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The Maryland Model for School Readiness for Preschool. a statewide collaborative approach to promote school readiness through professional development. Alphabet Soup. COSF ECAS IDEA MMSR MSDE. NCLB OSEP PLOD PLOP WSS. Alphabet Soup. COSF Child Outcome Summary Form ECAS

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The maryland model for school readiness for preschool

The Maryland Model for School Readiness for Preschool

a statewide collaborative approach to promote school readiness through professional development


Alphabet soup
Alphabet Soup

  • COSF

  • ECAS

  • IDEA

  • MMSR

  • MSDE

  • NCLB

  • OSEP

  • PLOD

  • PLOP

  • WSS


Alphabet soup1
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


Alphabet soup2
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




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


Purpose to improve results for children ages 3 and 4 with disabilities and their families1
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


Goal 1 to demonstrate efficacy of early intervention special education services
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


Goal 2 to maximize intervention and instruction strategies
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


National Education Goal # 1: intervention and instruction strategies

Ready to Learn

All children in America will

start school ready to learn


The purpose of the maryland model for school readiness mmsr
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


Maryland Model for School Readiness (MMSR)

The Five Componentsof MMSR

Communication

Collaboration and Coordination

Staff development

Five Components

Assessment

Instruction

M

M

S

R


Maryland Model for School Readiness (MMSR)

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


Mmsr framework
MMSR Framework (MMSR)

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


Mmsr school readiness definition
MMSR School Readiness Definition (MMSR)

  • 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.


Reflections
Reflections (MMSR)

MMSR

  • What do you bring to MMSR?

  • How do you define assessment?

  • What assessment strategies are you currently using?


Definition of assessment
Definition of (MMSR)Assessment

The process of gathering specific information about a child’s

  • 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 specialneeds (3rd ed.). NJ: Prentice-Hall.


Purposes of evaluation and assessment
Purposes of Evaluation and Assessment (MMSR)

  • Eligibility determination

  • Individualized results-orienteddecision making for individual children and families

  • Accountability for federal, State and local requirements


Evaluation and assessment best practices
Evaluation and Assessment Best Practices (MMSR)

  • Families as Partners

  • Culturally Sensitive

  • Evidence Based

  • Quantitative & Qualitative Data

  • Multidisciplinary, multidimensional across domains

  • Authentic & Functional


Complementary processes of assessment
Complementary Processes of Assessment (MMSR)

Documentation

Evaluation


Features of authentic performance assessment
Features of Authentic Performance Assessment (MMSR)

  • 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


On demand assessment
On-Demand Assessment (MMSR)

  • Students perform tasks when asked

  • Tasks may or may not be familiar to the student


Curriculum embedded assessments
Curriculum-Embedded Assessments (MMSR)

  • Assessment occurs in the context of classroom, childcare, or activities in the home

  • Student’s routine performances are the “data” for the assessment


Guidelines for appropriate assessment
Guidelines for Appropriate Assessment (MMSR)

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



Purposes of guidelines and checklists
Purposes of Guidelines and Checklists (MMSR)

  • Focus observation

  • Summarize and interpret collected observations

  • Provide valid criteria for evaluation

  • Support curriculum and instruction


National standards
National Standards (MMSR)

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


Organization of checklists
Organization of Checklists (MMSR)

  • Domain

  • Functional Component

  • Performance Indicator

  • Collection Periods (F, W, S)

  • Ratings

  • Identifying Information

  • Front Cover

  • Back Cover


Checklist ratings
Checklist Ratings (MMSR)

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


Organization of guidelines
Organization of Guidelines (MMSR)

  • Domain

  • Functional Component

  • Performance Indicator

  • Rationale

  • Examples


Review checklists periodically make preliminary ratings
Review Checklists Periodically, (MMSR)Make Preliminary Ratings

  • Observe and Record

  • Review and Rate


Completing the checklist
Completing the Checklist (MMSR)

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


What are the mmsr exemplars
What are the MMSR Exemplars? (MMSR)

  • 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


Jablon dombro and dichtelmiller 1999 the power of observation

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


After lunch
After Lunch 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.

  • 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


IDEA 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.

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.


Maryland early childhood accountability system ecas
Maryland Early Childhood Accountability System (ECAS) 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.

  • Statewide system

    • Measuring

    • Collecting

    • Reporting data

  • Individual children’s participation

  • Preschool special education programs and services

Program Effectiveness Based on Results for Children


Maryland early childhood accountability system ecas1
Maryland Early Childhood Accountability System (ECAS) 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.

  • 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


Maryland s approach
Maryland’s Approach 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.

  • 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).


What are the osep child outcomes
What are the OSEP Child Outcomes? 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.

  • 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.


Crosswalked
Crosswalked 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.

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.


Preschool special education defined
“PRESCHOOL SPECIAL EDUCATION” 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.defined

  • Children with an IEP*

  • Children 3 through 5 years of age

* In Maryland, children on the

Extended IFSP Option are included


ECAS 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.

  • 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


Kindergarten readiness
Kindergarten Readiness 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.

  • 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


Maryland’s Birth through Five Child Outcomes System 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.


Msde requirements
MSDE requirements 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.

  • 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


Vocabulary
Vocabulary 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.

  • MMSR

  • WSS

  • ECAS

  • COSF

  • Framework

  • Tool

  • Data system

  • Framework


Cosf ecas mmsr wss
COSF-ECAS-MMSR-WSS 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.

is the framework.

is the observation tool

is the data system

is the framework .

MMSR

WSS

ECAS

COSF


Status at entry exit data collection process
Status At Entry 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. /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 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 to30 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)


Ecas reflections
ECAS 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.Reflections

  • What is its relationship to MMSR?

  • How does WSS fit in?

  • Who benefits?

  • How does it touch you?


Child outcome summary cosf
Child Outcome Summary (COSF) 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.

  • 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


Assessment should focus on
Assessment should focus on… 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.

  • 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


Best practices for early childhood assessment and the cosf framework
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


  • Child outcomes summary form
    Child Outcomes Summary Form framework

    Early Childhood Outcomes Center


    Why do we care about
    Why do we care about framework___ ?

    • MMSR

    • WSS

    • ECAS

    • COSF


    Maryland Model for School Readiness framework

    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


    Planning for krystopher
    Planning for Krystopher framework

    • Choose a WSS indicator in your assigned area for Krystopher.

    • Identify a skill that is specific to that indicator and write it on a chart.

    • List on the chart 3 daily routines during which you can reinforce that skill.

    • Beside each of the 3 daily routines, describe what you will do to support Krystopher’s learning related to

    • that skill.


    Assignment
    Assignment framework

    • 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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