Pre-Kindergarten - Gateway 1
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Gateway Ratings Summary
Is the curriculum designed to meet the needs of all students?
Gateway 1 - Partially Meets Expectations | 0% |
|---|---|
Criterion 1.1: Responsive Practices | 0 / 8 |
Criterion 1.2: Diverse Learners | 0 / 6 |
Criterion 1.1: Responsive Practices
Curriculum materials are designed to facilitate positive relationships by being responsive to diverse identities and backgrounds.
Indicator 1.1a
Curriculum materials are designed to support positive relationships and interactions with adults.
The materials from The Creative Curriculum for Pre-K meet expectations for supporting positive relationships and interactions with adults (1.1a). The materials provide frequent and consistent guidance that supports positive relationships and interactions with adults.
The materials explicitly and intentionally promote “six positive messages” found in the Pre-K Curriculum Guide, p. 37 & Volume 1: The Foundation, p. 69-70 that teachers can convey through the classroom’s physical environment as well as through their interactions with children and their families. Guidance describes specific actions teachers can take to promote each of these messages, which include:
This is a good place to be
You belong here
This is a place you can trust
There are places you can be by yourself when you want
You can do many things on your own here
This is a safe place to explore and try your ideas
The social-emotional objective #2 Establishes and sustains positive relationships is a focus of development and learning which includes forming relationships with adults. The Foundation Volume 3, Social–Emotional Development guide Chapter 1: Positive Relationships (p. 7–10) provides information about the importance of establishing and sustaining positive relationships with teachers, peers, family and friends. It includes a section on “What Does Research Say?” (p.8) about positive relationships, the teacher’s role and practical ideas (p. 8-9) for strengthening positive relationships.
The Pre-K Curriculum Guide, Caring and Teaching (p.6-11) provides tips on building a classroom community and how to prepare for the first few days of schools, how to foster relationships with each child and positive guidance strategies using the Social -Emotional Intentional Teaching Experiences (ITEs). There are 11 out of 36 Social-Emotional ITEs activity cards that specifically address establishing and sustaining positive relationships. (SE05, SE07, SE14, SE16, SE19, SE21, SE26, SE28, SE30, SE35, SE36).
Examples of specific activities include:
ITE SE07, “Good-Byes,” which describes ways for teachers to support children experiencing separation anxiety
ITE SE14, “Playing Together”, which provides an opportunity to observe children playing together and provide opportunities for children to practice the skills they need to make friends
ITE SE35, “Take Care of Baby”, which helps children identify different emotions in themselves and others and learn to respond appropriately
The Foundation Volume 1: Ch.4 Caring and Teaching, provides theory and research behind teacher-child relationships, practical strategies for building trusting relationships with each child through responsive interactions, acknowledging children’s feelings, validating their emotions, and engaging in reciprocal communication.
Structured opportunities to promote positive, trusting relationships are embedded across the Teaching Guides, ITEs, Mighty Minutes, Book Discussion Cards, and Interest Areas demonstrating frequency and intentionality, with routines supported by detailed prompts and flexible options for building personalized connections.
Examples from Volume 2: Interest Areas:
Block area: “When talking with children about their block play, it is very important to describe what they did and to ask open-ended questions that encourage them to talk about their work. This technique is also helpful for children who have difficulty expressing themselves and who are unable- at least in the beginning- to describe what they built,” (p. 19).
Toys and Games area: “As you observe the children in your program, you will discover many different ways to interact with them in the Toys and Games area. The teacher’s presence and the promise of personal attention for a few minutes can be a powerful incentive for the children to remain in the area and engage with the materials,” (p. 57).
Adult-supported cooperative activities are frequently included in both structured plans in ITEs and open-ended classroom interest areas. The use of project-based learning through studies (percussion instruments, architecture, light, cameras, grocery store, seeds) invites children to investigate open-ended questions or problems to discover more about each topic.
The materials address a wide variety of scenarios, vignettes, and other examples of “teacher talk” that offer ideas for how teachers can effectively communicate and build positive relationships with children. Scenarios provide guidance to the adult on what and how to reflect on the scenario and next steps for engaging with each child to continue building trusting relationships.
Overall, The Creative Curriculum for Pre-K consistently embeds structured routines, explicit social–emotional guidance, responsive teacher language that create frequent opportunities for children to build trust, emotional safety, and meaningful communication with adults. Because these features are practical and integrated across materials, the curriculum meets the indicator for supporting positive relationships and interactions with adults.
Indicator 1.1b
Curriculum materials support collaborative partnerships with families by fostering communication and coordinating home-school learning.
The Creative Curriculum for Pre-K materials meet expectations for supporting collaborative partnerships with families (1.1b). These supports are embedded throughout the year and appear across multiple components of the curriculum, demonstrating both frequency and intentionality.
The curriculum provides structured opportunities for family input. The materials emphasize respectful, strengths-based family engagement and give teachers concrete strategies, tools, and resources to connect learning to home.
The Curriculum Guide, Partnering With Families (pp. 31–33) describes strengths-based approaches for welcoming families, learning about their values, and fostering communication.
The section Communicating With Families (p. 32) outlines formal and informal communication methods teachers can use throughout the year.
In Volume 1: The Foundation, Chapter 5: Partnering With Families expands on these ideas and provides a detailed list of “Ways to Communicate With Families”), supporting teachers in establishing inclusive communication routines.
The materials include a beginning of the year questionnaire (available in English & Spanish). These opportunities appear consistently across units and allow teachers to meaningfully incorporate families’ voices into planning and instruction.
Each study also includes practical at-home activity suggestions aligned with weekly classroom content. These activities are developmentally appropriate, connected to study objectives, and designed to reinforce learning through family participation. Weekly family letters offered in English, Spanish, and other available languages introduce study topics, summarize weekly learning, and provide simple, actionable home activities. Their consistent appearance demonstrates both frequency and high quality.
The materials include SmartTeach™ Engage, a digital platform that provides extensive digital tools to strengthen home–school connections. It includes a digital children’s library with more than 100 titles and Development and Learning Activities in English and Spanish.
The Teaching Strategies Family App enhances two-way communication by allowing teachers to send messages, reminders, and activity ideas aligned with current studies. Families can respond directly and access a digital children’s library. Activities may be selected by teachers or automatically aligned to the study, making it easy for families to extend classroom learning at home.
Every study includes a bilingual Letter to Families that explains the upcoming topic, invites contributions of free or low-cost materials, and encourages family members to share relevant expertise or experiences.
Digital Family Playlists link directly to each investigation question within each study and can be shared through the Family App, text, or email (English or Spanish). Each playlist includes simple, play-based activities using common household materials.
Family Letters describing classroom interest areas are also available in Volume 2: Interest Areas, included at the end of each chapter. These letters outline what children learn in each area and provide related at-home activities.
Throughout Teaching Guides, embedded “Family Partnerships” suggestions help teachers involve families in daily learning. Examples include:
From the Architecture Study Teaching Guide, p. 21: inviting families to submit photos of meaningful community buildings.
From the Cameras Study Teaching Guide, p. 57: posting classroom charts in the family area so families can see what children investigated that day.
From the Seeds Study Teaching Guide, p. 77: inviting families to bring birdseed or photos of bird feeders.
Family conferences are strongly emphasized as a key strategy for communication and collaboration. Teachers are encouraged to share progress, ask for family insights, and co-develop goals, writing down plans and giving families a copy (Volume 1: The Foundation, p. 211). The curriculum also includes Intentional Teaching Experience LL72, “Conference Conversations,” which guides teachers in involving children in preparing for their family conference.
Overall, The Creative Curriculum for Pre-K materials provide comprehensive support for fostering collaborative family partnerships through consistent guidance, multilingual letters, flexible communication tools, digital resources, structured home–school activities, and opportunities for families to meaningfully participate in studies and classroom learning. The curriculum’s tools for communication, coordinated home–school learning, and culturally responsive family engagement ensure that families are valued partners in supporting children’s development and learning.
Indicator 1.1c
Curriculum materials are culturally and linguistically responsive, reflecting and valuing learners’ diverse backgrounds and languages.
The Creative Curriculum for Pre-K materials partially meet expectations for being culturally and linguistically responsive (1.1c). Bilingual resources, transadapted materials, and digital tools—cultural examples are not consistently embedded across all study units, and many opportunities rely on teacher initiative rather than built-in curriculum guidance.
The curriculum emphasizes that classrooms should “honor children’s diverse backgrounds, cultures, and experiences”. Foundation Volume 1, Chapter 1 (p.. 54–55) discusses culture and questions for teachers to use to self-reflect and ways to learn about families. This expectation is reinforced by English–Spanish transadaptations across key resources, including the Foundation volumes, Teaching Guides, Intentional Teaching Experiences, Mighty Minutes, and Book Discussion Cards. These transadaptations preserve cultural meaning rather than simply translating text, supporting Spanish-speaking children’s cultural and linguistic identities.
Guidance in Foundation Volume 1 (p.198-199) includes a list of questions that can be asked during enrollment to learn more about the family.
Are there any special traditions, celebrations, or songs that are especially important to your family and your child?
How would you like us to support your family’s values and culture at school?
How can I learn more about your heritage and culture?
Are you willing to share something about your family’s heritage with the program?
Teachers are encouraged to consider the family backgrounds, heritage, and culture of the children in their class as they select the materials that will support children’s work and play. For example, In Foundation Volume 2: Interest Areas suggests a wide variety of ways that teachers can honor each family and promote children’s awareness of, respect for, and participation in their family’s heritage, culture, and traditions. The addition of these culturally and linguistically responsive classroom materials promotes developmentally appropriate, culturally relevant role-play and problem-solving while also helping children and families share important practices with other children in the class.
Two-way family communication tools within the platform invite families to contribute photos, recipes, stories, and traditions that can be integrated into classroom learning. These features promote meaningful cultural exchange between home and school.
Across units, there are flexible cultural entry points—such as exploring foods in the Grocery Store unit, global instruments in Percussion Instruments, traditional celebrations in Light, and architectural styles in Architecture. These topics naturally lend themselves to cultural inclusion. However, the Teaching Guides do not consistently provide explicit cultural examples; instead, teachers must rely on family contributions or their own adaptations to bring cultural perspectives into instruction.
The curriculum offers moderate guidance for culturally responsive teaching practices. Foundation Volume 1, Chapter 5, encourages teachers to learn about children’s backgrounds through home visits, family interviews, and ongoing communication. Teachers are prompted to incorporate home languages, traditions, artifacts, and family stories into classroom routines. The Building Your Classroom Community guide further encourages inviting families to share songs, stories, and celebrations. While supportive, this guidance remains general and is not uniformly integrated into every unit.
The materials also provide suggestions for creating culturally responsive environments, such as displaying family photos, labeling areas in multiple languages, and incorporating familiar objects from home. However, visuals and concrete examples are limited, and several units lack diverse images, representation of varied family structures, and depictions of children with disabilities. The curriculum’s strong bilingual supports primarily focuses on English and Spanish, with less representation of other cultural or linguistic groups.
Overall, The Creative Curriculum for Pre-K materials partially meet expectations for being culturally and linguistically responsive. The materials demonstrate a clear commitment to honoring children’s diverse backgrounds and offer strong foundational guidance that encourage teachers to learn about and incorporate family cultures and languages. However, explicit cultural examples are not consistently embedded across all study units, and many opportunities require significant teacher initiative to bring cultural and linguistic perspectives into daily instruction. Additionally, representation across visuals and linguistic supports beyond Spanish is limited.
Indicator 1.1d
Curriculum materials are respectful of differences and designed to challenge prejudice, promote fairness, and foster compassion.
The Creative Curriculum for Pre-K materials partially meet expectations for challenging prejudice, promoting fairness, compassion, and respect for differences (1.1d).
Across the Foundation Volumes 1 and 2, the curriculum emphasizes creating a classroom community where all children feel safe, valued, and capable. Volume 1 guides teachers to learn about children’s cultural and family backgrounds and integrate these into routines, while Volume 2 reinforces fairness by encouraging teachers to adapt classroom practices for children with diverse identities and abilities. These references appear multiple times, demonstrating a consistent expectation for inclusive and compassionate practice.
Guidance in Foundation Volume 1 addresses the importance of self-awareness in Chapter 5, “Partnering with Families.” Here, teachers are encouraged to critically consider their own identities, cultures, and experiences and consider how their background shapes their interactions with others. This reflective practice provides a necessary foundation for recognizing and respecting differences, addressing bias, and establishing equitable classroom environments. Additionally, the section on individual differences (pp. 48–63) provides concrete strategies and guiding questions that help teachers acknowledge the diverse dimensions of identity—such as temperament, culture, language, and life experiences—present within their classrooms.
The curriculum’s vision statements highlight building a community that honors each child’s background, culture, and experiences. This is reinforced in the First Six Weeks Teaching Guide, which includes routines that model empathy, fairness, and respect—such as greeting children in home languages, co-creating class rules, and establishing predictable routines that help every child feel included. These components set a compassionate tone for the school year.
The curriculum includes differentiation and individualization tools to support fairness and equity. These include accommodations for children with disabilities, strategies for multilingual learners, and English–Spanish transadapted resources that preserve cultural meaning rather than providing direct translations. The Intentional Teaching Cards (e.g., SE06 Talk About Feelings, ITC M22 Sorting Objects, Mighty Minutes 26 Clap With Me) also include adaptations that promote participation for children with varied linguistic or motor needs.
Overall, while The Creative Curriculum for Pre-K materials provides some strategies that promote fairness, compassion, and respect for differences, these supports are moderate rather than comprehensive .The materials do not offer a fully robust or systematic set of anti-bias tools, teacher self-assessment supports, or consistently embedded examples across all studies.
Criterion 1.2: Diverse Learners
Curriculum materials include adaptations, modifications, scaffolds, and individual student supports.
Indicator 1.2a
Curriculum materials support teachers with adapting the curriculum to support students’ needs, interests, and developmental stages.
The Creative Curriculum for Pre-K materials meet expectations for supporting teachers with adapting the curriculum to support student needs (1.2a). The materials include multiple resources to help teachers adapt instruction for diverse learning needs. The curriculum promotes differentiated instruction and frames adaptation as an ongoing expectation supported by intentional planning across daily routines and learning experiences. Through multiple means of representation, expression, and engagement, the curriculum responds flexibly to a wide range of developmental needs.
In the Foundation Volumes, teachers are guided to consider children’s developmental stages and individual interests when planning experiences. Volume 1: The Foundation emphasizes how children develop and learn as well as individual differences. There is guidance around meeting the needs of all childrenIt includes information for observing children and assessing to adjust teaching practices. It provides strategies for scaffolding routines and modifying expectations so all children can participate. The volumes also include guidance for adapting routines (e.g., using visual schedules and embedding multiple forms of communication) and remind teachers to incorporate children’s home languages into greetings and routines, demonstrating support for children with varying language proficiency levels.
Across the foundation volumes, which address the four main developmental domains (social–emotional, physical, language, and cognitive) and five content areas (literacy, mathematics, science and technology, social studies, and the arts), teachers are offered a variety of strategies for including all learners, including children with special needs and children who are multilingual learners.
Volume 4: Language & Literacy, Chapter 2: Meeting the Needs of All Children provides specific information on adaptations in learning experiences and the learning environment to support the language development and literacy learning of children who are multilingual learners, including information on supporting children’s social–emotional development.
Volume 6: Science and Technology, Social Studies & The Arts, Chapter 2 offers guidance for planning the classroom’s science and technology program based on the strengths, needs, and interests of the children in the class. The section on “Including All Children in the Study” provides strategies for providing a variety of experiences that are aligned to the abilities and interests of the diverse learners in the classroom, with specific focus on multilingual learners, advanced learners, and children with special needs.
The curriculum’s Intentional Teaching Experiences (ITEs) further strengthen adaptability. Every ITE includes basic “how to” guidance, often described in “teacher talk,” and a list of materials necessary for effective implementation. They each also include detailed guidance for slight modifications a teacher can make to the experience (identified in a color-coded “Teaching Sequence”) based on the strengths, needs, and interests of the children, making it easy for teachers to individualize instruction. They also each address multiple ideas for “including all learners” (such as children with special developmental needs) and for helping multilingual learners participate successfully in the experience.
The ITEs include an explicit differentiation section with scaffolding suggestions by developmental stage. For example:
LL11 – Rhyming Riddles recommends visual supports and props for children developing phonological awareness ● M22 – Sorting Objects suggests offering larger manipulatives for children with fine motor difficulties.
SE08 – Character Feelings, which provides strategies using visuals or bilingual supports so all children can participate in conversations about emotions.
SE15 – Making Choices Additional experiences requiring choice and varied challenge include
Overall, The Creative Curriculum for Pre-K materials meet expectations by providing consistent and embedded supports that enable teachers to adapt instruction to children’s needs, interests, and developmental stages. Guidance across foundational materials and content areas, along with structured differentiation within Intentional Teaching Experiences, supports instructional flexibility for diverse learners.
Indicator 1.2b
Curriculum materials provide adaptations and supports for children with disabilities.
The Creative Curriculum for Pre-K materials partially meet expectations for providing adaptations and supports for children with disabilities (1.2b). Disability-specific adaptations are not consistently embedded in units or lessons.
Across Foundations Volumes 3–6, which address developmental domains such as literacy, mathematics, science, and the arts, strategies for inclusion are consistently emphasized throughout the volumes and include sections on Meeting the Needs of All Children: Supporting Children with Disabilities. This section in each volume includes guidance on providing environmental, routine, tactile, visual, auditory, language, physical, and sensory supports for children to ensure each child’s full participation in activities and experiences and to ensure an inclusive and caring classroom.
Foundations Volume 3: Social-Emotional, Physical, & Cognitive Development (p. xiv)
Foundation Volume 4: Language and Literacy (pp.68-69)
Foundation Volume 5: Mathematics (pp. 85-86)
Foundations Volume 6: Science and Technology, Social Studies & The Arts (pp.ix-x; 27-28; 92; 148)
In the Curriculum Guide, Meeting the Needs of All Learners (pp. 12-13) a list of strategies to support and individualize learning for children with disabilities is provided. Each study included in the eight Teaching Guides has reflective questions for the teacher during the planning period. These reflective questions include consideration for the needs of children with disabilities, “What adaptations do I need to make to ensure all children feel safe and comfortable?”
Teaching Guide: Percussion, Making the Study Your Own (p.3) prompts teachers to plan for the sensory needs of children in the classroom regarding the loudness of the percussion instruments.
Teaching Guide: Grocery Store, Making the Study Your Own (p.3) prompts teachers to discuss accessibility with the children so that all people can access their grocery store.
Each study includes some call out boxes with strategies for supporting children with disabilities.
Teaching Guide: The First Six Weeks, Intentionally Choosing Partners (p.120) offers guidance on supporting the development of friendships for all children, especially those with disabilities.
Teaching Guide: Percussion, Participating in Their Own Ways (p.15) supports guiding children to participate in music activities in ways that meet their individual needs
Teaching Guide: Seeds, Accommodating Children’s Needs (p.64) offers ideas for ways to include all children in the activity involving Oobleck.
The Intentional Teaching Experiences (ITEs) include some guidance for how to include all children. These routines can be especially helpful for children although disability-specific modifications are implied rather than consistently spelled out in daily activities.
Overall, The Creative Curriculum for Pre-K materials include meaningful guidance and resources intended to support the inclusion of children with disabilities, particularly through Foundations volumes, and planning reflections that emphasize adapting environments, routines, and materials to ensure participation. Teachers are prompted to consider accessibility, sensory needs, and inclusive participation, and select callout boxes and Intentional Teaching Experiences offer general strategies for accommodating individual needs. However, these supports are not consistently or explicitly embedded within daily lessons or units, and disability-specific adaptations are often implied rather than clearly articulated at the activity level. Because guidance is largely housed in overarching resources rather than systematically integrated into each study and lesson, the materials only partially meet expectations for providing adaptations and supports for children with disabilities.
Indicator 1.2c
Curriculum materials provide support for multilingual learners to facilitate language acquisition and content comprehension.
The Creative Curriculum for Pre-K materials meets expectations for providing supports for multilingual learners (1.2c). The curriculum offers materials in English and Spanish, using transadaptation rather than direct translation to preserve cultural and linguistic meaning across all major components, including the Foundations, Teaching Guides, Intentional Teaching Experiences, Mighty Minutes, and Book Discussion Cards. This ensures that Spanish-speaking children can engage meaningfully with stories, songs, and rhymes that reflect their cultural context.
A total of 262 bilingual Intentional Teaching Experiences and a Digital Children’s Library with more than 200 interactive titles in English and Spanish provide ongoing opportunities for language development and equitable access to literacy. The Children’s Book Collection, which includes bilingual stories, original nonfiction texts, and selections from Highlights High Five, supports vocabulary and comprehension through Book Conversation Cards that prompt discussion and comparison in both languages.
Daily teacher guidance embedded within lessons assists educators in scaffolding content for multilingual learners through visuals, repetition, and structured vocabulary practice. In addition, weekly bilingual playlists—featuring books, songs, and videos aligned to classroom themes extend learning into the home environment and actively engage families in their child’s language development.
By integrating these linguistic and cultural supports across instructional, digital, and home–school contexts, the curriculum goes beyond simple translation to promote authentic dual-language learning. It systematically affirms children’s home languages as assets and provides concrete strategies for comprehension and participation.
Support for multilingual learners’ language acquisition is intentionally integrated throughout daily routines such as choice time, transitions, mealtimes, and both large and small group activities. Volume 1: The Foundation highlights that “small group is a perfect time to provide individualized reinforcement of new vocabulary introduced in English during large group” (p.84).
The Creative Curriculum for Pre-K includes multiple, embedded supports for systematic language development. The curriculum integrates vocabulary-building, sentence frames, and language structures into the studies, small-group work, and large-group experiences, aligned with language objectives. There are 2 objectives directly relates to English language acquisition:
Objective 37-Demonstrates progress listening to and understanding English
Objective 38-Demonstrates progress in speaking English
Supports for vocabulary building, sentence frames and language structure appear in large-group discussions, small-group experiences, and interactive read-alouds. The Intentional Teaching Experiences (ITEs) include some guidance for how to include multilingual learners in the activity.
Culturally and linguistically responsive teaching is emphasized in each of the classroom interest areas. For example in the Foundation Volume 2: interest Areas:
Cooking Area: “Ask families to share their family recipes to introduce children to an aspect of people and how they live. Talk about food related customs and regional differences. Invite family members into the classroom to make and teach a simple family recipe. This helps children learn about one another's families and the foods they eat” (p. 209).
Dramatic Play Area: When selecting props and materials, “ask families for suggestions rather than making assumptions about what is common in their culture” (p.39).
Research based information regarding the levels of English Language Acquisition can be found in an easy-to-read chart on page 59 in the Volume 1:The Foundation. This information gives teachers an understanding of the typical development sequence of English language acquisition by describing what teachers might observe children doing at each level.
Foundation Volume 4: Language & Literacy (p. 63-67) highlights cultural, social-emotional, environmental, oral language, literacy and family partnership supports for promoting children’s English Language acquisition.
Guidance on using culturally and linguistically responsive teaching strategies can be found in the Supporting English Language Learners section in each of the Foundations Volumes. Examples include:
“Include bilingual directions during movement experiences. Show the movement as you give the directions. (Volume 3, p. xiii)
“Learn and speak a few words and phrases in the child's first language. Let the child know that you are trying to learn a new language too, as he introduces you to new vocabulary.” (Volume 3, p. xiii)
“Show and talk. For example, when examining the physical properties of objects, encourage children to look at, touch, smell and or listen to the object by modeling the action as you describe it.” (Volume 6 p. viii)
“Pose questions that you know children can competently answer either in English or in their first languages.” (Volume 6, p. viii)
“Include bilingual audiobooks and videos for children to enjoy.” (Volume 6, p. viii)
In the Camera Study on p.21, there is a call-out box which provides the following guidance regarding multilingual learners: “For children who may not be ready to engage in this activity independently, model what to do and then invite them to complete it with your support. When you notice the child feeling more competent, encourage her to complete it on her own.”
Foundations volume 7: Objectives for Development and Learning includes guidance for accurately assessing children who speak a language other than English, emphasizing observation across languages, collaboration with families, and documentation of development in both the home language and English. This helps ensure that language differences are not misinterpreted as delays and that progress is seen through a culturally and linguistically informed lens (pp. xix-xxi).
Overall, The Creative Curriculum for Pre-K integrates linguistic and cultural supports across instructional materials and home–school connections. Through transadapted English–Spanish resources, bilingual instructional experiences, embedded language objectives, and consistent guidance for scaffolding comprehension and participation, the curriculum affirms children’s home languages as assets while supporting English language acquisition.