Introducing the Reimagined AEPS®-3 Curriculum

Presented by
Jennifer Grisham, Ed.D.,
and
Christy Kaylor, M.S.

Objectives

• Provide an overview of the reimagined AEPS-3 Curriculum
including its foundation and connection to the AEPS-3 Test.

• Describe how the AEPS-3 Curriculum helps implement a
multi-tiered system of support.

• Highlight the process for using the AEPS-3 Curriculum to
support implementation of recommended early childhood
practices for children with and without disabilities.

AEPS-3 Curriculum

• Guided by multi-tiered systems of
support, blended practices, and
activity-based intervention
frameworks

• 3 levels

▪ Beginning—infant and very early skills
(birth to 18 months developmentally)

▪ Growing—toddler and early skills
(18 months to 3 years developmentally)

▪ Ready—preschool and school preparation
skills (3 to 6 years developmentally)

AEPS-3 Curriculum

• Reflects current best practices
used by early childhood
programs

• Organized by routines and
activities, which fits well with
the structure of classrooms and
homes

• Helps determine what
outcomes to teach all, some,
and individual children

• Supports development of
progress monitoring system to
inform data driven decision
making

Multi-tiered Systems of Support

Includes universal,
focused, and
specialized strategies
for each
routine/activity

More frequent data collection

TIER 3

SPECIALIZED SUPPORT
For few children who need individual help
Evidence-based strategies for individualized goals/outcomes

TIER 2

FOCUSED SUPPORT
For some children who need extra help
Adaptations and modifications to daily routines, activities, and environments to meet targeted outcomes at home and in classrooms

TIER 1

UNIVERSAL SUPPORT
For all young children in high-quality early childhood learning environments
Attention to learning outcomes within daily routines and activities of family life and classrooms, including positive caregiver-child relationships and peer interactions

Routines and Activities

Includes
content
for
18 routines
& activities

▪ Active & Outdoor
Play

▪ Arrival & Departure

▪ Art

▪ Bath Time

▪ Block Play

▪ Circle Time

▪ Diapering, Toileting,
& Handwashing

▪ Dramatic Play

▪ Dressing

▪ Field Trips

▪ Math

▪ Meals & Snacks

▪ Music & Movement

▪ Nap & Sleep

▪ Science

▪ Sensory

▪ Technology

▪ Writing

Content for Routine/Activity

• Each routine/activity includes

• Introduction • Skills by area that are appropriate at this level for this activity • Embedded learning opportunities

FINE MOTOR Growing Skills

B 2 Rotates wrist to manipulate object
B 3 Manipulates object with two hands, each performing different actions
C 1.1 Writes or draws using mixed strokes
C 1.2 Writes or draws using curved lines
C 1.3 Writes or draws using straight lines
C 1.4 Scribbles

Embedded Learning Opportunities

• Rotates wrist to twist caps on and off of art materials (dot markers)
• Holds glue stick while pulling off lid
• Grasps art utensils to write or draw on paper

Content for Routine/Activity

Children at this stage of development need guidance and interactions from adults in order to continue to increase skill levels about numbers and activities.

I LITERACY Growing Skills

A1.1 Recognize own first name in print
A2.2 Respond common signs and logos
D1.3 Matches pictures to actual objects, people
D2.2 Radio simple story
D2.3 Tell story associated with series of pictures
D3.2 Understand an abstract story
E1.1 Dibble description of drawing
E1.2 Write elaborate descriptions of drawings
E1.3 Vettify label nonrepresentational drawings
E2.1 Make representational drawings

MATH Growing Skills

A1. Count out 3 items
A1.1 Count 3 items to determine "How many?"
A2. Use quantity comparison words

II UNIVERSAL STRATEGIES

These are best practice for ALL young children, with attention to meeting learning outcomes for positive adult-child relationships and provide more opportunity for families and preschoolers to experience different types of activity.

Provide sustainable materials for children to use. Offer repeated presentations and product opportunities that are easier to hold. Use tools and long features to adapt additional art supplies as children can build them in their families.

APPS 3 Curriculum-Growing

Encourage and promote creativity by providing children to produce a specific outcome, such as making a picture with a bird toy. Educate children in the need of children are interested for safety research and available (for easy way) teaching. Check all ingredients in an essential before using them, especially if children have allergies or sensitivities.

FOCUSED STRATEGIES

These strategies are for teaching SOME children who are struggling with a component of a skill or when development is delayed and who need help to catch up or keep.

Use materials that are designed for children who have disabilities or developmental delays to teach children how to work with others. Use songs to help children stay engaged in a goal-setting activity with enthusiasts. Plan an activity consistently into daily routines and activities at home, school, or in community centers.

STRATEGIES FOR EACH TIER PROVIDED

• Universal support • Focused support • Specialized support

Examples of Universal Teaching Strategies

• Hands-on materials • Activities that are based on child interest • High quality learning environment • Support for promoting social interactions between children • Nurturing relationships between adults and children • Instructional support practices, including language modeling, open-ended questions, repetition and extension, self- and parallel talk, and introducing new vocabulary.

Examples of Focused Teaching Strategies

• Additional opportunities for children to practice skills • Adaptations and modifications (e.g., increase time, shortening activities, visual schedules, special equipment) • Formation of intentional small groups • Peer modeling • Scaffolding (e.g., hinting, explaining)

Examples of Specialized Teaching Strategies

• Use of clear instructional opportunities
• Naturalistic language interventions • Prompts to support child’s learning

Skills Matrix

Gross Motor (continued)

AEPS-3 Test Item

3. Walks avoiding people, furniture, or objects

3.1 Walks without support

FB 3.1a Child walks unsupported for short distance and changes direction without falling.
FB 3.1b Child walks unsupported for short distance without falling.

3.2 Walks with one-hand support

3.3 Walks with two-hand support

4. Alternates feet going up and down stairs

FB 4a Child walks up and down stairs without support. Child does not alternate feet.

4.1 Walks up and down stairs using support

FB 4.1a Child walks up stairs holding rail or wall with one hand.
FB 4.1b Child walks up stairs using two-hand support.

4.2 Moves up and down stairs

FB 4.2a Child moves up stairs.
FB 4.2b Child climbs onto adult-size furniture (e.g., chair, couch, bed) or low play structure.

4.3 Gets up and down from low structure

FB 4.3a Child moves over obstacles.
FB 4.3b Child climbs onto low, stable structure (e.g., chair, couch, bed) or low play structure.

5. Runs while avoiding people, furniture, or other objects

FS 5a Child turns corner running.
FS 5b Child stops and starts again while running.

Intervention Plan

| Date(s) completed: ________ Person completing form: ________ |
| Program: ________ |
| Child's name: ________ |
| Skill: ________ |
|
| Before (A = Antecedent) | Possible Behavior Responses (B = Behavior) | After (C = Consequence) |
| 1. When: ________ | Correct response (+) |
| 2. Where: ________ | |
| 3. With what: ________ | |
| 4. How: ________ | |
| • Establish joint attention: ________ | |
| • Establish a topic: ________ | |
| • Make a request in a format the child can understand: ________ | Incorrect responses (-) |

Example – Focused Instruction

Creating an Embedding Schedule

Progress Monitoring – Focused Instruction

| Date/Data | | | | | | | | | | | | :--- | :--- | :--- | :--- | :--- | :--- | :--- | :--- | :--- | :--- | | | | | | | | | | | | | | | | | | | | | | |