Background
The state constitution was amended in 2004 to include Section 1(b), Article IX:
In Florida, every four-year-old child is entitled to a high-quality, voluntary, and free prekindergarten learning opportunity provided by the State This early childhood development and education program is designed to support each child's progress in language, cognitive skills, and emotional, social, regulatory, and moral capacities, adhering to professionally accepted standards and focusing on essential basic skills and additional competencies.
Legislature may determine to be appropriate.
The VPK Education Program legislation mandates accountability measures for providers, as outlined in Section 1002.67(2)(c) of the Florida Statutes This section instructs the Department of Education (DOE) to approve curricula for private prekindergarten providers and public schools that have been placed on probation due to kindergarten readiness rates falling below the State Board of Education's minimum standard for two consecutive years The DOE keeps a list of these approved curricula, and the curriculum approval process is aligned with this statutory requirement.
Developmentally Appropriate Curricula
Comprehensiveness
A well-rounded core curriculum includes a balanced combination of instructional methods and practical activities, essential for developing robust skills across the five key domains outlined in the Florida Early Learning Standards.
Developmental Standards for Four-Year-Olds (also known as the Standards for Four-Year-Olds).
Integration
An effective VPK education curriculum should be authentic and aligned with the Florida Early Learning and Developmental Standards for Four-Year-Olds across various subjects Research highlights the significance of linking classroom learning to real-life experiences, which is best achieved when children can transition smoothly between activities.
Alignment with the Florida Early Learning and Developmental Standards for Four-Year-Olds
According to Section 1002.67, F.S., the Department of Education (DOE) is mandated to establish performance standards for children in the Voluntary Prekindergarten (VPK) program, focusing on emergent literacy skills such as oral communication, print knowledge, phonemic and phonological awareness, as well as vocabulary and comprehension development The original VPK Education Standards were adopted by the State Board of Education on March 15, 2005, and underwent revisions in 2008 and again in 2011, when they were renamed the Florida Early Learning Standards.
Developmental Standards for Four-Year-Olds The purpose of the Florida Early Learning and
Developmental Standards for Four-Year-Olds outline the essential skills that children should acquire by the conclusion of their prekindergarten year, ensuring they are well-prepared for the transition into kindergarten.
The Florida Early Learning and Developmental Standards for Four-Year-Olds are grouped around the following five domains:
language, communication, and emergent literacy
cognitive development and general knowledge (includes mathematical thinking, scientific inquiry, social studies, and creative expression through the arts).
The five domains include a total of 96 individual standards, with 81 benchmarks specifically focused on language, communication, emergent literacy, and mathematical thinking It is essential that all submitted curricula and instructional methods align with and support these established standards For further details, the Standards for Four-Year-Olds can be accessed at [this link](http://www.flrules.org/Gateway/reference.asp?No=Ref-00589), as referenced in Rule 6A-1.099823, FAC.
4 Use of Scientifically-Based Research: Emergent Literacy
The National Early Literacy Panel (NELP), supported by the National Center for Family Literacy (NCFL) and the National Institute for Literacy (NIFL), has synthesized research on emergent literacy skills in young children Five key skills—alphabet knowledge, phonological awareness, rapid automatic naming, writing/writing name, and phonological short-term memory—are identified as strong predictors of later reading abilities These skills align with the Florida Early Learning and Developmental Standards for Four-Year-Olds, emphasizing the need for careful consideration by publishers and reviewers For more details, refer to the final report, "Developing Early Literacy: Report of the National Early Literacy Panel," available at http://www.nifl.gov/earlychildhood/NELP/NELPreport.html.
5 Use of Scientifically-Based Research: Mathematical Thinking
The National Mathematics Advisory Panel (NMAP), supported by the U.S Department of Education, has focused on identifying key factors for success in mathematics education While the report primarily addresses higher-level mathematics, it also highlights important insights for educators of young children Notably, the NMAP report reveals that children gain substantial mathematical knowledge before kindergarten, though this varies significantly based on their experiences To align with the Florida Early Learning and Developmental Standards for Four-Year-Olds, VPK classrooms should introduce mathematical skills and provide ample opportunities for children to practice and discuss mathematics in developmentally appropriate ways For more details, refer to the final report, Foundations for Success, available at http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf.
Access to the Curriculum
Publishers’ Submissions
The Department of Education is inviting submissions for comprehensive early childhood curricula aimed at four-year-old children, which must align with the five domains of the Florida Early Learning and Developmental Standards To qualify as comprehensive, the submitted materials must be self-sufficient and fully encompass the Florida Early Learning and Developmental Standards for Four-Year-Olds.
Standards for Four-Year-Olds in all five domains.
Comprehensive Core Curricula
A VPK approved curriculum must encompass all five domains of the Florida Early Learning and Developmental Standards for Four-Year-Olds, emphasizing the need for explicit instruction and scaffolding in skill development It should provide systematic instruction, assessment, and intervention to enhance children's proficiency at each developmental stage To ensure successful learning outcomes, the curriculum must include clear presentations and explanations of essential skills.
purposes, goals, and expected outcomes
concepts, processes, rules, information, and terms
models, examples, questions, and feedback
The overall instructional design should include the following:
a clear ‘road map’ or ‘blueprint’ for teachers to get an overall picture of the program (i.e., a scope and sequence)
clearly stated goals and objectives
resources to help the teacher understand the rationale for the instructional approach and strategies utilized in the program (e.g., articles, explanations in the teacher manuals, references, reliable websites)
consistently systematic and intentional instruction
a logical organization to the materials so that it’s clear how the curriculum proceeds over the course of the program (day, week, month, year)
consistent ‘teacher friendly’ instructional routines
student materials aligned with the Florida Early Learning and Developmental Standards for Four- Year-Olds
guidelines and materials for flexible grouping
enrichment activities for advanced children
guidelines for use with diverse populations such as English Language Learners and children with disabilities
components that foster intrinsic motivation in children (Approaches to Learning domain)
As stated in the Florida Early Learning and Developmental Standards for Four-Year-Olds (2011, pg 13),
To ensure optimal progress for children, it is essential to incorporate brief and frequent practice activities and games into the curriculum, rather than relying solely on worksheets or unstructured play This approach is crucial for achieving mastery of the Florida Early Learning and Developmental Standards.
Standards for Four-Year-Olds Activities should include options for children of disparate abilities and backgrounds, providing teachers with alternatives to teach all children the required skills and content.
Learning Opportunities in the VPK Classroom
In order to provide Florida’s four-year-olds with a high-quality, developmentally appropriate learning opportunity, several things are of critical importance.
Daily one-on-one interactions between children and their teachers, as well as with classmates, are essential for fostering development These interactions allow teachers to scaffold activities, offer feedback, and build trusting relationships Furthermore, frequent opportunities for children to engage with peers help them cultivate important social skills, such as negotiating, turn-taking, and cooperative play.
Four-year-old children are naturally curious, making it essential for VPK classrooms to implement a curriculum that fosters active, child-initiated learning alongside teacher-led activities The curriculum must be developmentally appropriate, catering specifically to the needs of four-year-olds while allowing for modifications based on individual developmental levels Additionally, teachers should consider each child's cultural background and personal knowledge to enhance their strengths and skills It is crucial to avoid using a kindergarten curriculum for prekindergarteners, as this approach is developmentally inappropriate.
A well-rounded curriculum for four-year-olds should incorporate diverse instructional formats, including large group, small group, and learning centers While teachers play a crucial role in facilitating and scaffolding classroom activities, it is important to recognize that prolonged teacher-directed activities are not suitable for this age group As children’s attention spans naturally develop throughout the year, they are more likely to remain engaged when guided by an enthusiastic and dynamic teacher.
Active learning in a VPK classroom is essential for engaging children through hands-on experiences rather than traditional paper and pencil activities Effective learning happens when children are actively involved in activities, whether they are teacher-directed or child-directed Additionally, children maintain longer attention spans when participating in topics that capture their interest.
Early literacy skills are essential for children's success in K-12 education, making it crucial for VPK classroom curricula to focus on this area Extensive empirical research highlights the importance of emergent literacy, particularly phonological awareness and letter knowledge, demonstrating that dedicating just twenty minutes a day to these skills can significantly enhance children's literacy development.
Research shows that young children learn best through hands-on, intentional learning experiences (e.g.,
"Play with a purpose," guided by experienced teachers, allows young children to engage their senses and develop new skills through meaningful exploration This approach to learning aligns with their developmental stage, fostering a deeper understanding of the world around them.
Assessment
Major Priorities for VPK Curriculum
Effective VPK curriculum selections should focus on six key priority areas: content, presentation, learning, professional development, parent/family materials, and research base Each of these areas includes essential features that are applicable to all formats of VPK curriculum, whether in print or various media formats.
Any item that is starred with an asterisk (*) MUST receive an average score of 1, across reviewers, in order to be further considered for curriculum approval.
Content
Alignment with the Florida Early Learning and Developmental Standards for Four-Year-Olds
Content must adhere to the Florida Early Learning and Developmental Standards for Four-Year-Olds across all five domains These standards outline essential benchmarks, child skill descriptions, environmental considerations, and effective instructional strategies necessary for implementing a Voluntary Prekindergarten (VPK) program Each domain is evaluated independently, ensuring comprehensive alignment with the standards to promote optimal learning and development in young children For detailed information, the standards can be accessed at [Florida Early Learning Standards](http://www.flrules.org/Gateway/reference.asp?No=Ref-00589).
Developmental Standards for Four-Year-Olds:
Publishers must clearly identify how the VPK curriculum aligns with the Florida Early Learning and Developmental Standards, detailing the specific areas and extent of coverage, including its integration into various activities and domains.
The developmental standards for four-year-olds encompass five key domains, ensuring a comprehensive approach to early childhood education While not every individual standard may be directly addressed, it is essential that all domains are sufficiently covered within the VPK curriculum If a specific standard is overlooked, it should be clearly indicated, highlighting the importance of a well-rounded educational framework for young learners.
Scope – The content should address the Florida Early Learning and Developmental Standards for
Four-Year-Olds for each domain and associated learning outcomes, including thinking and learning skills.
The curriculum must be comprehensive enough to function independently, ensuring it meets the instructional goals of various VPK providers without significant omissions in required content While it can incorporate enriching concepts to enhance children's knowledge, it should avoid irrelevant information that could hinder the achievement of the Florida Early Learning and Developmental Standards for Four-Year-Olds.
An effective curriculum for four-year-olds should integrate various subject areas and span the entire program year, reflecting the way young children naturally learn By avoiding the separation of subjects, the curriculum fosters engagement and active learning, creating a positive environment that helps develop foundational skills essential for a successful transition to kindergarten.
c Social and Emotional Development
A score of 3, averaged across reviewers, is needed for items A.1.a – A.1.c in order for the submission to be considered for approval.
Level of Treatment of Content: Scope and Sequence; Skills Trace
Scope and Sequence: The level of complexity or difficulty of content must be appropriate for the Florida
Early Learning and Developmental Standards for Four-Year-Olds focus on the developmental levels of children, emphasizing the importance of tailored teaching approaches The VPK program allocates 540 hours during the school year and 300 hours in the summer, ensuring ample time for skill development The Level of Treatment of Content addresses essential skills necessary for fostering growth and learning in young children.
Publishers are required to submit a comprehensive document for each area that outlines the scope and sequence of their programs This document should effectively showcase, through narratives, tables, or other formats, a month-by-month overview of essential skills and teaching strategies Given the variability in the length of VPK programs, it is important for publishers to provide scope and sequence details applicable to both 300-hour programs, such as summer sessions, and 540-hour programs, which typically consist of 3 hours daily for 180 days or 6 hours daily for 90 days.
Reviewers will evaluate the curriculum's scope and sequence based on its alignment with the skills specified in the Standards for Four-Year-Olds, as well as the recommendations from the National Early Literacy Panel (NELP) and the National Mathematics Advisory Panel (NMAP).
Objectives – Content should be sufficiently simple or complex, technical or non-technical, to match the objectives and developmental levels of a typical group of four-year-old children
Content for four-year-old children should be developmentally appropriate, accommodating individual and cultural differences It must provide enough detail for children to grasp the importance of the information and encourage reflection and discussion.
When planning educational content, it's essential to consider the complexity and difficulty level to ensure it can be adequately covered within the available teaching time This includes adhering to the daily schedule and the hour requirements set by the VPK program for the entire year.
To effectively address Emergent Literacy standards and benchmarks, it is essential to ensure comprehensive coverage within the curriculum Skills should be introduced and practiced consistently throughout the year in diverse group settings, including whole group, small groups, and one-on-one interactions This approach should be integrated into various parts of the program day, such as during transitions, center time, routine activities, planned small groups, whole group sessions, and outdoor play.
Reviewers will receive completed skills trace form templates at the start, mid-point, and end of the program to evaluate skill areas These templates, provided by the publisher, illustrate how the curriculum integrates specific skills, detailing the introduction and practice of these skills through teacher-led instruction, child-initiated activities, transitions, and various daily routines.
Completeness – The skills trace should be complete in detail for the reviewer to determine how a skill is introduced and practiced, including options for varying group settings (whole group, small
A score of 1, averaged across reviewers, is needed for item A.1.d in order for the submission to be considered for approval
To achieve approval for item A.1.e., a minimum average score of 1 from reviewers is required It is essential to provide opportunities for individualized instruction and to present material in small group settings, whether through group activities, one-on-one interactions, or center-based transitions.
Compatibility with Scope and Sequence Presented – Reviewers will compare the skills trace’s time period (beginning, mid-year, end of year) with the scope and sequence.
Developmental Appropriateness – The developmental appropriateness of how a skill is introduced and developed will be assessed.
Reviewers will assess the skills trace alongside the scope and sequence in relation to the Standards for Four-Year-Olds, as well as the guidance provided by the National Early Literacy Panel (NELP) and the National Mathematics Advisory Panel (NMAP) The skills highlighted in the skills trace are recognized as the most reliable indicators of future literacy and math proficiency.
The National Early Literacy Panel (NELP), supported by the National Center for Family Literacy and the National Institute for Literacy, has synthesized research on emergent literacy skills in young children Their findings highlight five key skills that predict later reading success: alphabet knowledge, phonological awareness, rapid automatic naming, writing skills, and phonological short-term memory These skills align with the Florida Early Learning and Developmental Standards for Four-Year-Olds, emphasizing the need for careful consideration by publishers and reviewers during the approval process.
Vocabulary and oral language development are key indicators of future literacy skills, encompassing the ability to articulate thoughts and comprehend spoken communication These competencies are aligned with the Florida Early Learning and Developmental Standards for Four-Year-Olds, necessitating focused attention from publishers and reviewers during the approval process (Vocabulary: IV C., Oral Language: IV.A., IV.B., IV.D., IV.E.) For more insights, refer to the final report, "Developing Early Literacy: Report of the National Early Literacy Panel," available at http://www.nifl.gov/earlychildhood/NELP/NELPreport.html.
The National Mathematics Advisory Panel (NMAP), supported by the U.S Department of Education, aims to enhance mathematics education success for individuals While primarily focused on higher-level mathematics, the report offers valuable insights for educators of young children It highlights that children gain substantial mathematical knowledge before kindergarten, though this varies significantly based on their experiences The VPK classroom curriculum should align with the Florida Early Learning and Developmental Standards for Four-Year-Olds, specifically in the Mathematical Thinking sub-domain, ensuring children are introduced to essential mathematical skills and have ample opportunities to practice and discuss these concepts in developmentally appropriate ways For more details, refer to the final report, Foundations for Success, at http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf.
a Scope and Sequence: Alphabetic Knowledge
To effectively teach the alphabet, it is essential to systematically introduce and revisit the names and common sounds of each letter throughout the year This approach should be meaningful and developmentally appropriate, ensuring that learners engage with the material in a way that promotes understanding and retention.
b Skills Trace: Alphabetic Knowledge
Skills trace forms for beginning, middle, and end of the year will be used to determine appropriateness, completeness, and compatibility with related scope and sequence.
c Scope and Sequence: Phonological Awareness
To effectively develop phonological awareness skills, it is essential to implement a structured approach that revisits these skills consistently throughout the year This should involve dedicating at least ten to twenty minutes each day to engaging activities that are both meaningful and developmentally appropriate Key skills to focus on include the addition and deletion of compound words, syllables, and onset and rime, which encompass alliteration and rhyme.
d Skills Trace: Phonological Awareness
Skills trace forms for beginning, middle, and end of the year will be used to determine appropriateness, completeness, and compatibility with related scope and sequence.
e.Scope and Sequence: Vocabulary Development
To effectively enhance children's vocabulary, it is essential to systematically introduce new words and create opportunities for their practical use throughout the program day and across the entire year.
f Skills Trace: Vocabulary Development
Skills trace forms for beginning, middle, and end of the year will be used to determine appropriateness, completeness, and compatibility with related scope and sequence.
g Scope and Sequence: Mathematical Thinking
To promote effective mathematical thinking, it is essential to systematically introduce and revisit key skills throughout the year, focusing on number sense and operations These foundational skills should be seamlessly integrated with concepts in geometry, patterns, seriation, measurement, and data collection to enhance overall comprehension and application.
h Skills Trace: Number Sense and Operations
Skills trace forms will be utilized at the beginning, middle, and end of the year to assess their appropriateness, completeness, and alignment with the related scope and sequence in number sense and operations.
Language-Rich Classroom
The curriculum should provide many opportunities to foster a language-rich classroom This will be evident in teacher materials that encourage opportunities to:
Engage children in extended conversations
Encourage children to tell and retell stories and describe events
Discuss a wide range of topics
Model use of new and unusual words
Give explicit guidance on vocabulary, syntax, and pronunciation
Challenge children to justify their thinking
Focus on the expression of ideas
Accuracy of Content
Content must be accurate in historical context and contemporary facts and concepts.
Objectivity – Content that is included in the materials should accurately represent the domain of
A score of 1, averaged across reviewers, is needed for each of the following individual items: A.2.a., A.2.b., A.2.c., A.2.d., A.2.e., A.2.f., A.2.g., A.2.h., in order for the submission to be considered for approval
To gain approval for submission, item A.3 requires a minimum average score of 1 from reviewers The content must be factual, objective, and devoid of mistakes or contradictions It should avoid biased information selection and clearly differentiate between facts and interpretations or opinions Additionally, any visuals or instructional elements should enhance the accuracy of the narrative.
Representativeness – The selection of content should not misrepresent the domains of the Florida
Early Learning and Developmental Standards for Four-Year-Olds It should include the generally accepted and prevalent theories, major concepts, laws, standards, and models used within prekindergarten education
The presentation of content must be devoid of typographical and visual errors, ensuring the use of accurate grammar, spelling, and terminology It is essential to include precise definitions and descriptions, along with relevant visuals, graphs, sounds, and videos, to fully comply with the VPK curriculum.
Relevance of Content
Content must be up-to-date for the academic discipline and the context in which the content is presented
Copyright dates and editions of photographs and materials indicate their currency; however, they do not guarantee it While newer editions should ideally contain updated information, the most reliable way to assess the currency of the content is through a thorough examination of the text, narrative, and visuals present in the materials.
The context of educational materials, including text, visuals, and photographs, must align with the time periods relevant to the learning objectives and the target audience Current context is essential for demonstrating concepts like human growth, where modern clothing and hairstyles enhance relevance Conversely, historical context is crucial for illustrating past events accurately Additionally, combining historical and contemporary images can effectively showcase the evolution of styles over time Ultimately, all contextual elements should be pertinent to the learners and adhere to the Florida Early Learning and Developmental Standards for Four-Year-Olds.
Authenticity of Content
Content should include problem-centered connections to life in a context that is meaningful to children
The VPK curriculum should incorporate life connections that resonate with children's everyday experiences, enhancing the relevance of the content By addressing real-life situations, such as managing time constraints, evaluating risks and trade-offs in decision-making, and collaborating within teams, children can better engage with their learning These connections can be drawn from their home life, family interactions, local community experiences, and participation in community events and services.
The VPK curriculum should integrate interdisciplinary connections to enhance the relevance of content, incorporating activities such as building projects, sports, games, and research By linking various subject areas and connecting themes across disciplines, the curriculum can foster a more meaningful learning experience for children.
- Explanations and activities for using skills and knowledge from other domains
- Projects and activities that require children to relate learning from other domains rather than to isolate knowledge or skills
- The focus on common themes across several subject areas (infusion, parallel, transdisciplinary, or multidisciplinary instruction)
Multicultural Representation
Portrayal of gender, ethnicity, age, work situations, and various social groups must include multicultural fairness and advocacy
Multicultural fairness in educational materials emphasizes balanced representation of diverse cultures and groups across various settings, ensuring equal opportunities regardless of age, color, gender, disability, national origin, race, or religion The focus should be on the depth of content rather than the quantity of pages dedicated to diversity, equity, or work roles It is crucial to integrate social diversity throughout the VPK curriculum, ensuring that portrayals of individuals and situations are free from biases and stereotypes Such representations should foster an understanding and appreciation of the significance and contributions of diverse cultures and heritage.
Multicultural advocacy goes beyond fair representation; it involves embracing diverse cultures through meaningful information that honors differences and addresses conflicts This approach promotes positive self-images for all groups and fosters healthy attitudes and values When addressing multicultural issues, it's essential to consider children's age and ability levels to determine the appropriateness of including these topics in their studies Ultimately, educational materials should reflect both multicultural fairness and advocacy.
Humanity and Compassion
Portrayal of the appropriate care and treatment of people and animals must include compassion, sympathy, and consideration of their needs and values
Incorporating compassion into narratives and visuals is essential, as it highlights the care and treatment of both people and animals This approach emphasizes the importance of demonstrating sympathy and consideration for their needs and feelings, ultimately fostering a deeper connection with the audience.
Presentation
Comprehensiveness of Teacher and Student Resources
To effectively meet targeted learning outcomes, resources should be comprehensive and sufficient, eliminating the need for teachers to create additional materials beyond what is typically found in a preschool classroom.
Effective educational materials must support children in their instructional activities and assessments while assisting teachers in executing all instructional elements To achieve this, a diverse range of components is essential, including teaching outlines, instructional strategies, media supplements, engaging learning activities, and hands-on projects.
Preschool curricula often incorporate supplementary materials like play dough, blocks, or puppets, enhancing the learning experience It's essential to provide detailed explanations and illustrations of these activities, including the materials required and alternative options for creating or substituting them.
The major components generally expected for teacher and student resources are listed below.
a Comprehensiveness of Teacher Resources
Teacher materials should include a comprehensive teacher's manual, ideally one guide per unit or theme, to streamline instructional support These resources must facilitate ongoing professional development for educators Additionally, essential support, guidelines, and features should be readily available to assist teachers in effectively implementing these materials in both classroom and school environments.
The components and materials are user-friendly, featuring essential elements such as clearances, licenses, or agreements for material usage; detailed descriptions and precise instructions for utilizing necessary equipment, facilities, and resources; well-labeled grades, lessons, and content for easy identification of components; and accurate specifications to ensure the effective operation of instructional media and electronic programs.
Effective teacher materials are essential for enhancing lesson planning, teaching, and learning These materials should include a comprehensive overview of components and objectives, background information for group discussions, vocabulary, and strategies for reinforcement and review Additionally, they should feature a scope and sequence chart for activities, sample lesson plans, and recommendations for learning centers and various presentation formats Opportunities for community-based experiences, safety procedures, and extension activities are also crucial Furthermore, integrating themes across different subject areas and fostering parental and community involvement are key elements that enrich the educational experience.
This article offers valuable strategies for adapting instruction to meet diverse student needs, including those with disabilities, English language learners, and children requiring additional challenges It highlights alternative teaching methods, flexible pacing, and varied instructional delivery options, such as utilizing media, tools, equipment, and emerging technologies Engaging all students is emphasized through techniques like open-ended questions, pictorial journaling, hands-on investigations, explorations, and multisensory approaches Additionally, the article addresses common learning difficulties and multiple learning styles, providing alternative strategies for reteaching, enrichment, and remediation.
- Guidelines and resources are provided on how to implement and evaluate learning: Examples include suggestions for using learning tasks for classroom assessment; guidelines for alternative
12 assessments, such as sample project guides and checklists, rubrics, and portfolios.
Classroom activities can be enhanced through a variety of resources, including technology tools, curated lists of references, and effective reading strategies Additionally, materials for displays and photocopies, alongside classroom management techniques, are essential for a well-organized instructional program Support is also available through in-service workshops and consultations from the publisher, ensuring educators have the necessary documentation and guidance to implement these resources effectively.
b Comprehensiveness of Student Resources
Effective student materials encompass a diverse range of resources, including children's trade books, manipulatives, posters, games, puzzles, CDs, computer software, puppets, and other props These materials should be presented in various formats—print, audio, visual, or digital—while avoiding worksheets and ditto-type activities, as they do not support optimal learning It is essential that these resources are comprehensive, properly labeled, and accompanied by clear instructions Review and practice activities should involve engaging methods like role-playing and hands-on experiences, serving as a natural extension of the content, goals, and lessons Additionally, these activities should encourage students to recall and apply previously acquired knowledge and skills Frequent, brief reviews over time are more effective for learning retention than infrequent, concentrated reviews.
Alignment of Instructional Components
An effective instructional package requires that all components, including the teacher’s edition, student materials, and supplementary resources, be fully integrated and aligned with the curriculum This alignment ensures that support materials in the teacher’s edition correspond with student activities and projects, maintaining consistency in content and instructional progression It is essential for these elements to reflect the Florida Early Learning and Developmental Standards for Four-Year-Olds, ensuring coherence throughout the program year.
Organization of Curriculum
A well-structured and clearly formatted educational material is essential for both children and teachers, as it enhances content accessibility and helps identify key ideas and sequences Implementing an explicit and teachable structure can significantly improve information retention Additionally, clear organization enables teachers to efficiently sift through important information via skimming or browsing Achieving effective organization typically requires a combination of various features rather than relying on a single element alone.
a Access to Content
An effective article should include a comprehensive table of contents or menu, clear directions for locating information, and an index for quick reference It is essential to outline goals and objectives, providing lists or checklists for major sections Additionally, incorporating bibliographies and resource lists, along with glossaries for key terms, enhances usability The content should introduce key concepts and themes, supported by visual cues, illustrations, and labeled examples, as well as labeled reviews or summaries to reinforce understanding.
b Visual Features
To enhance readability, it is essential to ensure good contrast in printed materials and computer screens, featuring clean-cut edges and glare-free surfaces Additionally, wide margins on pages or screens contribute to easier text viewing However, other critical elements play a more significant role in establishing the overall readability of the curriculum.
chunking text (e.g., sentence ends on same page as it begins)
visuals that are relevant, clear, vivid, and simple enough for children to understand
quantity of visuals suitable for the intended children—both lower ability children and higher ability children tend to require more visuals
left-justified text (ragged on the right) rather than full-justified (lined up on the left and right)
visuals that contain information in a form different from the text
graphs, charts, maps, and other visual representations integrated at their point of use
colors, size of print, spacing, quantity, and type of visuals suitable for the abilities and needs of the intended children.
c Visible Structure and Format
content The following features are desirable:
theme or unit titles and/or frames; headings and subheadings
typographic cues such as bold, italics or changes in size of type
divisions of content such as borders, boxes, circles, highlighting, visual signposts, icons, or color cues
diagrams, labels, and visuals placed near the related content; and numbering of pages and other components
Objectives or a content outline may serve a similar purpose by introducing main ideas, providing guideposts to use in searching for key information, or serving as a checklist for self-assessment
Brief narrative sections enhance organization by clearly stating the purpose and structuring content around main ideas and logical relationships, which fosters unity and flow Effective introductions that incorporate anchoring ideas, key points, or conceptual schemes like metaphors are crucial Additionally, summaries aid children in grasping the logical sequence of the presented topics.
d Logical Organization
When organizing content for a specific domain or topic, various patterns can enhance clarity and engagement Effective structures include compare and contrast, time sequence, cause-effect, and problem-solution frameworks Other methods involve transitioning from concrete to abstract ideas, employing a spiral structure for introductions, reviews, and extensions, or moving from simple to complex concepts Additionally, the whole-part or part-whole approach, along with generalization followed by examples and practice, can be beneficial Lastly, incorporating conflict with an inside view can create a compelling narrative structure.
Readability of Instructional Materials/Language Style
Engaging children through narratives and visuals is essential for enhancing their understanding of content The language style and visual elements significantly affect the readability of educational materials While readability formulas often assess only basic characteristics like word, sentence, and paragraph length, other crucial factors play a vital role in determining overall readability.
language and concepts familiar to the teacher
language that clarifies, simplifies, and explains information
transition words such as “yet,” “also,” “next,” “for example,” “moreover,” or “however”
other phrases that create logical connections
words with concrete and specific images
active rather than passive voice
varied sentence structures and avoiding both choppy sentences and unnecessary words
specific questions or directions to guide student attention to visuals or key information
Pacing of Content
To effectively engage children, content should be presented in manageable "bite-size" chunks that are neither overwhelming nor boring The pacing of the information delivery must strike a balance, ensuring that it is at a rate that allows children to perceive and understand the material without feeling rushed or disinterested.
Ease of Use of Materials
Both print and other formats of the curriculum must be easy to use and replace and be durable enough for multiple uses over time.
a Use
For effective teaching, educational materials should be easily identifiable and storable, ensuring accessibility for both teachers and students Key factors that influence usability include the number and size of components, packaging quality, overall material durability, equipment needs, and the cost associated with purchasing or replacing these items.
Choosing the optimal weight, size, and number of volumes for educational materials relies on various factors, including content organization, the suitability of separate volumes for different instructional time periods, and the age of the children Additionally, technical production requirements like page limits and binding types can necessitate the creation of multiple volumes.
Classroom applications often involve the repeated use of consumable materials and resources by students over time It is essential that technology-rich tools function seamlessly, requiring no additional software purchases or troubleshooting Additionally, electronic media designed for student engagement must be encoded to safeguard against accidental or intentional alterations Similar to traditional textbooks, electronic resources should enable teachers to access and interact with them effortlessly, without the need for extensive oversight or specialized support.
For VPK programs, it is essential that the physical and technical attributes of materials align with available resources While instructional tools like videos, software, CD-ROMs, websites, and transparencies can enhance learning, they are ineffective without compatibility with the program's equipment Therefore, publishers must provide training, in-service support, and consultation to ensure these materials are utilized effectively.
b Durability
When evaluating materials for classroom use, it is essential that items like boxes and books remain intact under normal usage conditions The packaging and design should be both flexible and durable, allowing for repeated use over time Key aspects of durability include the ability to withstand wear and tear, ensuring longevity and reliability in educational settings.
high-quality paper, ink, binding, and cover
back, joints, body block, and individual pages
worry-free technology that runs properly, with easy to hear, see, and control audio and visuals
teaching materials that have been tested for use in real-world classrooms
the publisher’s guarantee for replacement conditions and agreements for reproduction needed to effectively use the materials
Learning
Motivational Strategies
The curriculum must include features to maintain learner motivation.
a Expectations
novel tasks or other approaches to stimulate intellectual curiosity
meaningful tasks related to student interests, cultural backgrounds, and developmental levels
activities with relevance to the student’s life
thought-provoking challenges such as paradoxes, dilemmas, problems, controversies, and questioning of traditional ways of thinking
challenges that are neither too difficult to achieve nor so easy that children become bored
hands-on tasks in a concrete context, and images, sounds, analogies, metaphors, or humorous anecdotes
variety, including the opportunity for children to ask their own questions, set their own goals, and make other choices during learning.
b Feedback
frequent checks on progress, including assessment
explanatory feedback with information about asking questions to further the accurateness of responses, how to avoid or correct common mistakes (problem-solving approach), and/or different approaches to use
varied forms of assessments (self-assessment, peer assessment, and some learning tasks without formal assessments).
Explicit Instruction
The curriculum must contain clear statements of information and outcomes To support success in learning, the curriculum should include clear directions and explanations of
purposes, goals, and expected outcomes
concepts, rules, information, and terms
models, examples, questions, and feedback.
To effectively develop specific thinking skills, it is essential to clearly define the skills to be learned and outline the strategies or steps necessary for mastery This explicit instruction should include demonstrating successful thinking examples alongside contrasting them with ineffective thinking processes.
The development of effective learning skills necessitates clear guidance on the timing and methods for engaging in various activities, including problem-solving, note-taking, outlining, paraphrasing, abstracting, analyzing, summarizing, self-coaching, memory strategies, persistence, previewing, questioning, reading, listening, reflecting, and reciting.
Guidance and Support
The curriculum must include guidance and support to help children safely and successfully become more independent learners and thinkers.
a Level
Scaffolding is a crucial educational strategy that offers structured support to learners, which can be gradually removed as they gain proficiency This approach enables children to tackle increasingly complex, real-life problems while ensuring that the guidance provided is appropriately tailored to their needs Striking the right balance in support is essential; excessive assistance can diminish student interest, whereas insufficient support may lead to failure.
Guidance and support can be accomplished by a combination of the following features:
advance organizers or models such as
- visual representations of new information during initial instruction
- questions to focus on key ideas or important features
- explanations of how the problems were solved
- analogies, metaphors, or associations to compare one idea to another
- prompts or hints during initial practice
feedback that fosters and supports the learning of skills
simulations with features for realistic practice
opportunities for children to do research, and to organize and communicate results.
b Adaptability
Children exhibit diverse learning styles, often grasping concepts in concrete terms and frequently over-generalizing While some require additional time to comprehend, others may act impulsively rather than reflectively Additionally, certain children struggle to differentiate between relevant and irrelevant information, and many demonstrate stronger written language skills compared to their spoken abilities.
Approaches for developmental differences and learning styles of children, include
a variety of activities such as
- teacher-directed and discovery learning
- simple, complex, concrete, and abstract examples
- variable pacing or visual breaks
a Activities
learning process The curriculum should include organized activities of periodic, frequent, short projects that are logical extensions of content, goals, and objectives.
b Child Responses
learning that give children opportunities to respond Active participation of children can be accomplished in a variety of ways For example, information and activities might require children to
respond orally or through drawing and emergent writing
create visual representations (block structures, emergent writing, puppet shows, dramatic play scenarios, drawings, two- and three-dimensional artwork)
generate their own questions or examples
think of new situations for applying or extending what they learn
add details to concepts from prior knowledge
form their own analogies and metaphors
practice lesson-related tasks, procedures, behaviors, or skills
choose from a variety of activities.
Assessment
Publishers must provide assessments for teachers to support instructional guidance, which may be tailored to specific curricula or not These assessments should evaluate progress in key areas such as alphabet knowledge, phonological awareness, and number sense, in alignment with the Florida Early Learning and Developmental Standards for Four-Year-Olds Additionally, the assessments need to identify children who are at risk or facing challenges in learning and development across one or more domains.
The curriculum must incorporate strategies that enable teachers to tailor their instruction based on individual and group assessment outcomes These strategies, referred to as "next steps," should be directly aligned with the curriculum to enhance student learning and development.
d Linking Assessment Results Back to Instruction
Assessment results should inform teachers on effective strategies and activities to enhance instruction, particularly in the key areas of alphabet knowledge, phonological awareness, and number sense and operations.
A score of 1, averaged across reviewers, is needed for each individual item listed: C.5.a., C.5.b., C.5.c., C.5.d., in order for the submission to be considered for approval.
Professional Development
Initial Professional Development
Effective professional development is essential for teachers, offering them ample opportunities to learn and apply new concepts Additionally, educators should receive training on how to administer and interpret assessments related to the program.
Ongoing Professional Development
Ongoing professional development is essential following initial training, as it deepens educators' understanding of the curriculum and its role in fostering children's growth across the five domains outlined in the Florida Early Learning and Developmental Standards for Four-Year-Olds.
Supporting High Quality, Consistent Teaching
Effective professional development should prioritize the implementation of high-quality, consistent teaching while addressing the needs of both program teachers and directors A comprehensive professional development plan must detail how educators will learn to differentiate instruction using assessment data, adjust their teaching pace according to the group dynamics, and individualize instruction when necessary Additionally, it should offer supportive resources, such as principal or director checklists, in-class modeling follow-ups, and multimedia materials for teachers to observe model lessons, ensuring the practical application of the content.
A score of 3, averaged across reviewers, is needed across these items in D in order for the submission to be considered for approval.
Materials for Parents and Families
Support Materials for Parents and Families
Effective curriculum materials for VPK providers emphasize the significance of family involvement in early childhood education These resources should include practical tips and innovative ideas for engaging family members, as well as materials designed for parents to use at home Options for fostering parent participation are limitless, encompassing take-home materials, family workshop resources, and access to online tools that support learning and collaboration.
Materials Available in Multiple Languages
In Florida, a state characterized by its rich diversity among children, it is essential to acknowledge the equally varied backgrounds of their families To promote active participation in their child's education, parent and family resources should be accessible in multiple languages, ensuring inclusivity and engagement for all families.
A score of 1, averaged across reviewers, is needed for item E.1 in order for the submission to be considered for approval.
Research Base
Expertise for Content Development
The development of VPK curriculum materials requires that authors, reviewers, and sources possess expertise in the relevant content area and education for the target age group It is essential that these contributors have actively participated in creating the curriculum and hold credentials that demonstrate their proficiency in the subject matter, pedagogy, and instructional practices Qualifications may encompass backgrounds in educational psychology or instructional design to ensure high-quality educational resources.
A score of 1, averaged across reviewers, is needed for item F.1 in order for the submission to be considered for approval
The VPK Curriculum Approval Process for Low Performing Providers must be fair to all publishers
Applying evaluation criteria consistently to each submission assures that the materials will be judged fairly
Effective materials share common characteristics regardless of format or technology, and essential evaluation issues for VPK curriculum apply across all subjects Florida’s Vision for Voluntary Prekindergarten Education outlines these issues, which are further detailed in this document Committee members will assess each curriculum using the VPK-Curr5 Curriculum Evaluation Form, effective November 2012, as referenced in Rule 6A-1.099825, FAC This criteria-based tool will facilitate systematic reflection on the evaluation processes and decisions regarding the quality of materials submitted by publishers.
The rigorous research and review processes employed to define these criteria validate their essential role in Florida's VPK curriculum approval process Consistent application of these criteria to all submissions ensures a fair evaluation of materials provided by publishers.