The Maryland Model for School Readiness for Preschool

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The Maryland Model for School Readiness for
Preschool

• a statewide collaborative approach to promote
  school readiness through professional development

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Alphabet Soup

• COSF
• ECAS
• IDEA
• MMSR
• MSDE

• NCLB
• OSEP
• PLOD
• PLOP
• WSS

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Alphabet Soup

• COSF
• Child Outcome Summary Form
• ECAS
• Early Childhood Accountability System
• IDEA
• Individuals with Disabilities Education Act
• MMSR
• Maryland Model for School Readiness
• MSDE
• Maryland State Department of Education

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Alphabet Soup

• NCLB
• No Child Left Behind Act
• OSEP
• Office of Special Education Programs
• PLOD
• Present Levels of Development
• PLOP
• Present Levels of Performance
• WSS
• Work Sampling System

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Womens Height
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Investing in Quality Early Childhood Education in
Maryland
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Purpose To improve results for children ages 3
and 4 with disabilities and their families

• Modules 1 2
• To demonstrate efficacy of early intervention
  preschool special education services
• To maximize intervention and instructional
  strategies

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Purpose To improve results for children ages 3
and 4 with disabilities and their families

• Modules 3 4 (next session)
• To provide developmentally appropriate services
  to promote a childs school readiness
• To provide supports, services, and programs for
  all children that are individualized and
  differentiated

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GOAL 1 To
demonstrate efficacy of early intervention
special education services

• To understand relationship to Maryland early
  childhood and general education curriculum,
  development and assessment
• MMSR
• WSS
• To understand federal accountability and program
  effectiveness
• ECAS
• COSF

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GOAL 2 To
maximize intervention and instruction strategies

• To measure accurately the PLOD, PLOP, and
  individual child progress
• WSS Exemplars
• Healthy Beginnings
• To develop IFSP outcomes IEP goals
• School Readiness
• To provide differentiated
• Strategies
• Activities
• Learning opportunities
• Objectives

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• National Education Goal 1
• Ready to Learn
• All children in America will
• start school ready to learn

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The Purpose of the Maryland Model for School
Readiness (MMSR)

• To improve the performance of kindergarten,
  prekindergarten, and preschool special education
  students by providing intensive professional
  development for teachers and other early
  childhood providers such as Head Start and child
  care

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Maryland Model for School Readiness
The Five Componentsof MMSR
Communication
Collaboration and Coordination
Staff development
Five Components
Assessment
Instruction
M
M
S
R
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Maryland Model for School Readiness
The Five Componentsof MMSR
Communication IFSP, IEP
Collaboration and Coordination ECAS, COSF
Staff development MMSR for Preschool
Five Components
Highlighting children ages 3 and 4 with
disabilities and their families
Instruction Differentiation
Assessment WSS
M
M
S
R
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MMSR Framework

• Defines what children should know and be able to
  do by the end of kindergarten. It encompasses
• Marylands definition of school readiness
• Learning standards, indicators, and objectives
  for kindergarten, prekindergarten, and preschool
  three-year-olds
• A systematic assessment method that is aligned
  with the State Curriculum and supports classroom
  instruction

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MMSR School Readiness Definition

• The state of early development that enables an
  individual child to engage in and benefit from
  early learning experiences.
• As a result of family nurturing and interactions
  with others, a young child in this stage has
  reached certain levels of social and emotional
  development, cognition and general knowledge,
  language development, and physical well-being and
  motor development.
• School readiness acknowledges individual
  approaches toward learning as well as the unique
  experiences and backgrounds of each child.

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Reflections
MMSR

• What do you bring to MMSR?
• How do you define assessment?
• What assessment strategies are you currently
  using?

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Definition of Assessment

• The process of gathering specific information
  about a childs
• knowledge,
• skills,
• preferences,
• behavior, and/or
• other unique characteristics for the
  purpose of making a decision about a child.
• Source McLean, M. E., Wolery, M., Bailey, D.
  B. (2003). Assessing infants and preschoolers
  with special needs (3rd ed.). NJ
  Prentice-Hall.

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Purposes of Evaluation and Assessment

• Eligibility determination
• Individualized results-oriented decision making
  for individual children and families
• Accountability for federal, State and local
  requirements

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Evaluation and Assessment Best Practices

• Families as Partners
• Culturally Sensitive
• Evidence Based
• Quantitative Qualitative Data
• Multidisciplinary, multidimensional across
  domains
• Authentic Functional

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Complementary Processes of Assessment

• Documentation
• Evaluation

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Features of Authentic Performance Assessment

• Keeps track of individual student achievement
• Based on actual examples of activities in
  classrooms and natural environments
• Provides ongoing information from
• multiple points in time

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On-Demand Assessment

• Students perform tasks when asked
• Tasks may or may not be familiar to the student

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Curriculum-Embedded Assessments

• Assessment occurs in the context of classroom,
  childcare, or activities in the home
• Students routine performances are the data for
  the assessment

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Guidelines for Appropriate Assessment

• Developmentally appropriate assessment is
• Ongoing, strategic, and purposeful
• Used to benefit children
• Systematic and integrated with curriculum
  planning
• Aligned with goals of the curriculum and goals
  for individual children
• Tailored to a specific purpose and used only for
  the purpose for which it has been designed
• Responsive to individual and cultural differences
• Dependent on multiple sources of information

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Morning Break
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Purposes of Guidelines and Checklists

• Focus observation
• Summarize and interpret collected observations
• Provide valid criteria for evaluation
• Support curriculum and instruction

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National Standards

• Work Sampling incorporates the standards of
• National Council of Teachers of Mathematics
• National Council of Teachers of English
• American Association of the Advancement of
  Science
• Work Sampling is consistent with
• National Education Goals Panel Developmentally
  Appropriate Practice as defined by NAEYC

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Organization of Checklists

• Domain
• Functional Component
• Performance Indicator
• Collection Periods (F, W, S)
• Ratings
• Identifying Information
• Front Cover
• Back Cover

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Checklist Ratings

• Needs Development
• The skill, knowledge, or behavior has not been
  demonstrated
• In Process
• The skill, knowledge, or behavior is emergent,
  and is not demonstrated consistently
• Proficient
• The skill, knowledge, or behavior is firmly
  within the childs range of performance

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Organization of Guidelines

• Domain
• Functional Component
• Performance Indicator
• Rationale
• Examples

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Review Checklists Periodically, Make Preliminary
Ratings

• Observe and Record
• Review and Rate

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Completing the Checklist

• Documentation
• (Your ongoing observations)
• Ongoing observations are the data
• Data must be factual
• Evaluation
• (Your checklist ratings)
• Judgments or interpretations
• Based on multiple observations over time

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What are the MMSR Exemplars?

• Describe the performance Proficient, In
  Process, Needs Development for each of the 66
  Kindergarten WSS indicators, and 55
  Prekindergarten indicators and 49 indicators for
  Preschool-3 year olds for fall and spring.
• Developed by a cadre of early childhood educators
• Based on the MMSR/VSC Standards, Indicators, and
  Objectives
• Describe performance at the objective level which
  is more specific than the indicator level
• Illustrate behaviors a teacher looks for when
  determining student performance
• Used to ensure statewide consistency and
  reliability when rating students on the WSS
  indicators

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Observing can help you go beyond your
expectations and assumptions to see the many
dimensions of a child that are revealed over
time, The subtle shift from seeing observing as
a skill to seeing it as an open attitude
essential to good teaching makes an enormous
difference.

• Jablon, Dombro, and Dichtelmiller (1999).
• The Power of Observation

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After Lunch

• Understanding how ECAS fits
• Using the MMSR Exemplars for preschool-3 year
  olds
• Making ratings on WSS
• Healthy Beginnings
• Tool for outcome development, planning and
  programming
• To plan for a child you know

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IDEA

• The Individuals with Disabilities Act 2004 (IDEA
  2004) requires that states report on the progress
  of preschool children with disabilities receiving
  special education and related services.

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Maryland Early Childhood Accountability System
(ECAS)

• Statewide system
• Measuring
• Collecting
• Reporting data
• Individual childrens participation
• Preschool special education programs and services

Program Effectiveness Based on Results for
Children
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Maryland Early Childhood Accountability System
(ECAS)

• Online data system decision making tool
• Captures WSS ratings for Entry, Exit, and interim
  points in time
• For children 3 through 5 receiving special
  education or early intervention services

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Marylands Approach

• The intent of MMSR is the use of developmentally
  appropriate practices with all children
• MMSR promotes a common language among early
  childhood general and special educators by
  enabling a view of children through a shared
  lens.
• MMSR is a developmental frame of reference
  for aligning IEP goals with the State Learning
  Standards/State Curriculum (SC).

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What are the OSEP Child Outcomes?

• Outcome 1
• Children have positive social relationships.
• Outcome 2
• Children acquire and use knowledge and skills
  (including language/communication).
• Outcome 3
• Children take appropriate action to meet
  their needs.

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Crosswalked

• Early Childhood Outcomes Center crosswalked
  indicators
• At each age level of the WSS
• With one or more of the three functional child
  outcomes required by OSEP
• For measuring the effectiveness of preschool
  special education programs.

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PRESCHOOL SPECIAL EDUCATIONdefined

• Children with an IEP
• Children 3 through 5 years of age

In Maryland, children on the Extended IFSP
Option are included
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ECAS

• ENTRY (all items on WSS P-3, P-4)
• 3 years old with an Extended IFSP
• Upon entering special education
• Transitioning from Infants and Toddlers
• New through Child Find
• Moving in to jurisdiction
• EXIT (all items on the WSS P-3, P-4, K)
• Upon exiting special education met goals and
  objectives
• End of kindergarten year
• Enter completed WSS
  checklist ratings into the web-based ECAS
  data collection tool

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Kindergarten Readiness

• One time only
• Due within the first 2 weeks in November
• Only 30 WSS items completed
• Enter completed WSS checklist ratings
  into the On Line MMSR System

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Marylands Birth through Five Child Outcomes
System
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MSDE requirements

• Status at Entry into preschool special education,
  or at age 3 for those continuing on the IFSP, WSS
  sent to ECAS (all WSS items)
• Progress at Exit out of preschool special
  education WSS sent to ECAS (all WSS items)
• Fall of Kindergarten year in November of
  kindergarten year sent to MMSR Online (only WSS
  30 items)
• LOCAL jurisdictions
• May choose to complete WSS more often
• Judy Centers
• Pre-k programs
• Kindergarten programs

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Vocabulary

• MMSR
• WSS
• ECAS
• COSF

• Framework
• Tool
• Data system
• Framework

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COSF-ECAS-MMSR-WSS

• is the framework.
• is the observation tool
• is the data system
• is the framework .

MMSR
WSS
ECAS
COSF
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Status At Entry /ExitData Collection Process

• Work Sampling System select appropriate
  checklist based on age of child JULY 1, 2011 is
  the implementation date for children on the
  Extended Option who turn 3 on or after 2/1/2011)
• Collect examples of childs work (documented
  observations or actual samples) collection
  occurs over 6-8 weeks at age 3 with the Extended
  IFSP or after initiation of services under
  initial IEP
• At end of collection period, complete ratings for
  all indicators
• K for 5 year olds (66 items not limited to 30
  items modified checklist)
• P4 for four year olds (55 items not limited to
  29 items modified checklist)
• P3 for three year olds (49 items total)

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ECAS Reflections

• What is its relationship to MMSR?
• How does WSS fit in?
• Who benefits?
• How does it touch you?

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Child Outcome Summary (COSF)

• Framework for measuring child outcomes for young
  children whose services are provided through an
  IFSP
• Provides a mechanism to create a comprehensive,
  coordinated, high-quality assessment system birth
  through five
• Supports national research and recommendations of
  Marylands Assessment Think Tank
• Supports results of Marylands PLOD/COSF
  comparison data
• Models evidence-based best practices for early
  childhood assessment

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Assessment should focus on

• What does the child usually do?
• Actual performance across settings and situations
• How the child uses his/her skills to accomplish
  tasks
• Not the childs capacity to function under
  unusual or ideal circumstances
• Not necessarily the childs performance in a
  structured testing situation

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Best Practices for Early Childhood Assessment and
the COSF framework

• A framework using multiple tools/sources of
  information gathered across settings including
• Family input
• Formal informal assessment
• Observation
• Clinical opinion
• Other caregiver input
• Other sources
• Engages family in the evaluation process

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Child Outcomes Summary Form
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Why do we care about___ ?

• MMSR
• WSS
• ECAS
• COSF

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Maryland Model for School Readiness
The Five Componentsof MMSR
Communication IFSP, IEP
Collaboration and Coordination ECAS, COSF
Staff development MMSR for Preschool
Five Components
Highlighting children ages 3 and 4 with
disabilities and their families
Instruction Differentiation
Assessment WSS
M
M
S
R
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Planning for Krystopher

1. Choose a WSS indicator in your assigned area for
   Krystopher.
2. Identify a skill that is specific to that
   indicator and write it on a chart.
3. List on the chart 3 daily routines during which
   you can reinforce that skill.
4. Beside each of the 3 daily routines, describe
   what you will do to support Krystophers learning
   related to
5. that skill.

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Assignment

• Choose a 3 year old student
• Observe and practice using the WSS
• Bring the students file (without names)
• WSS Ratings
• Work samples
• IFSP outcomes or IEP goals/objectives
• JOIN US at the NEXT SESSION