Transcript MMSR_Preschool_Day1_PPT

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
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COSF
ECAS
IDEA
MMSR
MSDE
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NCLB
OSEP
PLOD
PLOP
WSS
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Alphabet Soup
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COSF
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ECAS
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IDEA
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MMSR
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MSDE
– Child Outcome Summary Form
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Early Childhood Accountability System
– Individuals with Disabilities Education Act
– Maryland Model for School Readiness
– Maryland State Department of Education
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Alphabet Soup
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NCLB
– No Child Left Behind Act
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OSEP
– Office of Special Education Programs
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PLOD
– Present Levels of Development
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PLOP
– Present Levels of Performance
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WSS
– Work Sampling System
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Women’s
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 child’s 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
Components
of MMSR
Collaboration and
Coordination
Five
Components
M
M
S
Staff
development
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Maryland Model
for School
Readiness
Collaboration and
Coordination
ECAS, COSF
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The Five
Components
of MMSR
Five
Components
M
S
Staff
development
MMSR for
Preschool
Highlighting children ages
3 and 4 with disabilities
and their families
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MMSR Framework
Defines what children should know and be
able to do by the end of kindergarten. It
encompasses:
 Maryland’s 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 child’s
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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
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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
• Student’s 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
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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
child’s range of performance
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Organization of
Guidelines
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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 children’s 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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Maryland’s 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
EDUCATION”
defined
• 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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Maryland’s Birth through Five Child Outcomes System
MSDE requirements
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3.
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
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MMSR
WSS
ECAS
COSF
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Framework
Tool
Data system
Framework
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COSF-ECAS-MMSRWSS
MMSR
WSS
ECAS
COSF
is the framework.
is the observation tool
is the data system
is the framework .
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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 child’s 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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Illustration of 5 Possible Develomental Trajectories (i.e, the OSEP
Reporting Categories)
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Score
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0
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16
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36
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Age in Months
Maintained functioning comparable to age peers
Achieved functioning comparable to age peers
Moved nearer functioning comparable to age peers
Made progress; no change in trajectory
Did not make progress
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ECAS
Reflections
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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 Maryland’s
Assessment Think Tank
• Supports results of Maryland’s 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 child’s capacity to function under
unusual or ideal circumstances
 Not necessarily the child’s 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:
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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
Early Childhood Outcomes
Center
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Illustration of 5 Possible Develomental Trajectories (i.e, the OSEP
Reporting Categories)
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Score
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40
30
20
10
0
1
6
11
16
21
26
31
36
41
46
51
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Age in Months
Maintained functioning comparable to age peers
Achieved functioning comparable to age peers
Moved nearer functioning comparable to age peers
Made progress; no change in trajectory
Did not make progress
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Why do we care about___ ?
• MMSR
• WSS
• ECAS
• COSF
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Maryland Model
for School
Readiness
Collaboration and
Coordination
ECAS, COSF
M
The Five
Components
of MMSR
Five
Components
M
S
Staff
development
MMSR for
Preschool
Highlighting children ages
3 and 4 with disabilities
and their families
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
Krystopher’s learning related to
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that skill.
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Assignment
• Choose a 3 year old student
• Observe and practice using the WSS
• Bring the student’s file (without names)
– WSS Ratings
– Work samples
– IFSP outcomes or IEP goals/objectives
JOIN US at the NEXT SESSION
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