Transcript The Maryland Early Childhood Special Education

The Maryland Early Childhood
Accountability System
Program Effectiveness
Based on Results for
Children
Maryland State Department of Education
Division of Special Education/Early Intervention Services
September 2007
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We’re Embarking on an Outcome Journey
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At times the road may become a bit
congested!
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When that happens…
We will slow down and make sure
we’re all on board.
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The Players

United States Department of Education, Office
of Special Education Programs (OSEP)

Early Childhood Outcomes Center (ECO)

Maryland State Department of Education
(MSDE)

Twenty-four Local School Systems/Preschool
Special Education
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The Law
 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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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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Why Measure Child Outcomes?

Federal Reporting Requirements

Program Effectiveness

Program Improvement
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Why these Outcomes?
Outcomes are stated in functional terms
 Functional refers to:
 Skills, behaviors, experiences that are
meaningful to the child in the context
of everyday living
 A series of behaviors or skills,
integrated across domains, that allows
the child to achieve the outcomes

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Functional Outcomes are not…

A single behavior

The sum of a series of discrete behaviors

Domains based - not trying to separate child
development into discrete areas (e.g.,
communication, gross motor, self-help)
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Thinking Functionally!

Not just…
- Know how to imitate a
gesture when prompted
by others
- Use 3 to 4 word phrases
- Show a skill in a specific
situation
But does she…
- Watch what a peer says
or does and incorporate
it into her own play
- Use words to make her
needs or wants known
- Use a skill in actions
across settings and
situations to accomplish
something meaningful

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Outcome #1: Children have positive
social relationships

Involves behaviors such as:
 Relating with adults
 Relating with other children
 For older children - following rules
related to groups or interacting with
others
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Outcome #2: Children acquire and use
knowledge and skills

Involves behaviors such as:






Thinking
Reasoning
Remembering
Problem solving
Using symbols and language
Demonstrating understanding of physical and
social worlds
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Outcome #3: Children take appropriate
action to meet their needs

Involves behaviors such as:
 Taking care of basic needs
 Getting from place to place
 Using tools
 For older children, contributing to their
own health and safety
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So how will this be accomplished?
What assessment will be used?
 When will data be collected?
 Who will provide the data?
 How and when will it be reported?
 How does this pertain to Child Care
Providers?

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Maryland’s Assessment Approach~ The Work
Sampling System

The Work Sampling System (WSS), a performance based
assessment, is used in the context of the Maryland Model for
School Readiness (MMSR).

The MMSR is a “framework to assist early educators in
instructing and assessing young children in the knowledge, skills
and behaviors they need to be prepared for the learning
demands of formal schooling”.

WSS addresses all three of the OSEP Child Outcomes.
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Why Choose the Maryland Model
for School Readiness?

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/Voluntary State Curriculum (VSC).
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So Where, When, Who, How, and What
About?
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Early Childhood Programs
•
Early Childhood Program - A program that includes at least
50% nondisabled children; includes but is not limited to:
• Head Start
• Kindergarten
• Reverse mainstream classrooms
• Private preschools
• Preschool classes offered to an eligible pre-k population by
the public school system
• Group child care
• Family child care
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How Work Sampling Relates to Child Care



You may be wondering to yourself how the Work
Sampling System and measuring the early childhood
special education outcomes involves child care programs.
Preschool aged children with disabilities are found in a
variety of settings including Family Child Care programs
and Child Care Centers.
Because Work Sampling is an observational assessment
tool, child care providers can make valuable
contributions by providing information where
appropriate.
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Clarification for Child Care Providers


Child Care Providers would not be asked to report on
any of the child’s special education program goals, but
rather to provide information and observations on the
Work Sampling Assessment Tool as they relate to the
child’s participation in the child care setting.
Parents will participate and provide this same type of
information as well.
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Status At Entry
Data Collection Process




Work Sampling System: select appropriate
checklist based on age of child
It is recommended that Status at Entry data be
collected within an approximate time of 6-8
weeks following the initiation of special
education services
Collect examples of child’s work either
documented observations or actual samples
The measure is whether a child’s performance is
comparable to typical same-age peers or below
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Child Care Providers Participation
with Status at Entry


Status at Entry data collection for 3 and 4 year olds newly
identified as having a disability and determined eligible to
receive special education who are included in typical early
childhood programs such as Family and Center Child
Care Programs could make a valuable contribution
through providing observational information regarding
the three measurable childhood outcomes and
participating in the work sampling system.
A parent or a local school system special education
teacher may contact you to request information.
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Progress At Exit
Only children who had entrance data collected
will have exit data collected.
 Exit data is only collected on children who
received at least 6 months of intervention.
 Comparing Status at Entry with Progress at Exit
measures the three early childhood outcomes!
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When Will Local School Systems Collect
Progress at Exit Data?
•
Prior to a child’s exit from Preschool-Kindergarten special education
services, the LSS will complete an assessment of the child’s current levels
of performance using the WSS.
•
At end of 5-year-old year, or sooner if the child is leaving the program for
other reasons (moving out of state, no longer eligible), the exit assessment
should be completed as soon as possible prior to exit.
•
If a child begins to receive services in one jurisdiction and transfers to
another jurisdiction in Maryland, the LEA from which the child is exiting is
responsible for conducting the exit assessment.
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Progress at Exit Measures





Maintained a level comparable to typical same-age peers
Closed the gap with typical same-age peers
Narrowed the gap with typical same-age peers
Made progress, but at the same rate as when they entered
preschool services, or
Did not make progress
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Child Care Providers Participation
with Progress at Exit



When a child exits preschool special education services
earlier than their Kindergarten year by successfully
completing their goals,
And they are included in a regular early childhood setting
such as Family or Center Based Child Care,
A parent or local school system special education teacher
may contact you to request information.
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Key Points



Assumption: Children can be described with regard
to how close they are to age expected behavior for
each of the 3 outcomes.
By providing services and supports, special
education is trying to move children closer to age
expected behavior.
As Child Care Providers and teachers of young
children, you have valuable information to
contribute and can be part of the solution that
makes this process successful!
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Ultimate Goal:
Positive Results for Preschoolers
and Kindergarteners with Disabilities
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Questions?
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The Maryland Early Childhood
Accountability System
Program Effectiveness
Based on Results for
Children
Maryland State Department of Education
Division of Special Education/Early Intervention Services
September 2007
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