The Maryland Model for School Readiness for Preschool

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The Maryland Model for School Readiness for
Preschool
Modules 3 4

• a statewide collaborative approach to promote
  school readiness through professional development

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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 (this 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

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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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Maryland Model for School Readiness
The Five Componentsof MMSR
Communication IFSP, IEP
Staff development MMSR for Preschool
Collaboration and Coordination ECAS, COSF
Five Components
Highlighting children ages 3 and 4 with
disabilities and their families
Instruction Differentiation
Assessment WSS
M
M
S
R
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Vocabulary

• MMSR
• WSS
• ECAS
• COSF

• Framework
• Tool
• Data system
• Framework

FrameworkToolData SystemFramework
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Assignment

• Choose a 3 or 4 year old child
• Observe and practice using the WSS
• Bring the childs file (without names)
• WSS Ratings
• Work samples
• IFSP outcomes or IEP goals objectives

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Reflections

• Reflect on the observations that you brought for
  one child. What are your thoughts about the
  process of observing or yourself as observer?
  Think about
• Your successes
• Your challenges
• Any questions you may have at this point
• Discuss your reflections in your group. As a
  group, identify
• 3 successes
• 3 challenges
• 3 questions related to observation and
  documentation
• Record them on your chart.
• Post chart.

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WSS Checklists

• SUCCESSES

• CHALLENGES

QUESTIONS
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Warm Up Activity

• Read each statement
• Consider how this could be reframed in
  strengths-based language
• How would you recommend it be stated?
• Keep in mind
• How children express knowledge in a variety of
  ways
• Prerequisite skills behind each statement
• Share

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Children are ready for school when they are.

• Able to demonstrate healthy
• personal and social functioning, and are
• physically strong and coordinated.
• Able to communicate with adults and other
  children
• including awareness of print and letter-sound
  relationship, understanding stories, and love for
  books.
• Able to recognize and understand basic
  mathematical concepts
• including the ability to identify patterns and
  shapes and how to place items in a certain
  order.

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Children are ready for school when they are
(cont)

• Aware of their environment, animal and plant
  life, as well as the roles of people
  in their families and communities.
• Comfortable with their creativity and
  appreciation for expressing themselves through
  the arts.

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Umbrella of
School Readiness
Language/ Communication
Numeracy
Pre-literacy
Personal and social development Language and
Literacy Mathematical thinking Scientific
Thinking Social Studies The Arts Physical
development
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Pre-reading

• Look at pictures in a book (12 mo)
• Move to rhythms (12 mo)
• Help turn pages (14-15 mo)
• Pat picture (14-15 mo)
• Turn pages one at a time (15-18 mo)
• Attend to stories (17-24 mo)
• Recognize self in photograph (19-24 mo)
• Find details in picture book (24-27 mo)
• Show letter and word knowledge (57-72 mo)
• Point to and name printed letters (72 mo)

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Pre-writing

• Retain an object placed in hand (birth-3 months)
• Can pass object from 1 hand to another (4-8 mo)
• Can use fingers, palm to scoop up cereal (9-10
  mo)
• Can point with index finger (10-12 mo)
• Can hold crayon with whole hand (12 mo)
• Can stack large objects can use a spoon (2 yrs)
• Can roll clay into snake string beads, copy -,
  l (2.5 -3 yrs)
• Complete simple puzzles dress himself (3- 3.5
  yrs)
• Holds pencil with 3 fingers (3.5- 4 yrs)
• Can copy simple shapes (5 yrs)

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Mathematical Thinking/ Numeracy

• A way of seeing how the elements in the
  environment are connected through activities such
  as
• classifying
• comparing
• ordering
• patterning
• measuring
• looking at space
• more than just counting

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Appropriate Instruction
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Functional Goals Outcomes

• Meaningful to each child promotes
  participation in family/ community/ school life
  with typical peers
• Specific skills, behavior and/or actions,
  considered with regard to typical development
• Family-friendly written in language understood
  by family members
• Do-able can reasonably be accomplished within
  6-9 months

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Measurable Criteria

• What Actions/behaviors are observable
• - can be seen or heard
• Frequency Specifies how often action/interaction
  will be demonstrated
• e.g. 2x/day
• Consistency Specifies over what period of time
• e.g. 5 consecutive days

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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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Morning Break
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Developing appropriate IFSP Outcomes
IEP Goals

• Pairs IFSP provider IEP provider
• Exchange childs file
• Consider the childs present levels
• Use WSS as frame of reference
• Focus on skill or target behavior
• Develop outcomes or goals in applicable domains

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Developing appropriate IFSP Outcomes
IEP Goals

• Pairs IFSP provider IEP provider
• Exchange outcomes/goals with partner
• Provide feedback using the PQP model
• Praise
• Question
• Polish
• Debrief with large group

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Appropriate Instruction
List all WSS indicators linked to outcomes or
goals. Star those that are linked to school
readiness (literacy, numeracy, or language
skills).
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Embedding Goals Outcomes in Daily Routines

• Mealtime/ Snack time
• Outside play/ Playground
• Story reading /Circle time

Determine a goal/outcome for each child in each
of the above situations
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Meeting needs

• In what ways are we different learners ?
• What are we doing to meet the needs of those
  differences?

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Do You Know How YOU learn?
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Multiple Intelligences
Count It
Picture It

• Say It

Investigate It
Move It
Reflect On It
Hum It
Lead it
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How We Think and Learn

• Say It Verbal/linguistic learner
• Count It Logical/mathematical learners
• Picture It Visual/spatial learners
• Move It Bodily/kinesthetic learners
• Hum it Musical learners
• Lead it Interpersonal learners
• Reflect On It Intrapersonal learners
• Investigate It Naturalist learners

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After Lunch

• Differentiating Instruction
• Instructional Modifications

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Reflections

• What does differentiation mean to you?
• What do you do when you differentiate?

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What is Differentiated Instruction?

• Way of thinking about teaching and learning
  that seeks to
• Recognize
• Learn
• Address
• THE PARTICULAR NEEDS OF EACH STUDENT

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To that end

• Teachers use varied approaches to
• curriculum
• instruction
• assessment

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In other words

• Differentiation means knowing your kids and
  starting where they are!

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Differentiated Instruction means

• Affirming that students have different
• Learning needs
• Strengths
• Styles
• Interests
• Preferences

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Differentiated Instruction means

• Recognizing that all students do not need to do
  the same work in the same way

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Differentiated Instruction means

• Diagnosing students needs and prescribing
  tasks that create better matches between students
  and their learning
• Needs
• Styles
• Preferences

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Differentiated Instruction means

• Maintaining a commitment to curriculum
  standards and learning goals for all students

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Differentiated Instruction means

• Acknowledging what students already know and can
  do

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8 Ways to Modify Instruction



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Amount

• Adapt the number of items that the child is
  expected to complete

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Time

• Adapt the time allotted and allowed for skill
  acquisition, task completion, testing

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Assistance

• Adapt the amount of personal assistance
  given to a specific child

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Presentation

• Adapt the way instruction is delivered to the
  student

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Difficulty

• Adapt the skill level, type, or the rules on
  how the child may approach the activity

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Product

• Adapt the type of outcome or response
  presented by the child

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Level of Participation

• Adapt the extent to which the child is actively
  involved in the task or activity

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Alternate curriculum

• Provide different instruction and materials to
  meet the childs individual goals or outcomes

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Strategies/Activities/Learning Opportunities

• Individualized Builds on interests, strengths
  and learning style of child and family
• Familiar context Integrates faces, places and
  paces child usually interacts with
• Mastery Generalizes a childs
  actions/interactions across settings/contexts
• Collaborative Identifies who (educators,
  providers, family, community partners) will do
  what

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Modifying Instruction

• 2 teams of IFSP/IEP pairs
• Design an activity to include each of your
  children and a typically developing peer
• Utilize ALL of the modifications
• Prepare to role play the activity for the large
  group

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8 Ways to Modify Instruction
Presentation
Level of participation
Time
Difficulty
Product
Amount
Alternate Curriculum
Assistance
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Race to the Top

• Data to inform instruction
• Using technology to improve
  instruction
• Great teachers
  and great
  leaders

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Post-Test Evaluation