Maryland Model for
School Readiness
Lisa J. Davis
October 2011
Outcomes for Today
Participants will:
•
•
•
•
Gain understanding of the structure of the
MMSR framework
Become familiar with MMSR (readiness)
domains/indicators
Review MMSR data trends
Understand their own role within the MMSR
framework.
What is
School Readiness?
The state of early development that
enables an individual child to engage in
and benefit from school-based learning
experiences.
We need statewide consistency in our
message(s) about readiness!
What Evidence Would Show
READINESS?
Scenarios
Talk with your table group about your
assigned scenario.
Be prepared to share some ideas with the
larger group.
Some MMSR Basics
What is MMSR?
The goal of the MMSR is to provide a statewide
approach to enhance school readiness
The purpose of the MMSR is to improve the
performance of K, PreK, and Preschool Special
Education students by providing intensive
professional development for teachers and other
early childhood providers such as Head Start,
child care, etc.
When did MMSR begin?
What was Maryland’s overall composite score
last year?
Components of MMSR
What does
this look
like in
your
county??
Let’s Talk About Maryland’s
MMSR Data
The Ready At Five organization assists
MSDE with data analysis and
presentation.
Each spring this information is shared
with stakeholders across the state…
7 Domains of Learning
Indicators Within Domains…
Work in groups of 3
Sort the indicators into the 7 domains
Age Level Expectations
Developmental progression
Seeking consistency
Use of standards/exemplars
Steer away from comparison among
children or subjective decisions
Content Area: Personal and Social Development – 1.0 Personal Self-Regulation
WSS Indicator: I A2 Shows initiative and self-direction.
Fall
Spring
MMSR/VSC Indicator: 1A 3 Show self-direction in familiar and unfamiliar
settings
Objective:
Make choices
independently and
pursue tasks with
intention
Care for own
belongings
independently
Proficient
Chooses familiar
classroom activities
during center time and
pursues them
meaningfully.
(In different situations,
the activity of choice
varies.)
Stores class projects,
such as art work, work
samples, etc. in
assigned folder/cubby.
In Process
Needs Development
Has some difficulty
Chooses activities with
deciding what activities assistance from the
teacher.
to choose at center
time, or chooses the
same one each time.
Places belongings,
such as hats or mittens
in predetermined
storage area with some
teacher guidance or
visual cues.
Infrequently places
own belongings in
storage area without
assistance from
teacher.
www.marylandhealthybeginnings.org
Expanding Your Ideas…
Think of a class/activity you
are currently responsible for.
Expanding Your Ideas…
Activity
Indicators
Write it in center circle. Web
the indicators you think it
currently addresses.
Expanding Your Ideas…
Find a partner. Share your webs
with each other. Then work
together to broaden your webswhat else could be addressed?
Scenarios
Talk with your table group about your
assigned scenario.
Be prepared to share some ideas with the
larger group.
Hopefully you feel even more confident
now about what you could do!
Have a Great Day!
Questions?
Concerns?
THANK YOU for all that you do!