Early Childhood Special Education Spring Administrative Briefing March 31, 2011

1. Early Childhood Special Education Spring Administrative BriefingMarch 31, 2011 Charting the Course for Preschool Maryland State Department of Education Division of Special Education/Early Intervention Services Early Childhood Intervention and Education Branch March 31, 2011

2. National early childhood vision: OSEP conferences in review “Collaborations to Achieve Success from Cradle to Career” • Early Childhood Outcome Conference (July 30 & 31, 2010) • Integrating child outcomes throughout the IFSP/IEP process • 2010 OSEP Leadership Mega Conference (August 2 through 5, 2010) • Data drives reform • Readiness begins at birth • Strengthening collaboration and expanding partnerships • Family engagement and parent leadership “Composition of Connectivity” • 2010 National Association of State Directors of Special Education (October 15 through 20, 2010) • There’s Always A Way: Converting Challenges Into Opportunities • Technology: Envisioning the Future • Planning for Instruction in the 21st Century

3. State vision: Governor’s early childhood Forum February 15, 2011 Goal 1 All children, birth through age 5, will have access to adequate and equitably funded quality early care, early intervention and education programs that meet the diverse needs of families and foster school readiness. Goal 2 Families of all young children will have access to the resources needed to be their child’s first teacher. Goal 3 Children, birth through age 5, will have access to adequate and equitable resources that will enable them to arrive at school with healthy minds and bodies.

4. Forum draft Recommendations to governor O'Malley • Goal one draft recommendations: • Improved collaboration throughout the early care and education system • Increase participation in early childhood program accreditation program • Goal two draft recommendations: • Expand home visiting programs • Ensure a comprehensive coordinated system of early care and education services • Continue the extended IFSP option • Goal three draft recommendations: • Improve the early identification system • Improve access to health and mental health services for young children and their families • Coordination of evaluation and outcome measures

5. Bridging The Achievement Gap LOCAL DEPARTMENTAL AGENCIES COMMUNITY PARTNERS Child Care Head Start Judy Center Partnership Libraries Park & Recreation Private Preschool Healthy Families Cooperative Playgroups PRIVATE PARTNERS & RESOURCES STATE & LOCAL ICCs FEDERAL PARTNERS STATE AGENCY PARTNERS Strengthen collaboration and expand partnerships to support positive results MSDE MARYLAND’S LEAD AGENCY FAMILIES CAREGIVERS PROVIDERS

6. Support parent leadership and family engagement Family Support Services: Family Support Network  Preschool Partners  Partners for Success

7. Bridging The Achievement Gap Provide High Expectations for ALL Children! Readiness begins at birth Child Outcomes Summary Form (COSF) Birth to 5 ECAS Work Sampling System (WSS) 3 through 5 Maryland State Department of Education, Early Intervention and Education Branch 2010

8. State LRE Trend Data Note: Percentages based on the prior federal calculation of greater than 80% in regular EC setting + 40-79% in regular EC setting + home / total # children. For SFY 11 MSDE will crosswalk LSS data to revised EC settings categories for composite “618” report to the U.S. Department of Education.

9. Statewide Child Outcomes Data for Preschool July 1, 2009 - June 30, 2010

10. Congratulations!! Met or Exceeded State Targets for All 3 Child Outcomes: Allegany Carroll Frederick Howard Queen Anne’s St. Mary’s Somerset Worcester

13. Assessment/curriculum updates Maryland Model for School Readiness II • Align with Maryland Common Core State Standards • Address Kindergarten scope only • Include more standardized assessment procedures • Include tool kits: • Performance based assessment • Built-in scenarios • Heavy emphasis on executive functioning • Pilot 2012-2013 • Full implementation will begin in 2014

14. Bridging The Achievement Gap Provide professional development across systems, agencies, and providers

15. Supportive Initiatives

16. Support Qualified Personnel: Preschool MMSR • 600 + providers of services to 3 & 4 year old children with disabilities trained • 90% + of participants agreed/strongly agreed that the training sessions had provided • a functional understanding of the WSS, ECAS; • how to use the WSS assessment information for differentiating instruction; and • that the content of the sessions would future Decision-making and Planning of Professional Development

17. MMSR/ECAS Grant Program Two Prong MMSR Kindergarten Readiness Audience: General and Special Education MMSR Preschool (3 & 4) Audience: Infants & Toddlers, General and Special Education • Preschool MMSR Training Modules: • Day One: Introduction and Orientation to MMSR/ECAS/WSS/Exemplars • Day Two: Using Assessment Data for Differentiating Instruction & Intervention • Day Three: ECAS Data Entry • Paper to electronic • Central office to service provider data entry

18. Support Qualified Personnel: Social Emotional Foundations in Early Childhood (SEFEL) • STATEWIDE SEFEL • TRAINER OF TRAINERS • Loyola College, Columbia Campus • SEFEL Trainer of Trainers Modules 1 & 2 • June 1-2, 2011 • SEFEL Trainer of Trainers Modules 3 & 4 • July 6-7, 2011 • STATEWIDE SEFEL • COACHING INSTITUTES • Loyola College, Columbia Campus • Coaching Institute LEVEL II • June 3, 2011 • Coaching Institute LEVEL I • July 8, 2011 Building Infrastructure to SupportSustainability and Expansion Early Childhood Advisory Council Grant Funding

19. Ensure equal access to all resources through collaboration:NE/LRE Decision-Making Module

20. Ensure equal access to all resources through collaboration: Early Childhood Gateway Birth through five system of services

21. Support Qualified Personnel: Hopkins Early Childhood Autism Certificate Update Purpose: Increase the competency of Maryland’s early childhood workforce to address the needs of students with autism. • One year graduate cohort program • Beginning Fall 2011 and ending Summer 2012 • Accepting 12 Maryland early childhood professionals • Hybrid Model- Face to face and online facilitated instruction • Six 3 hour courses: • Content • Practicum • 75% MSDE supported tuition assistance to qualified applicants

22. Strengthen the system through a comprehensive evaluation process: Judy Center Partnership Results The impact of participation in Judy Centers on school readiness was measured by the kindergarten assessment for two groups of children: children who entered the program at the beginning of their kindergarten year (JC-2) and children who participated in Judy Center pre-kindergarten or other child care and education services for one or more years prior to Kindergarten (JC-1)

23. Local Birth through five infrastructure Maryland’s System of Services Grant Initiative Birth through Five Building Bridges Objective: To support jurisdictions in building a local infrastructure that provides a seamless birth through five coordinated and comprehensive system of services; the infrastructure allows young children and their families equal access, full participation and support to narrow the existing achievement gap and prepare children with disabilities to enter school ready to learn. Ensure Equal Access To All Resources Through Collaboration: Building Bridges Grant Program

24. Bridging The Achievement Gap Bridging The Achievement Gap Integrate data systems for effective accountability decision-making, and monitoring Early Childhood Accountability System (ECAS) Maryland’s IDEA Scorecard (Birth through 21 years of age) State Assigned Student Identifier (SASID) Online IFSP/IEP Database IFSP Outcomes Wizard

25. Maryland’s Birth through five assessment system Early Childhood Accountability System (ECAS)

26. Evolution of ECAS • National Stakeholders Group – Part C, Part B Preschool, Parents (Maryland participated) • Consensus across stakeholders for 3 functional child outcomes • Recommended Outcomes submitted to OSEP by ECO on behalf of stakeholders

27. The Maryland Model for School Readiness and The Early Childhood Accountability System • MSDE made the decision to include the ECAS as part of the Maryland Model for School Readiness (MMSR) • The Work Sampling System (WSS) is the statewide assessment tool used for the annual kindergarten readiness measure (30 selected indicators) • ECAS uses the full complement of indicators for each age level of the WSS (P3, P4, K)

28. WSS & The 3 Child Outcomes • For each age level of the WSS, each indicator is crosswalked to one or more of the 3 child outcomes (handout) • Levels of Progress (a-e) are calculated using a “behind the scenes” formula, which is similar for both Infants and Todders and Preschool (handout)

29. Implementation Timeline • Phase 1: July 1-September 30, 2006 • 7 jurisdictions, including those with a total enrollment of 50,000 + students began implementing ECAS • Phase 2: October 1, 2006 – All jurisdictions • Status-at-Entry Reported for SFY 2006; N= 704; Comparable to Same-Age Peers, “Yes” or “No” • Levels of Progress Reported for SFY 2007-SFY 2008 • Baseline Data Reported for SFY 2009 & Statewide Targets established for SFY 2010 – SFY 2013 based on Summary Statements established by OSEP • SFY 2010: first year for comparing State and Local actual performance against State Targets

30. Results and Implications • State composite results report a high percentage of children reported as having made no progress in one or more of the 3 child outcomes • Percentage of children reported as comparable to same age peers across all 3 child outcomes at both Entry and Exit

31. Results and Implications • Local child outcomes data reflect significant improvement for some jurisdictions, no change in several jurisdictions, and a decline in performance in other jurisdictions • Size of the jurisdiction not an apparent factor • Work Sampling System may not be sensitive enough for measuring incremental progress

32. Next Steps • Review formulas for levels of progress • Consideration of the use of the Child Outcomes Summary Form (COSF) • Pilot for 2011-2012 • Volunteers?!