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

The Maryland The Maryland Model for School Model for School Readiness for Readiness for

PreschoolPreschool

The Maryland The Maryland Model for School Model for School Readiness for Readiness for

PreschoolPreschoola statewide collaborative a statewide collaborative

approach to promote school approach to promote school readiness through professional readiness through professional

developmentdevelopment

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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

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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Staff development

Assessment

Instructi

on

Collaboration and Coordination

Com

munic

ati

on

Five Componen

ts

The Five Components

of MMSR

Maryland Model for

School Readiness

M M S R13

Staff developmentMMSR for Preschool

Assessment

WSS

Instructi

on

Differentia

tion

Collaboration and Coordination

ECAS, COSF

Com

munic

ati

on

IFSP, IE

P

Five Componen

ts

The Five Components

of MMSR

Maryland Model for School Readiness

Highlighting children ages 3 and 4 with

disabilities and their families

M M S R14

MMSR FrameworkDefines 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

• What do you bring to MMSR?

• How do you define assessment?

• What assessment strategies are you currently using?

MMSR

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Definition of 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 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

• 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

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

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Checklist RatingsNeeds DevelopmentThe skill, knowledge, or behavior has not been

demonstrated

In ProcessThe skill, knowledge, or behavior is emergent,

and is not demonstrated consistently

ProficientThe skill, knowledge, or behavior is firmly within

the child’s 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 ChecklistDocumentation

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

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

Jablon, Dombro, and Dichtelmiller (1999).Jablon, Dombro, and Dichtelmiller (1999).The Power of ObservationThe Power of Observation 35

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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IDEAThe 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 Program Effectiveness Based on Results for ChildrenChildren 39

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.

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

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

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 Maryland’s Birth through Five Child Outcomes SystemSystem

MSDE requirements1. Status at Entry into preschool special education, or at age 3

for those continuing on the IFSP, WSS sent to ECAS (all WSS items)

2. Progress at Exit out of preschool special education WSS sent to ECAS (all WSS items)

3. 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 oftenJudy Centers

Pre-k programsKindergarten 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 .

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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 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)

Illustration of 5 Possible Develomental Trajectories (i.e, the OSEP Reporting Categories)

0

10

20

30

40

50

60

70

1 6 11 16 21 26 31 36 41 46 51 56Age in Months

Sco

re

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 progress53

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 Child Outcome Summary (COSF) (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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What does the child usually do? Actual performance across settings and

situations How the child uses his/her skills to

accomplish tasksNot the child’s capacity to function under

unusual or ideal circumstancesNot necessarily the child’s performance in a

structured testing situation

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Assessment should focus on…

Best Practices for Early Childhood Best Practices for Early Childhood Assessment and the COSF frameworkAssessment 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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Early Childhood Outcomes Center

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Child Outcomes Summary

Form

Illustration of 5 Possible Develomental Trajectories (i.e, the OSEP Reporting Categories)

0

10

20

30

40

50

60

70

1 6 11 16 21 26 31 36 41 46 51 56Age in Months

Sco

re

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 progress59

Why do we care about___ ?

• MMSR

• WSS

• ECAS

• COSF

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Staff developmentMMSR for Preschool

Assessment

WSS

Instructi

on

Differentia

tion

Collaboration and Coordination

ECAS, COSF

Com

munic

ati

on

IFSP, IE

P

Five Componen

ts

The Five Components

of MMSR

Maryland Model for School Readiness

Highlighting children ages 3 and 4 with

disabilities and their families

M M S R61

Planning for Krystopher1. 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

5. 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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