The Maryland Model for School Readiness for Preschool

1. Modules 3 & 4 The Maryland Model for School Readiness for Preschool a statewide collaborative approach to promote school readiness through professional development

2. 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

3. 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 child’s school readiness • To provide supports, services, and programs for all children that are individualized and differentiated

4. 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

5. 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

6. Maryland Model for School Readiness 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

7. Vocabulary • MMSR • WSS • ECAS • COSF • Framework • Tool • Data system • Framework Framework***Tool***Data System***Framework

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

9. 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.

10. WSS Checklists SUCCESSES CHALLENGES QUESTIONS

11. 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

12. Children are ready for school when they are…. Able to demonstrate healthy • personal and social functioning, and are • physically strong andcoordinated. • Able to communicatewith 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.

13. Children are ready for school when they are… (con’t) Aware of their environment, animal and plant life, as well as the roles of peoplein their families and communities. Comfortable with their creativity and appreciation for expressing themselves through the arts.

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

15. 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)

16. 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)

17. 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 17

18. Appropriate Instruction

19. 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 languageunderstood by family members • Do-able: can reasonably be accomplished within 6-9 months

20. 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

21. 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.

22. Morning Break

23. Developing appropriate IFSP Outcomes & IEP Goals • Pairs: IFSP provider & IEP provider • Exchange child’s file • Consider the child’s present levels • Use WSS as frame of reference • Focus on skill or target behavior • Develop outcomes or goals in applicable domains

24. 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

25. Appropriate Instruction List all WSS indicators linked to outcomes or goals. Star those that are linked to school readiness (literacy, numeracy, or language skills).

26. 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

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

28. Do You Know How YOU learn?

29. Multiple Intelligences Count It Picture It Say It Move It Investigate It Reflect On It Hum It Lead it

30. 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

31. After Lunch • Differentiating Instruction • Instructional Modifications

32. Reflections • What does differentiation mean to you? • What do you do when you differentiate?

33. What is Differentiated Instruction? Way of thinking about teaching and learning that seeks to • Recognize • Learn • Address THE PARTICULAR NEEDS OF EACH STUDENT

34. To that end … Teachers use varied approaches to • curriculum • instruction • assessment

35. In other words… Differentiation means knowing your kids and starting where they are!

36. Differentiated Instruction means… Affirming that students have different • Learning needs • Strengths • Styles • Interests • Preferences

37. Differentiated Instruction means… Recognizing that all students do not need to do the same work in the same way

38. Differentiated Instruction means… Diagnosing students’ needsand prescribing tasks that create better matches between students and their learning • Needs • Styles • Preferences

39. Differentiated Instruction means… Maintaining a commitment to curriculum standards and learning goals for all students

40. Differentiated Instruction means… • Acknowledging what students already know and can do

41. 8 Ways to Modify Instruction

42. Amount Adapt the number of items that the child is expected to complete

43. Time Adapt the time allotted and allowed for skill acquisition, task completion, testing

44. Assistance Adapt the amount of personal assistance given to a specific child

45. Presentation Adapt the way instruction is delivered to the student

46. Difficulty Adapt the skill level, type, or the rules on how the child may approach the activity

47. Product Adapt the type of outcome or response presented by the child

48. Level of Participation Adapt the extent to which the child is actively involved in the task or activity

49. Alternate curriculum Provide different instruction and materials to meet the child’s individual goals or outcomes

50. 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 child’s actions/interactions across settings/contexts • Collaborative: Identifies who (educators, providers, family, community partners) will do what