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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 – PowerPoint PPT presentation

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Date added: 10 October 2019
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Title: The Maryland Model for School Readiness for Preschool


1
The Maryland Model for School Readiness for
Preschool
  • a statewide collaborative approach to promote
    school readiness through professional development

2
Alphabet Soup
  • COSF
  • ECAS
  • IDEA
  • MMSR
  • MSDE
  • NCLB
  • OSEP
  • PLOD
  • PLOP
  • WSS

3
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

4
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

5
Womens Height
6
Investing in Quality Early Childhood Education in
Maryland
7
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

8
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

9
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

10
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

11
  • National Education Goal 1
  • Ready to Learn
  • All children in America will
  • start school ready to learn

12
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

13
Maryland Model for School Readiness
The Five Components of MMSR
Communication
Collaboration and Coordination
Staff development
Five Components
Assessment
Instruction
M
M
S
R
14
Maryland Model for School Readiness
The Five Components of 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
15
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

16
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.

17
Reflections
MMSR
  • What do you bring to MMSR?
  • How do you define assessment?
  • What assessment strategies are you currently
    using?

18
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.

19
Purposes of Evaluation and Assessment
  • Eligibility determination
  • Individualized results-oriented decision making
    for individual children and families
  • Accountability for federal, State and local
    requirements

20
Evaluation and Assessment Best Practices
  • Families as Partners
  • Culturally Sensitive
  • Evidence Based
  • Quantitative Qualitative Data
  • Multidisciplinary, multidimensional across
    domains
  • Authentic Functional

21
Complementary Processes of Assessment
  • Documentation
  • Evaluation

22
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

23
On-Demand Assessment
  • Students perform tasks when asked
  • Tasks may or may not be familiar to the student

24
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

25
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

26
Morning Break
27
Purposes of Guidelines and Checklists
  • Focus observation
  • Summarize and interpret collected observations
  • Provide valid criteria for evaluation
  • Support curriculum and instruction

28
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

29
Organization of Checklists
  • Domain
  • Functional Component
  • Performance Indicator
  • Collection Periods (F, W, S)
  • Ratings
  • Identifying Information
  • Front Cover
  • Back Cover

30
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

31
Organization of Guidelines
  • Domain
  • Functional Component
  • Performance Indicator
  • Rationale
  • Examples

32
Review Checklists Periodically, Make Preliminary
Ratings
  • Observe and Record
  • Review and Rate

33
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

34
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

35
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

36
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

37
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.

38
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39
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
40
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

41
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42
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).

43
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.

44
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.

45
PRESCHOOL SPECIAL EDUCATION defined
  • Children with an IEP
  • Children 3 through 5 years of age

In Maryland, children on the Extended IFSP
Option are included
46
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

47
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

48
Marylands Birth through Five Child Outcomes
System
49
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

50
Vocabulary
  • MMSR
  • WSS
  • ECAS
  • COSF
  • Framework
  • Tool
  • Data system
  • Framework

51
COSF-ECAS-MMSR-WSS
  • is the framework.
  • is the observation tool
  • is the data system
  • is the framework .

MMSR
WSS
ECAS
COSF
52
Status At Entry /Exit Data 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)

53
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54
ECAS Reflections
  • What is its relationship to MMSR?
  • How does WSS fit in?
  • Who benefits?
  • How does it touch you?

55
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

56
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

57
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

58
Child Outcomes Summary Form
59
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60
Why do we care about___ ?
  • MMSR
  • WSS
  • ECAS
  • COSF

61
Maryland Model for School Readiness
The Five Components of 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
62
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.

63
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
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