CSS+ Curriculum framework incorporates embedded learning opportunities (ELOs) to provide targeted instruction within general curriculum contexts (Horn et al., 2002).

Collaborative Teaming

Effective implementation of the framework relies on collaborative efforts among early educators. Professional collaboration ensures access to the curriculum and specialized interventions tailored to individual needs, fostering children's learning and development.

Progress Monitoring

Ongoing assessment is a key component of the CSS+ Curriculum framework. Progress monitoring involves ongoing measurement and documentation of child performance to trace progress towards educational objectives. It enables educators to continually adapt instructional strategies and supports based on collected data.

Family–Professional Partnerships

The CSS+ Curriculum framework acknowledges that strong family-professional partnerships yield benefits for children, families, and professionals. Families and professionals should work collaboratively towards shared goals, and effective programs foster flexibility in family involvement while emphasizing the gradual establishment of trust and mutual respect.

STEPS IN THE PLANNING PROCESS

To support early educators, a six-step process for using the CSS+ Curriculum framework is outlined: