Curricula, Screening, and Assessment Tools
What is the name of our research based and culturally appropriate curriculum?
Creative Curriculum
Individualize, social stories, dual language, visual prompts, I love you rituals etc...
Conscious Discipline Implementation to strengthen social and emotions development skills in the classroom and at home.
Teacher's identify teaching strategies responsive to children's needs-ex: dual language, or child with disabilities.
Teacher's identifying that they would like more help and understanding in working with children with challenging behaviors.
Bachelor's degree in ECE
Associate degree in ECE
CDA-Child development Credential
Requirement for a lead teacher, associate degree teacher, Teacher's aide.
Strategies to support successful transitions to new learning environments.
CPLC ECD-CO Transition Plan
Community organization working with ECD-CO to support children and families who may be facing challenges with their child's behavior or other family situations that may be causing instability or frustration with parents.
MOU with Health Solutions-provide care for Pueblo, Walsenburg, and Trinidad.
Ages and Stages Questionnaire-Social Emotional and Ages and Stages 3-devleopmental screening.
What is the name of our Screening tools?
Use the data to reach more students in a certain area; for example, Math concepts, or language and literacy,
Classroom reports from Smart Teach
Coaching to fidelity annual renewal for teachers.
Part of the comprehensive approach to professional development.
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3 step process for sanitizing
HAMSAC
Health and Mental Health Services Advisory Committee
Personal Social, communication, fine motor, gross motor, and problem solvingskills.
What development areas does the screener screen?
. Conducts Ongoing Observation & Assessment
Teachers observe how children learn, interact, and engage.
Assessments identify developmental levels, learning styles, and areas needing support or enrichment.
Information collected is used to adjust instruction and the environment.
2. Creates Flexible Physical Spaces
Learning centers (e.g., art, literacy, STEM, sensory) are designed so children can choose materials aligned with their skill level.
Spaces are adapted to support children with sensory, mobility, or behavioral needs.
Materials are available in varied levels of difficulty to promote autonomy and appropriate challenge.
3. Develops Individualized Learning Plans
Educators create goals based on each child’s strengths and developmental needs.
Plans incorporate cultural background, language needs, interests, and preferred learning modalities.
Children with disabilities may have Individualized Education Plans (IEPs) or 504 supports integrated into daily routines.
4. Offers Differentiated Instruction
Activities are modified by difficulty, pacing, or format (e.g., visual aids, hands-on tools, small-group instruction).
Teachers provide multiple ways for children to engage with content and demonstrate understanding.
Support staff (special educators, speech therapists, aides) collaborate to offer targeted interventions.
5. Uses Child Choice & Interest-Based Learning
Children’s interests help shape themes, projects, and materials.
Choice time allows children to self-select activities that match their preferences and readiness.
This enhances motivation, engagement, and ownership of learning.
6. Builds Strong Family Partnerships
Families share insights about their child’s strengths, routines, and cultural values.
Educators use this information to individualize goals, materials, and strategies.
Communication is ongoing to ensure the program evolves as the child grows.
7. Promotes Social-Emotional Support
Teachers tailor strategies to help children regulate emotions, navigate conflict, and build relationships.
Visual schedules, calm-down spaces, and individualized behavior supports are used when needed.
8. Continuously Adjusts the Environment
Individualization is dynamic: teachers modify the environment as children’s skills, interests, and needs change.
Reflection and collaboration among staff ensure the classroom remains responsive and inclusive.
How a program individualizes classroom environments to meet the needs of enrolled children.
What does the following Shared Goals & Action Planning mean?
The coach and staff member identify specific, observable, and achievable teaching practices to improve.
Goals are aligned with the Head Start Early Learning Outcomes Framework (ELOF) and curriculum.
An action plan outlines:
Target behaviors or strategies
Steps to implement them
Materials or supports needed
Timeline and measures of success
Why it’s research-based:
Goal setting increases motivation and intentionality.
Action plans support implementation fidelity and reduce uncertainty.
2. Focused Observation
What this means:
The coach observes the staff member during typical routines (circle time, centers, meal or diapering routines, home visits, etc.).
Observation focuses only on the agreed-upon goals.
Methods may include:
Real-time observation
Video reflection
Checklists or practice-based rubrics (e.g., CLASS, TPOT, TPITOS)
Why it’s research-based:
Targeted observation supports data-driven feedback and helps teachers recognize patterns in their practice.
Video and structured tools enhance accuracy and reflective learning.
3. Reflection & Feedback (Collaborative Coaching Conversation)
What this means:
After observation, the coach and staff member meet to reflect.
The coach uses strengths-based language and guided questioning:
“What worked well?”
“What might you try differently next time?”
Feedback is:
Timely
Specific
Non-evaluative
Linked to the goal
Strategies for improvement are modeled, role-played, or practiced together.
Why it’s research-based:
Adult learning theory shows that reflection + immediate, actionable feedback improves skill acquisition.
Modeling and practice enhance confidence and transfer to real classroom settings.
🔄 The PBC Cycle
Set goals & create an action plan
Observe the educator implementing the plan
Reflect & provide feedback
Revise the plan and begin the cycle again
This ongoing, structured loop leads to measurable improvements in teaching practices.
Practice-Based Coaching is a cyclical, collaborative coaching model grounded in research on adult learning, implementation science, and effective early childhood teaching practices. It includes three core components:
Tops and bottoms-tops and bottoms in-between......
When entering the classroom, after bath rooming, before eating, after sticky, or messy play, after playing in the water table, after they sneeze.
Song example to sing while children wash their hands.
How often to children wash their hands?
Mental Health consultation supports individual families and individual classrooms.
Overall supports the mental health of the children and families in the program.
Individual child assessment and lesson planning.
Smart Teach on line tool from Teaching Strategies.
Promote parents as the teacher.
Family events, Parent meetings, parent child activity events, and policy council events.
How do we use group socialization, and home visits to promote family engagement and extend children's learning?
CPLC ECD Colorado Program Calendar with planning days with no children displayed and professional development days planned with no children as well.
What is the professional development plan and calendar.
Children brush teeth once daily.
Oral health in the classroom.
Team meetings to discuss the strengths of the child and family.
Idenify what's is the desired outcome for the child.
Develop goals and strategies for the child and the classroom.
Identify needs for the classrooms team.
Provide outside referrals to other agencies.
Follow up happens with emails, phone calls, child plus documentation, in person, and virtually.
Individual Action Plan-Plans developed to meet the needs of the child in the classroom in order to not unenroll, and or limit the use of expulsion.
Early Learning Outcomes Framework
What is referred to as ELOF
Classroom Assessment Scoring System
Emotional Support
Classroom Organization
Instructional Support
CLASS and the CLASS Domains
Classroom Assessment Scoring System
Areas of the classroom that are assessed.
Emotional domain, classroom organization domain, and instructional support domain.
CLASS
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Incident Reporting
Daily rituals that focus on safety, connection, unity, and regulation skills.
Conscious Discipline Brain Smart Start, and using the safe place for helping children regulate their big emotions.