MMSR Exemplar by mj77HjmH

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									Maryland Model for
 School Readiness
     (MMSR)
    Preschool - 3
Exemplars Spring/Exit
              Maryland State Department of Education
 Division of Early Childhood Development/Early Learning Branch
                     200 West Baltimore Street
                    Baltimore, Maryland 21201
              410.767.0335 (ph) 410.333.2379 (fax)
                         Created Fall 2007
Preschool – 3 (P3)


                              Maryland Model for School Readiness Exemplars
                                               Introduction
The Maryland Model for School Readiness (MMSR) is a statewide school readiness framework. It is defined by early
learning standards that outline expectations for what all children should know and be able to do in all developmental areas
by the end of kindergarten. The MMSR standards reflect the Voluntary State Curriculum (VSC) content standards,
indicators and objectives. In addition, the MMSR Fall/Entry Exemplars were developed to provide assessment criteria or
guidelines for the kindergarten, prekindergarten, and preschool-3 MMSR standards. Exemplars have been designed
using language that includes children with disabilities.

Note: The Arts and Physical Education and Health VSC are still in draft form.


What are the MMSR Exemplars?
The expanded MMSR Exemplars are descriptions of typical student skills and behaviors that a teacher looks for when
evaluating performance. They were developed to provide criteria or guidelines for evaluating student performance by
determining ratings – proficient, in process, needs development – for all of the 66 Kindergarten WSS™ Checklist
indicators, all 55 Pre-kindergarten WSS™ Checklist indicators, and all 51 of the Guidelines for Healthy Child Development
Preschool-3 WSS™ Checklist indicators for Fall and Spring. The exemplars are based on the MMSR/VSC standards,
indicators, and learning objectives. They describe documented student skills and behaviors at the objective level, linking
learning objectives to MMSR/VSC indicators. (Note: The VSC standards span grades Prekindergarten through 8.
Therefore, the MMSR Preschool-3 Exemplars are based on precursor skills to the VSC standards for Prekindergarten, as
well as on the Guidelines for Healthy Child Development and Care for Young Children (Birth-Age 3) voluntary guidelines,
indicators, and learning objectives.

How to use the MMSR Exemplars?

There are two principle ways in which the MMSR Exemplars can be used:

 MMSR:
      o To complete summative evaluations of students in the fall during the first two weeks in November;
      o To measure progress in the spring during the last two weeks in May.



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 Early Childhood Accountability System (ECAS):
        o To assess Status At Entry on all 51 three year old level indicators for children newly identified with initial
            IEPs;
        o To measure Progress At Exit for children with IEPs who met their IEP goals and who exit special education
            and related services prior to the end of their kindergarten year; a child must have a Status At Entry
            measure and have participated in special education and related services for at least six months in order for a
            Progress At Exit measure to be completed.

The Exemplars offer descriptive examples of student skills for each of the three levels of performance ratings: proficient,
in process, and needs development. Using the student’s portfolio of work samples and documentation of learning based
on ongoing observation,

The teacher rates student performance by asking, “Based on what I know about the student and the information I have
collected, which set of examples and corresponding rating most effectively describes the student’s performance on the
indicator?”

Related to the two principle ways in which the Exemplars can be used it is important to remember that for:

      MMSR:
         o Fall exemplars describe expectations for the fall of the school year.
         o Spring exemplars describe expectations for the end of the school year.

      Early Childhood Accountability System (ECAS):
          o Fall/Entry exemplars (for all 51 indicators – highlighted and expanded) are to be used to measure the
             developmental status of children with IEPs in relationship to expectations for typically developing
             peers; it is recommended that the Fall/Entry exemplars be used for children with initial IEPs whose
             chronological age falls from 3 years 0 months through 3 years 5 months of age.
          o Spring/Exit exemplars (for all 51 indicators – highlighted and expanded) are to be used to measure
             the developmental status of children with IEPs in relationship to expectations for typically
             developing peers; it is recommended that the Spring/Exit exemplars be used for children with IEPs
             whose chronological age falls from 3 years 6 months through 3 years 11 months of age.




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According to federal special education requirements1, additional information may need to be collected on students with
IEPs when they ‘enter’ or ‘exit’ special education services. Therefore, to provide clarification for professionals using
the WSS to assess kindergarteners and preschoolers upon ‘entry’ to or ‘exit’ from preschool special education
services in compliance with the ECAS, the Fall/Entry Exemplars have been designated for “Fall” or “Entry,” and
the Spring/Exit Exemplars have been designated for “Spring” or “Exit.”

Teachers are encouraged to become familiar with the new MMSR exemplars, discuss them during the training sessions
and with colleagues, use them to guide their evaluations, and communicate student learning and progress as students
move from one grade to the next.




Kindergarten teachers working at schools with Judy Centers evaluate students in the spring.
2
 2004 Individual with Disabilities Education Act




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      Preschool – 3 (P3)




     VSC - Content Area and                     MMSR Exemplars Format
       Standard Number

      Content Area: 6.0 Listening           Work Sampling System –
                                             Indicator and Number                                                 Rating Period

      WSS Indicator: II A1 Gains meaning by listening                                Fall     Spring
      MMSR/GHCD Indicator: IIA Listen and understand directions, requests and concept words
                           IIC Enter into conversations

                        Guidelines for Healthy Child Development Indicator

           Objective:                               Proficient                               In Process                         Needs Development
Shows understanding and             Listens/attends and is able to follow a       Listens/attends and is able to         Listens/attends and occasionally
responds to simple directions       direction with adult prompting in a group     follow a direction in one on one       follows a direction in a one on one
                                    setting.                                      conversations                          conversation with accompanied with
and requests                                                                                                             physical cues.
                                    Takes a napkin from the pile and passes       Takes a napkin from the pile after     Takes a napkin from the pile and
                                    the pile to the next person at the table      being reminded by an adult.            passes the pile to the next person at
                                    after being reminded by an adult.                                                    the table after being verbally (or
                                                                                                                         nonverbally) and physically directed by
                                                                                                                         an adult.
                                    Listens attentively to a short story read     Listens attentively to a short story   Listens/attends for a short time to a
                                    aloud when in a group, and shows              read aloud when in a group of 2-3      short story read aloud to a group of 2-
                                    understanding through body language           children                               3 children, but leaves the group before
                                    (clapping or nodding) or facial expressions                                          the end of the story.
                                    (smiling or laughing).
Demonstrates active listening       Attends to the speaker for 5 to 15 minutes,   Attends to the speaker for a few       Occasionally attends to the speaker
skills                              asks simple questions, and later uses the     minutes and asks simple                but does not comment or ask simple
                                    words and content in a dramatic play.         questions about what he heard.         questions about what he heard.
      *Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
      understanding.



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      Personal / Social



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                                       Preschool – 3 Exemplars
Content Area: I Personal and Social Development

WSS Indicator: I A1 Demonstrates self-confidence.                                                     Fall        Spring

GHCD Indicator: IA Has increased self-awareness and stronger self-concept
Objective:                               Proficient                              In Process                     Needs Development

Developing confidence,         Asks to have a turn to hold the         Raises hand and or says, “I do!”      Does not volunteer to hold the
                               flag.                                   with enthusiasm when adult asks       flag, but will hold the flag when
self-direction and                                                     who wants to have a turn to hold      asked to do so by an adult.
beginning to engage in                                                 the flag.
purposeful and inventive
play

Developing confidence          Chooses a new puzzle from the           Chooses a puzzle from the table       Chooses a puzzle from the table
                               table toys area and sits down to        toys area and sits down to work       toys area with visual or verbal
                               work on it.                             on it.                                prompting and modeling.


Relates needs, wants,          Asks for a book when it is nap          Says, “I no want nap“ when told it    Pushes adult away and pouts
                               time.                                   is time for a nap.                    when told it is time for a nap.
and feelings to others
                               Pretends to cry and says, “I miss       Says, “Mommy coming back”             When playing with a doll, repeats
                               Mommy,” (verbally or using              (verbally or using augmentative       “Mommy coming back” when first
                               augmentative communication)             communication) when playing with      verbally modeled by an adult.
                               when playing with a doll.               a doll.


*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.


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                                       Preschool – 3 Exemplars
Content Area: I Personal and Social Development

WSS Indicator: I A2 Shows some self-direction.                                                        Fall       Spring

GHCD Indicator: IA Has increased self-awareness and stronger self-concept
Objective:                               Proficient                              In Process                    Needs Development

Developing confidence, self-   Brings glitter sticks to the easel       Gets paper for the easel and         Stands at easel and says, “No
direction and beginning to     to decorate his painting.                puts it on the easel with            paper!” and makes no attempt
engage in purposeful and                                                assistance.                          to locate paper without adult
inventive play.                                                                                              assistance.


                               Places his painting on the               Locates his place to hang up           Locates his place to hang up
                               drying rack independently                coat by finding his picture next     coat with adult assistance to
                               when finished.                           to the hook and smiles, or           focus his attention on the
                                                                        says, “Me!” without adult            photos by each hook.
                                                                        assistance




                               Joins alongside other children           Uses play dishes and food in         Plays in the housekeeping area
                               with play dishes and food in the         the housekeeping area,               when prompted by an adult.
                               housekeeping area; most often            stirring, and serving the food to    May stir, serve, or pretend to
                               in parallel play.                        a doll or stuffed animal.            eat pretend foods.




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Preschool – 3 (P3)


                                       Preschool – 3 Exemplars
Content Area: I Personal and Social Development

WSS Indicator: I B1 Follows simple classroom rules and routines with guidance.                                     Fall      Spring

GHCD Indicator: IA Has increased self-awareness and stronger self-concept
Objective:                               Proficient                             In Process                 Needs Development

Increased self-                Stands in line at the slide while       Takes turns when an adult         Occasionally takes turns when
                               waiting for a turn to go up the         intervenes and helps her to       an adult intervenes and models
regulation, following          steps.                                  communicate about how to          how to take turns with another
classroom rules and                                                    take turns with another child.    child.
routines, with guidance
                               Sits at circle time, attends to a       Sits at circle time and attends   Sits at circle time with some
                               short story, and participates in        for a short read aloud story.     adult reminders and redirection
                               finger play related to the story.                                         and attends for most of a short
                                                                                                         read aloud. May benefit from
                                                                                                         sensory strategies such as
                                                                                                         deep pressure, adaptive
                                                                                                         seating, ‘fidgets.’


Follows simple                 Independently throws cup and            Picks up her cup and napkin       Takes cup to wastebasket after
                               napkin into the wastebasket             and takes them to the             snack with adult prompting,
classroom rules and            after snack.                            wastebasket after snack with      modeling, or use of visual
routines with guidance                                                 adult verbal reminder or visual   cues, but forgets napkin.
                                                                       cues.

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.




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Preschool – 3 (P3)


                                 Preschool – 3 Exemplars
Content Area: I Personal and Social Development

WSS Indicator: I B2 Begins to use classroom materials carefully.                                 Fall      Spring

GHCD Indicator: IA Has increased self-awareness and stronger self-concept

Objective:                          Proficient                        In Process                 Needs Development

Increased self-           Offers one of the several dolls    Shares one of the several dolls   Occasionally shares one of the
                          that she has to a classmate        that she has with a classmate     several dolls that she has with
regulation, following     and keeps all of the others.       after being prompted by an        a classmate after being
classroom rules and                                          adult.                            prompted by an adult.
routines, with guidance
                          Independently takes blocks he      Puts blocks back in container     Puts blocks back in container
                          has used back to the shelf at      during clean up time when         during clean up time when
                          cleanup time.                      prompted by an adult, and         adult gives child physical
                                                             adult models how to put blocks    assistance to clean up the
                                                             away.                             blocks.




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Preschool – 3 (P3)


                                  Preschool – 3 Exemplars
Content Area: I Personal and Social Development

WSS Indicator: I B3 Manages transitions.                                            Fall           Spring

GHCD Indicator: IA Has increased self-awareness and stronger self-concept

Objective:                          Proficient                         In Process                     Needs Development

Increased self-           Responds to a cue (ex., verbal      Requires a cue (blinking lights,      Requires a cue (blinking lights,
                          or nonverbal adult cue, blinking    bell ringing, song, picture icon      bell ringing, song, picture icon
regulation, following     lights, bell ringing, song,         etc.) and adult verbal guidance       etc.), adult verbal guidance and
classroom rules and       picture icon etc.) for a change     to transition from one activity to    physical prompting to transition
routines, with guidance   in activity independently.          another                               from one activity to another.




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Preschool – 3 (P3)


                                   Preschool – 3 Exemplars
Content Area: I Personal and Social Development

WSS Indicator: I C1 Shows eagerness and curiosity as a learner.                                        Fall      Spring


GHCD Indicator:      I A Has increased self-awareness and stronger self-concept

Objective:                            Proficient                       In Process               Needs Development

Developing confidence,      After finding a ladybug on the     Shows great excitement about   Watches other children interact
                            playground, pretends to be a       a ladybug found by a           with the ladybug found on the
self-direction and          ladybug by communicating,          classmate on the playground.   playground but does not
beginning to engage in      “I’m flying away!” to an adult.                                   engage with them.
purposeful and inventive
play




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Preschool – 3 (P3)


                                      Preschool – 3 Exemplars
Content Area: I Personal and Social Development

WSS Indicator: I C2 Attends briefly, and seeks help when encountering a                                         Fall       Spring
                    problem.

GHCD Indicator: IA Has increased self-awareness and stronger self-concept

Objective:                               Proficient                         In Process                   Needs Development

Relates his needs,             Attempts for several minutes to     Briefly attempts to put a new      Immediately brings a new
                               put a new puzzle together, then     puzzle together; brings it to an   puzzle to an adult for help
wants and feelings to          brings it to an adult and asks      adult for help.                    without trying to put it together
others                         for help.                                                              on his own.


                               Indicates that he is still hungry   Indicates that he would like       When prompted by an adult,
                               after one helping at snack time,    crackers at snack using words,     indicates that he would like
                               and requests another serving,       pictures, or augmentative          crackers at snack using words,
                               using words, pictures, or           communication.                     pictures, or augmentative
                               augmentative communication.                                            communication.



*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.




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                                      Preschool – 3 Exemplars
Content Area: I Personal and Social Development

WSS Indicator: I C3 Approaches play with purpose and inventiveness.                                             Fall       Spring

GHCD Indicator: IA       Has increased self-awareness and stronger self-concept

Objective:                               Proficient                          In Process                  Needs Development

Developing confidence,         Takes play-dough to the              Makes a choice to go to the        Makes a choice between two
                               housekeeping area to fill the        block area rather than the art     centers when adult reminds or
self-direction and             muffin tins before putting them      center when asked by an adult,     shows him what options are
beginning to engage in         into the play oven.                  “Do you want to play in blocks     available to do in each center.
purposeful and inventive                                            or art?”
play

                               Uses the shipping box that a         Uses the shipping box that a       Uses the shipping box that a
                               new toy came in as a garage          new toy came in to add to a        new toy came in to repack the
                               for the cars in the block center.    block structure in block center.   original toy at clean up time.

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.




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Preschool – 3 (P3)


                                 Preschool – 3 Exemplars
Content Area: I Personal and Social Development

WSS Indicator: I D1 Interacts with one or more children.                                                Fall      Spring

GHCD Indicator: IC Relates to other children


Objective:                          Proficient                        In Process                 Needs Development

Begins to play            Looks for a friend to play with    Plays next to a classmate on      Plays next to, but not with a
                          on the playground and briefly      the playground, occasionally      classmate on the playground;
cooperatively for brief   engages in a game of chase.        making comments to the other      each child engaging in their
periods with other                                           child.                            own separate play activities.
children
                          Communicates with another          Briefly joins another child       Plays next to another child in
                          child as they pretend to clean     pretending to clean up the        dramatic play, each engaging
                          up the house in dramatic play.     house in dramatic play.           in their own separate play
                                                                                               activities.

                          Joins other children who are       Watches other children play       Watches other children play
                          playing with a ball,               with the ball, then attempts to   with a ball but does not attempt
                          communicating with them and        join in doing the same actions.   to join in.
                          doing the same actions.




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Preschool – 3 (P3)


                                        Preschool – 3 Exemplars
Content Area: I Personal and Social Development

WSS Indicator: I D2 Interacts with familiar adults.                                                              Fall       Spring
GHCD Indicator: IB Relates to adults

Objective:                                Proficient                          In Process                  Needs Development
                                Independently puts his trash in      While on the playground, picks     While on the playground, picks
Imitates and tries to           the trash can on the                 up his trash and takes it to the   up his trash and takes it to the
please familiar adults          playground.                          trash can after adult reminds      trash can after adult models
                                                                     him, “please put it in the         the behavior and gives him
                                                                     garbage.”                          physical prompts.
                                Shows an adult his Duplo™            Comes to adult to show each        Shows an adult each new
                                construction when it is finished.    new addition to his Duplo™         addition to his Duplo™
                                                                     construction.                      construction when asked to do
                                                                                                        so by adult.
                                Pretends to wash dishes and          Pretends to wash dishes and        Pretends to wash dishes and
                                puts them away according to          puts them away in places           randomly put them away, even
                                labels and pictures indicating       where an adult has shown him       after an adult has shown him
                                where they belong with an            they belong.                       where they belong.
                                adult prompt.
                                Independently uses an order    Attempts to use an order pad      Looks at adult but continues in
                                pad to scribble/draw/write the to scribble the order of an adult his own play after adult places
                                order of an adult as they play as they play restaurant.          an order in the play restaurant.
                                restaurant.
*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.




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Preschool – 3 (P3)


                                      Preschool – 3 Exemplars
Content Area: I Personal and Social Development

WSS Indicator: I D3 Participates in the group life of the class.                                              Fall      Spring

GHCD Indicator: IC Relates to other children

Objective:                              Proficient                         In Process                  Needs Development

Participate, with help, in     Participates in group songs        Attempts to join in group songs    Watches as classmates
                               and games, such as Farmer in       and games, such as Farmer in       attempt to join in group songs
the group life of the          the Dell or Ring Around the        the Dell or Ring Around the        and games, such as Farmer in
class                          Rosy during Group Time.            Rosy during Group Time.            the Dell or Ring Around the
                                                                                                     Rosy during Group Time.


                               Helps to clean up after hearing    Helps to clean up after hearing    Watches others clean up after
                               the cleanup signal.                the signal and being               hearing the signal and being
                                                                  encouraged by an adult.            prompted and provided with
                                                                                                     physical assistance by an
                                                                                                     adult.

                               Answers a simple question that     Attempts to answer the             Listens/attends to but does not
                               an adult is asking everyone at     question that an adult is asking   answer the question that an
                               group time.                        everyone at group time; may        adult is asking everyone at
                                                                  need adult assistance.             group time.

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.




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Preschool – 3 (P3)


                                       Preschool – 3 Exemplars
Content Area: I Personal and Social Development
WSS Indicator: I D4 Shows empathy and caring for others.                                                           Fall        Spring
GHCD Indicator: IA Has increased self-awareness and stronger self-concept
                 IC Relates to other children
Objective:                               Proficient                           In Process                     Needs Development

Relates needs, wants           Takes initiative to rock baby doll    Rocks baby doll and pats doll on     Hits baby doll and says, “Stop
                               and pats doll on the back, saying,    the back, saying, “Don’t cry,        crying!”
and feelings to others         “Don’t cry, baby.”                    baby,” with an adult prompt.


Better understands the         Says “sorry”, or otherwise            Says “sorry”, or otherwise           Watches and listens, but makes
                               consoles by hugging or patting        consoles by hugging or patting       no attempt to say sorry, or
feelings of other children     child’s back, when he accidentally    child’s back, when he accidentally   otherwise consoles by hugging or
                               knocks another child down in a        knocks another child down in a       patting child’s back, or
                               rush up the steps of the climber.     rush up the steps of the climber,    acknowledge when he
                                                                     when verbally prompted by an         accidentally knocks another child
                                                                     adult.                               down in a rush up the steps of the
                                                                                                          climber, when verbally prompted
                                                                                                          by an adult.


                               Shows concern for a classmate by      Shows concern for a classmate by     Watches as classmates comfort a
                               patting child on the back and         patting child on the back when       child who has fallen and is crying.
                               asking, “Are you OK?” when child      child has fallen and is crying.
                               has fallen and is crying.



Better understands the         Shares an extra toy with another      Shares a toy with another child      Watches a child crying because
                               child who cries because he has        who cries because he has none,       he has no toys to play with, but
feelings of other children     none.                                 with adult prompting.                makes no attempt to share.

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.



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Preschool – 3 (P3)


                                       Preschool – 3 Exemplars
Content Area: I Personal and Social Development

WSS Indicator: I E1 Seeks adult help when needed to resolve conflicts.                                         Fall       Spring

GHCD Indicator: IC Relates to other children

Objective:                               Proficient                           In Process                Needs Development

Begins to play                 Comes to an adult for help with       Calls adult when in a conflict   Looks in the direction of an
                               a conflict over which song he         over which song he and a         adult and cries when in a
cooperatively for brief        and a friend will listen to in the    friend will listen to in the     conflict with another child over
periods with other             Listening Center.                     Listening Center.                which song he and a friend will
children                                                                                              listen to in the Listening
                                                                                                      Center.

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.




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Preschool – 3 (P3)




                     Language &
                      Literacy



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Preschool – 3 (P3)


                                       Preschool – 3 Exemplars
Content Area: II Language and Literacy
WSS Indicator: II A1 Gains meaning by listening.                                                                Fall        Spring
GHCD Indicator: II A Listen and understand directions, requests, and concept words
                II C Enter into conversations
Objective:                                Proficient                             In Process                      Needs Development

Shows understanding            Listens/attends and is able to          Listens/attends and is able to         Listens/attends and occasionally
                               follow a direction with adult           follow a direction in one on one       follows a direction in a one on one
and responds to simple         prompting in a group setting.           conversation.                          conversation when accompanied
directions and requests                                                                                       with physical cues.


                               Takes a napkin from the pile and        Takes a napkin from the pile after     Takes a napkin from the pile and
                               passes the pile to the next person      being reminded by an adult.            passes the pile to the next person
                               at the table after being reminded                                              at the table after being verbally
                               by an adult.                                                                   (or nonverbally) and physically
                                                                                                              directed by an adult.


                               Listens attentively to a short story    Listens attentively to a short story   Listens/attends for a short time to
                               read aloud when in a group, and         read aloud when in a group of 2-3      a short story read aloud to a group
                               shows understanding through             children.                              of 2-3 children, but leaves the
                               body language (clapping or                                                     group before the end of the story.
                               nodding) or facial expressions
                               (smiling or laughing).


Demonstrates active            Attends to the speaker for 5 to 15      Attends to the speaker for a few       Occasionally attends to the
                               minutes, asks simple questions,         minutes and asks simple                speaker but does not comment or
listening skills               and later uses the words and            questions about what he heard.         ask simple questions about what
                               content in dramatic play.                                                      he heard.

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.


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Preschool – 3 (P3)


                                       Preschool – 3 Exemplars
Content Area: II Language and Literacy

WSS Indicator: II A2 Follows two-step directions.                                                             Fall       Spring

GHCD Indicator: II A Listens and understands directions, requests, and concept words
Objective:                               Proficient                       In Process                  Needs Development

Shows understanding            Follows a variety of familiar     Follows a variety of two-step      Follows the first part of two-
                               two-step directions.              directions that are part of a      step directions that are part of
and responds to simple                                           familiar routine and have been     a familiar routine and have
directions and requests                                          modeled by an adult.               been modeled by an adult.


                               Follows 2-step directions         Follows 2-step related             Inconsistently follows 2-step
                               without needing individual        directions without cues (Ex.,      related commands with cues
                               clarification (Ex., “Find your    “Get the cup and give the doll a   (Ex., “Open the box and give
                               nametag and come to the           drink.”)                           me the ball.”)
                               carpet.”).




                               Independently completes           Completes familiar routines        Completes familiar routines
                               familiar routines such as         such as toileting or hand          such as toileting or hand
                               toileting or hand washing.        washing using a picture            washing using a picture
                                                                 schedule.                          schedule and adult prompting.



*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.



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Preschool – 3 (P3)


                                      Preschool – 3 Exemplars
Content Area: II Language and Literacy
WSS Indicator: II A3 Shows beginning phonological awareness.                                             Fall       Spring
GHCD Indicator: II D Pre-reading

Objective:                               Proficient                         In Process                   Needs Development

Develop phonemic               Sings or communicates familiar      Joins with other children to sing   Listens/attends to familiar
                               simple songs/poems with a           or communicate familiar simple      simple songs/poems and
awareness by becoming          group or on his own.                songs/poems, or parts of            attempts to repeat chorus
aware of the sounds of                                             songs/poems at circle time.         during group time or on his
spoken language                                                                                        own.


                               Communicates a simple rhyme         Communicates a simple rhyme         Attempts to repeat a simple,
                               that he has heard with a group      that he has heard many times        familiar rhyme after hearing it
                               or alone.                           with a group.                       modeled by an adult.


                               Experiments with making             Identifies familiar                 Listens to and repeats familiar
                               familiar environmental sounds,      environmental sounds, such as       environmental sounds, such as
                               such as doorbell, fire siren,       doorbell, fire siren, water         doorbell, fire siren, water
                               water running, animal sounds,       running, animal sounds, etc.        running, animal sounds, etc.
                               etc.                                                                    when adult identifies them.


                               Claps hands to represent the        Beginning to clap hands to the      Claps hands along with music,
                               syllables of short phrases (ex.,    beat of music.                      not necessarily to the beat.
                               “We like pizza.”).

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.



11/6/2012                                                         23
Preschool – 3 (P3)


                                 Preschool – 3 Exemplars
Content Area: II Language and Literacy
WSS Indicator: II B1 Speaks clearly enough to be understood by most listeners.                             _ Fall         Spring
GHCD Indicator: II C Enters into conversations

Objective:                      Proficient                            In Process                        Needs Development
                         Sings, chants nursery           Sings, chants nursery rhymes and            Attempts to sing or chant nursery
Has more meaningful      rhymes and communicates         communicates them to a classmate,           rhymes for others; sometimes
conversations with       them to a classmate, adult,     adult, or dolls with which he is playing,   mixing up the order of the
                         or dolls with which he is       and being understood by familiar adults.    song/chant; may be partially
peers and adults         playing, being understood                                                   understood by familiar adults.
                         with little difficulty.
                         Initiates a conversation (or    Initiates a conversation (or reciprocal     Attempts to initiate a conversation
                         reciprocal communication)       communication) with an adult, about         (or reciprocal communication) with
                         with an adult, about getting    getting a new kitten at home, with          an adult about getting a new kitten
                         a new kitten at home, being     prompting by an adult, and being            at home with occasional
                         understood with little          understood by familiar adults.              movement off topic; even when
                         difficulty.                                                                 adult redirects; may be partially
                                                                                                     understood by familiar adults.
                         Independently takes his turn    Takes his turn in a group discussion,       Occasionally will offer information
                         in a group discussion, and is   with adult prompting, and is understood     to a group discussion, with adult
                         understood with little          by familiar adults.                         prompting. May or may not be
                         difficulty.                                                                 topic-relevant; may be partially
                                                                                                     understood by familiar adults.
                         Communicates with a             Communicates with a classmate about         Shows new toy to a classmate;
                         classmate about the new toy     the new toy he brought to school, and is    offers no other information, even
                         he brought to school,           understood by his classmate.                with adult prompting.
                         offering some detail, being
                         understood with little
                         difficulty.




11/6/2012                                                   24
Preschool – 3 (P3)


Objective:                            Proficient                           In Process                       Needs Development
                               Initiates communication with    May use picture icons, augmentative       Will occasionally offer information
                               adults, offering information,   communication, or sign language to        using picture icons, augmentative
                               and some details; may use       initiate communications with adults and   communication, or sign language
                               picture icons, augmentative     peers.                                    with adult prompting.
                               communication, or sign
                               language.
*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.




11/6/2012                                                         25
Preschool – 3 (P3)


                                           Preschool – 3 Exemplars
Content Area: II Language and Literacy
WSS Indicator: II B2 Uses expanded vocabulary and language for a variety of purposes.                                           Fall    Spring
GHCD Indicator: II B Expresses thoughts and ideas using conventions of speech
                  II C Enters into conversations

Objective:                                    Proficient                              In Process                   Needs Development
Uses more conventions              Makes up a variety of “silly” words      Beginning to experiment with         Repeats silly words modeled by
                                   (ex., doggy, froggy, soggy, toggy,       making up silly nonsense words,      an adult but does not make up
of speech as he speaks             loggy).                                  such as piggy, wiggy.                any on his own.
                                   Using the word “tremendous”              Beginning to experiment with new     Repeats new words modeled by
                                   learned from a Dr. Suess book            words, such as “prickly” as          an adult but does not say the
                                   when telling a classmate about the       introduced in a story about a        word on his own.
                                   amount of sand being piled up in         porcupine.
                                   the sand table.
                                   Relates (verbally or through             Tells (verbally or through           Repeats (verbally or through
                                   augmentative communication) an           augmentative communication)          augmentative communication)
                                   event from a trip to the fire station    about what is happening in a story   what an adult verbally models
                                   to something being read aloud            using action words.                  about what is happening in a
                                   from a book.                                                                  story.

Uses more conventions              Initiates asking questions to start      Repeats adult questions that she     Occasionally repeats simple
                                   discussions, such as “I wonder           has heard an adult ask to start      adult questions that she has
of speech as he speaks             what will happen next?”                  discussions, such as “What do        heard an adult ask to start
                                                                            you think will happen next?”         discussions, such as “What do
                                                                                                                 you think will happen next?”

Have more meaningful               Tells a story (verbally or through                                 Tells the basic story (verbally or
                                                                            Tells a story (verbally or through
                                   augmentative communication)                                        through augmentative
                                                                            augmentative communication)
conversations with                 with some details about a recent                                   communication) about a recent
                                                                            with some details about a recent
peers and adults                   trip to the zoo.                                                   trip to the zoo, with verbal
                                                                            trip to the zoo, with verbal
                                                                            prompting from an adult.  prompting and modeling by an
                                                                                                      adult.
*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.


11/6/2012                                                                  26
Preschool – 3 (P3)


                                       Preschool – 3 Exemplars
Content Area: II Language and Literacy
WSS Indicator: II C1 Shows appreciation for books.                                                                      Fall      Spring
GHCD Indicator: II D Pre-reading

Objective:                               Proficient                           In Process                     Needs Development

Begins to develop              Holds a book right side up and        Correctly turns the pages of a       Holds book upside down and
                               turns pages one at a time             favorite book, sometimes 2 or 3      turns pages, front to back and
fluency by                     starting at the front of the book.    at a time.                           back to front.
understanding beginning
literacy concepts such
                               Talks about pictures in a book        Points to the pictures               Watches as an adult models
as the sequence and            after an adult has read it to         associated with what an adult        pointing to the pictures
ideas of stories               him.                                  is reading to him.                   associated with the words on
                                                                                                          the page.

                               Interacts with an adult by            Asks an adult to read the same       Listens to the favorite stories of
                               repeating familiar parts of a         book over and over again.            classmates, but does not
                               book when it is read over and                                              appear to have any personal
                               over again.                                                                favorites.

                               Pretends to “read” a favorite         Chooses to look at a favorite         Takes a book chosen for him
                               book to a stuffed animal,             book at rest time, retelling parts   by an adult at rest time and
                               retelling parts of the story from     of the story softly to himself.      looks at the pictures.
                               memory.

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.




11/6/2012                                                           27
Preschool – 3 (P3)




                                       Preschool – 3 Exemplars
Content Area: II Language and Literacy
WSS Indicator: II C2 Shows interest in letters and words.                                                               Fall       Spring
GHCD Indicator: II D Pre-reading

Objective:                                Proficient                            In Process                      Needs Development

Developing alphabetic          Points to the McDonalds sign and       Points to the McDonalds sign and       Looks at the McDonalds sign
                               says, “That’s McDonalds.”              says, “Can we get a Happy Meal?”       when pointed out by an adult.
principle awareness by
recognizing that
                               Finds his favorite cereal by looking   Finds his favorite cereal by looking   Incorrectly chooses a box thinking
symbols (and signs)            at the labels and pictures on the      at the pictures on the front of the    it is his favorite cereal “because
have corresponding             front of the boxes.                    boxes.                                 it’s (the box) green.”
meaning
                               Says, “There’s my name!” when          Places just the stop signs on the      Places road signs randomly on the
                               he sees a stop sign because his        rug when playing with cars at the      rug when playing with cars at the
                               name begins with the letter “S.”       Blocks Center and stops cars           Blocks Center.
                                                                      when comes to a sign.


                               Independently puts some toys           Puts toys away in correct bins or      Puts toys away in correct bins or
                               away in correct bins or shelves        shelves where labeled with both        shelves where labeled with both
                               where labeled with both picture        picture and words with some adult      picture and words with adult
                               and words.                             guidance.                              guidance and modeling.


                               Notices that another child’s name      Finds his name tag and brings it to    Finds his name tag by matching it
                               is similar to his and brings the       an adult saying, “This is me!”         to a sample, with adult guidance.
                               child’s name tag to an adult,
                               saying, “Jeremy is like John.”

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.


11/6/2012                                                          28
Preschool – 3 (P3)


                                       Preschool – 3 Exemplars
Content Area: II Language and Literacy
WSS Indicator: II C3 Comprehends and responds to stories read aloud.                                             Fall       Spring
GHCD Indicator: II D Pre-reading
Objective:                                Proficient                            In Process                       Needs Development

Begins to develop              Asks and answers questions such        Asks and answers questions such         Listens to and repeats questions
                               as, “What did he do?” or “Where        as, “What did he do?” or “Where         about a story being read when
fluency by                     did he go?” when reading a story       did he go?” when reading a story        modeled by an adult.
understanding beginning        with an adult.                         with an adult, with adult
                                                                      prompting.
literacy concepts such
as the sequence and            After having a favorite story reread   Asks adult to reread a favorite         Asks adult to reread a favorite
                               to him, retells story using puppets    story and tells what will happen        story and repeats/tells what will
ideas of stories               or other props.                        next in the story before it has been    happen next in the story before it
                                                                      read.                                   has been read, when modeled by
                                                                                                              an adult..
                               Makes personal connections to a        Makes personal connections to a         Attempts to make personal
                               story, such as “I have a cat,” when    story, with adult support, such as      connections to a story, but
                               seeing a cat in the story.             responding, “I do” when adult           comment may have nothing to do
                                                                      points out a cat in the story and       with the story.
                                                                      asks who has a cat.


Develop comprehension          Acts out favorite stories with some    Acts out parts of favorite stories in   Watches other classmates act out
                               events in sequence in Dramatic         Dramatic Play.                          familiar stories in dramatic play
by demonstrating               Play.                                                                          but does not interact.
understanding of text
                               Talks about pictures in a book         Points to pictures associated with      Watches as an adult models
during and after reading       after an adult has read it to him.     what an adult is reading in the         pointing to the pictures associated
                                                                      story.                                  with the words on the page.
*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.




11/6/2012                                                            29
Preschool – 3 (P3)


                                          Preschool – 3 Exemplars
Content Area: II Language and Literacy
WSS Indicator: II D1 Represents ideas and stories through pictures, dictation, and play.                              Fall       Spring
GHCD Indicator: II D Pre-reading

Objective:                                  Proficient                          In Process                  Needs Development

Develop writing skills by         Uses a large crayon on a piece       Uses a large crayon on a piece     Uses a large crayon on a piece
                                  of paper and scribbles, telling      of paper and scribbles, telling    of paper and scribbles, telling
recognizing that                  an adult, “I went fishing. I got a   an adult, “This is me”, when       an adult, “I don’t know”, when
drawings, paintings and           fish,” when asked to describe        asked to describe her picture.     asked to describe her picture.
writing are meaningful            her picture.
representations                   Covers a paper with large            Paints using broad strokes         Paints covering an entire piece
                                  swirls of paint, telling the         across the paper with a few        of easel paper with one color.
                                  teacher, “This is my house,”         different colors and tells adult   Not able to describe painting
                                  and asking the teacher to write,     that it is a rainbow.              when asked.
                                  “My House” on the painting.
                                  Scribbles on paper and               Takes an adult’s pen and           Watches adults use writing
                                  describes the thoughts she has       scribbles, saying “I writing!”     implements, and occasionally
                                  “written down,” (ex., “I want a                                         imitates adult writing.
                                  puppy.”)
                                   Describes her drawing when        When asked to dictate her       When asked to dictate her
                                   an adult says, “Tell me about     story, the student tells about  story, the student says, “I don’t
                                   your picture.” (ex., “This is me. the new puppy her family got    have a story.”
                                   I like swimming.”)                last night.
*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.
**Student with physical limitations may require physical assistance, adaptive equipment, computer, and/or augmentative device.




11/6/2012                                                           30
Preschool – 3 (P3)


                                       Preschool – 3 Exemplars
Content Area: II Language and Literacy

WSS Indicator: II D2 Uses scribbles and unconventional shapes to write.                                  Fall         Spring

GHCD Indicator: II D Pre-reading

Objective:                                Proficient                         In Process                 Needs Development

Develop writing skills by       Makes a sign consisting of          Pretends to take an adult’s      Asks an adult what they want
                                several scribbles and puts it in    order while playing restaurant   to eat while playing restaurant
recognizing that                the block area to warn others       by scribbling on a pad with a    and watches as an adult
drawings, paintings and         to “Keep out.”                      pencil.                          models writing the order on a
writing are meaningful                                                                               pad with a pencil.
representations
                                Makes several short wavy lines      Fills up an entire page with     Fills up an entire page with
                                on a notepad in the dramatic        scribbles and reads, “Little     scribbles. When asked by an
                                play area and says, “Buy this at    man, little man, little man…”,   adult to talk about it, child says,
                                the store.”                         when asked what it says.         “I don’t know.”

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.
**Student with physical limitations may require physical assistance, adaptive equipment, computer, and/or augmentative device.




11/6/2012                                                          31
Preschool – 3 (P3)




              Mathematical
               Thinking



11/6/2012            32
Preschool – 3 (P3)


                                       Preschool – 3 Exemplars
Content Area: III Cognition and General Knowledge - Mathematical Thinking
WSS Indicator: III A1 Shows interest in solving mathematical problems.                                            Fall     Spring
MMSR/GHCD: III A Mathematical thinking
Objective:                                Proficient                           In Process                Needs Development

Use mathematical               Counts out two crackers from           Counts out two crackers from       Counts out two crackers from
                               the snack basket when it is            the snack basket when it is        the snack basket with adult
thinking to solve real         passed to him, and notices that        passed to him.                     prompting when it is passed to
problems                       his friend has one cracker.                                               him.


                               Says, “No more friends,” or            Tells an adult about a child       Says "No” to a child who enters
                               “too many” to another child            who has come into the block        the block center whether or not
                               who has come into the block            center when it is already full.    it is already full.
                               center when it is already full.


                               Communicates to an adult that          Identifies the cup that is empty   Communicates to an adult that
                               his cup is full of sand and hers       and the cup that is full of sand   his cup is full of sand and hers
                               is empty.                              at the sand table when             is empty, with adult prompting
                                                                      prompted by an adult.              and modeling.


                               Builds a tower of blocks and           Builds a tower of blocks and,      Builds a tower of blocks and
                               stands next to it to see if it is as   when prompted by an adult          says that it is “big.”
                               tall as him.                           and stands next to it, as the
                                                                      adult has suggested, to see
                                                                      how tall it is.

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.
**Student with physical limitations may require physical assistance, or adaptive equipment.



11/6/2012                                                         33
Preschool – 3 (P3)


                                       Preschool – 3 Exemplars
Content Area: III Cognition and General Knowledge – Mathematical Thinking

WSS Indicator:       III B1 Shows curiosity and interest in counting and numbers.                             Fall       Spring

MMSR/GHCD: III A Mathematical thinking

Objective:                              Proficient                         In Process               Needs Development

Shows beginning                Sets 3 cups at the snack table,    Sets 3 cups at the snack table,   Sets 3 cups at the snack table,
                               placing one at each chair, and     placing one at each chair, and    placing one at each chair with
interest in numerals and       counts them independently          counts them with adult            adult assistance; may need
counting                       with one-to-one                    prompting.                        adult physical assistance and
                               correspondence.                                                      modeling to count them.

                               Recognizes and names the           Recognizes and names the          Names numerals in a counting
                               numerals 1, 2, and 3 in a          numerals 1 and 3 in a counting    book with adult verbal
                               counting book.                     book.                             prompting.

                               Comments that everyone at          Notices that a friend has more    Points to a friend’s pretzels,
                               snack has two crackers and         pretzels than he does, “You       and cries, “More.”
                               one cup of juice.                  have two. I want more.”

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.
**Student with physical limitations may require physical assistance, or adaptive equipment.




11/6/2012                                                        34
Preschool – 3 (P3)



                                      Preschool – 3 Exemplars
Content Area: III Cognition and General Knowledge - Mathematical Thinking

WSS Indicator:       III C1 Sorts objects into subgroups that vary by one attribute.                            Fall       Spring

MMSR/GHCD: III A Mathematical thinking

Objective:                              Proficient                       In Process                 Needs Development

Shows interest in              Picks out all of the yellow      Chooses a blue car to play          Sorts the counting bears by
                               crayons from the box and         with, and notices that his friend   color onto 4 different color
concepts such as               communicates, “This is how       has a green car by pointing         plates with adult prompting.
matching and sorting           many yellow crayons we have.”    and saying, “Green!”
according to a single
criteria

                               Helps to put away the blocks,    Helps to put away the blocks,       Helps to put away the blocks,
                               matching the square blocks to    matching the square blocks to       matching the square blocks to
                               the shape label and the other    the shape label and the other       the shape label and the other
                               square blocks and                square blocks.                      square blocks, with adult
                               communicating, “These are all                                        assistance.
                               square.”

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.
**Student with physical limitations may require physical assistance, or adaptive equipment.




11/6/2012                                                      35
Preschool – 3 (P3)



                                      Preschool – 3 Exemplars

Content Area: III Cognition and General Knowledge - Mathematical Thinking

WSS Indicator:       III D1 Identifies several shapes.                                                      Fall         Spring

MMSR/GHCD: III A Mathematical thinking

Objective:                              Proficient                        In Process               Needs Development

Shows beginning                Chooses several circle shapes     Finds circle shapes in the        Finds circle shapes in the
                               objects when creating a collage   classroom when prompted           classroom when prompted
interest in geometry           in the art area and               (e.g., points to the clock, the   (e.g., points to the clock, the
                               communicates, “These are all      paper circles on the collage      paper circles on the collage
                               round.”                           table, and a magnifying glass     table, and a magnifying glass
                                                                 in the science area).             in the science area), with adult
                                                                                                   assistance.

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.




11/6/2012                                                    36
Preschool – 3 (P3)




                                       Preschool – 3 Exemplars
Content Area:        III Cognition and General Knowledge - Mathematical Thinking

WSS Indicator:       III D2 Shows understanding of several positional words                                        Fall        Spring

MMSR/GHCD:           III A Mathematical thinking
                     II B Express thoughts and ideas using conventions of speech

Objective:                               Proficient                         In Process                  Needs Development

Shows beginning                Makes symmetrical designs           Makes designs with shape             Imitates or copies designs with
                               with shape blocks.                  blocks.                              shape blocks.
interest in geometry

Uses more conventions          Correctly uses positional           Uses or responds to some             Uses or responds to basic
                               words, such as “in front of”,       positional words, such as “in        positional words, such as “on,”
of speech as he speaks         “behind”, and “next to” during      front of”, “behind”, and “next to”   “off”, and “under.”(e.g., finds
                               work, play, and routine tasks       (e.g., gets in line “behind” his     the apple when told that it is
                               (e.g., gets in line “behind” his    friend when prompted, and            “on” the table, and may say,
                               friend and says, “I’m behind        may say, “I behind.”)                “on table.”)
                               you.”).

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.
**Student with physical limitations may require physical assistance, or adaptive equipment.




11/6/2012                                                         37
Preschool – 3 (P3)


                                      Preschool – 3 Exemplars
Content Area: III Cognition and General Knowledge - Mathematical Thinking

WSS Indicator:       III E1 Shows understanding of some comparative words.                                       Fall         Spring

MMSR/GHCD: III A Mathematical thinking


Objective:                               Proficient                         In Process                Needs Development

Shows interest in              Stands beside another child         Tells a friend that he is bigger   Tells a friend that his tower is
                               who is taller, and comments,        than the tower he has built.       “bigger.”
quantity, measuring and        “You are taller than me.”
number relationships

                               Asks for “as many” pretzels as      Complains that a friend has        Sees a friend’s pretzels and
                               his friend, says, “I did not get    more pretzels than he does.        says, “I want one.”
                               enough,” or says, “Why do I
                               have less than you?”

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.
**Student with physical limitations may require physical assistance, or adaptive equipment.




11/6/2012                                                         38
Preschool – 3 (P3)


                                      Preschool – 3 Exemplars

Content Area: III Cognition and General Knowledge - Mathematical Thinking

WSS Indicator:       III E2 Participates in measuring activities                                        Fall       Spring

MMSR/GHCD: III A Mathematical thinking

Objective:                              Proficient                    In Process             Needs Development

Shows interest in              Fills a balance scale with     Fills a balance scale with     Puts beads in a balance scale,
                               beads, making one side go      beads, making one side go      and with adult prompting,
quantity, measuring and        down, then the other, and      down, then the other.          makes one side go down, then
number relationships           comments, “This side is                                       the other.
                               heavy,” or “This side has
                               more.”

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.




11/6/2012                                                   39
Preschool – 3 (P3)




                     Science




11/6/2012               40
      Preschool – 3 (P3)


                                               Preschool – 3 Exemplars
      Content Area: IV Cognition and General Knowledge – Scientific Thinking

      WSS Indicator: IV A1 Uses senses to observe and explore classroom                                             Fall          Spring
                            materials and natural phenomena
      MMSR/GHCD: IV B Scientific thinking

         Objective:                             Proficient                              In Process                         Needs Development
Seeks information through          On a class walk, listens to the call      Shows desire to pick up and bring       Picks up interesting things on a
                                   of a bird, asks the teacher or a          home interesting things he finds on     walk and agrees to take them
observation, exploration           friend to listen as well, and tries to    a class walk (e.g., sees a wooly        home when given a bag and
and descriptive                    make the same sound.                      bear caterpillar and asks to take it    prompted by an adult.
investigations with simple                                                   to classroom and feed it; finds a
science tools                                                                rock and asks to keep it).
                                   Looks at pine cones and points out      Uses senses to observe and           Looks at or touches things found
                                   every detail he sees or feels or        gather information (e.g., holds a    on a walk with adult prompting.
                                   notices (such as the points, the        pine cone and says that it feels     May repeat words that describe
                                   sticky stuff, and the broken parts).    “sharp;” says that the fish is funny what is observed, such as “sharp,”
                                                                           when he “blows bubbles.”).           or “buzzing.”
      *Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
      understanding.
      **Student with physical limitations may require physical assistance, or adaptive equipment.




      11/6/2012                                                             41
   Preschool – 3 (P3)


                                          Preschool – 3 Exemplars
   Content Area: IV Cognition and General Knowledge – Scientific Thinking
   WSS Indicator: IV A2 Begins to use simple tools and equipment for investigation                                            Fall      Spring
   MMSR/GHCD: IV B Scientific thinking

         Objective:                          Proficient                            In Process                         Needs Development
Seeks information through         Uses various tools such as             Uses tools such as magnifying          Uses a few tools such as magnifying
                                  magnifying glass, marble run, gear     glass, marble run, gear set,           glass, balance scale, and measuring
observation, exploration          set, balance scale, measuring          balance scale, measuring cups          cups and spoons for investigation (e.g.,
and descriptive                   cups and spoons and sorting trays      and spoons and sorting trays for       looks at a variety of objects through a
                                  for investigation (e.g., looks at a    simple investigation (e.g., looks at   magnifying glass), with adult support.
investigations with simple        variety of objects through a           objects through a magnifying
science tools                     magnifying glass, a hand lens,         glass).
                                  and then a pair of goggles).

Uses more advanced                Uses a pair of tongs from the          Gets a toy broom and uses the          Gets a toy broom and uses the handle to
                                  dramatic play area to retrieve a       handle to get a ball out from under    get a ball out from under a shelf where it
problem solving skills,           small toy that has fallen into the     a shelf where it has rolled.           has rolled, with prompting.
testing his understanding         water table.
and ideas in real situations
Uses more advanced                Suggests using the fish net to         Responds to adult suggestion to        Responds to adult suggestion to use the
                                  straighten the fallen cave in the      use the fish net to straighten the     fish net to straighten the fallen cave in
problem solving skills,           fish tank.                             fallen cave in the fish tank, and      the fish tank, and does so with adult
testing his understanding                                                does so independently.                 support.
and ideas in real situations
                                  Asks for some flour to place on his    Responds to adult suggestion to        Responds to adult suggestion and
                                  hands when the play dough              place some flour on his hands          assistance to place some flour on his
                                  becomes sticky.                        when the play dough becomes            hands when the play dough becomes
                                                                         sticky.                                sticky.
   *Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
   understanding.
   **Student with physical limitations may require physical assistance, or adaptive equipment.



   11/6/2012                                                            42
Preschool – 3 (P3)


                                      Preschool – 3 Exemplars
Content Area: IV Cognition and General Knowledge – Scientific Thinking
WSS Indicator: IV A3 Makes comparisons among objects.                                   Fall           Spring
MMSR/GHCD: IV B Scientific thinking
        Objective:                       Proficient                         In Process                  Needs Development

Uses scientific thinking       Asks many questions about           Asks questions about things he     Responds to adult modeled
                               everything he sees/notices,         sees/notices, watching             questions about things he
as well as his senses to       watching carefully (e.g., asks      carefully (e.g., asks if the ant   notices by imitating a modeled
discover the world             why the ant he is watching          he is watching will fly away).     answer, or by attempting an
around him and make            does not fly away like a                                               answer that may or may not be
comparisons between            ladybug).                                                              logical (e.g., “I dunno,” or “he
                                                                                                      flying.”).
objects
                               Enthusiastically checks her         Enthusiastically checks his        In response to adult question,
                               seed cup to see if there have       seed cup to see if there have      “Did your seed grow any
                               been any changes in her plant       been any changes overnight         more?” looks in seed cup and
                               overnight, and comments that        since her first seed started to    shakes her head.
                               her plant is bigger than her        sprout (e.g., “Is it growing?).
                               friend’s plant.
Uses scientific thinking       Observes and manipulates            Responds to request to find a      Responds to request to find a
                               rocks in the rock collection and    very bumpy rock in the rock        very bumpy rock in the rock
as well as his senses to       notices that some are bumpy         collection.                        collection, with adult prompting.
discover the world             and some are not.
around him and make            Watches fish and notices that                                Points to the big fish and says
                                                                   Watches the fish and observes
comparisons between            “the slow one” is often “hiding                              “fast,” in response to adult
                                                                   that the big one swims faster.
objects                        in the cave.”                                                question about which fish is
                                                                                            faster.
*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.
**Student with physical limitations may require physical assistance, or adaptive equipment.


11/6/2012                                                         43
Preschool – 3 (P3)




                Social Studies




11/6/2012             44
Preschool – 3 (P3)


                                      Preschool – 3 Exemplars
Content Area: III Cognition and General Knowledge – Social Studies

WSS Indicator: V A1        Begins to recognize own physical characteristics                           Fall       Spring
                           and those of others.
MMSR/GHCD: III C Social studies

Objective:                              Proficient                         In Process                 Needs Development

Begin to recognize his         Notices that everyone in the       Goes to the table when an         Needs an adult reminder to go
                               block area today has brown         adult says that everyone with     to the table with everyone else
own physical and family        hair.                              brown hair may go.                who has brown hair.
characteristics and
those of others
                               Draws a picture of his dad with    Draws a picture of his dad with   Draws a picture of his dad with
                               black hair and himself with        very long legs.                   blue pants, just like his own.
                               blonde hair.

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.
**Student with physical limitations may require physical assistance, or adaptive equipment.




11/6/2012                                                        45
  Preschool – 3 (P3)


                                         Preschool – 3 Exemplars
  Content Area: III Cognition and General Knowledge – Social Studies
  WSS Indicator: V B1 Begins to understand family structures and roles.                                        Fall       Spring
                    MMSR/GHCD: III C Social studies

Objective:                                 Proficient                           In Process                    Needs Development

Explore more complex             Tells her friend that she can’t       Tells a friend that he wants to      Pretends to be a daddy in the
                                 be a daddy when she grows up          be a daddy when he grows up          dramatic play center.
situations and concepts,         because she is a girl.                and that daddies are boys.
beginning to understand
some people’s jobs and
care for the environment

Begins to recognize his          Comments that she and                 Counts how many boys are in          Points to some of the boys in
                                 Michelle are girls and Jeremy         the group he is playing with.        his group when prompted.
own physical and family          and David are boys.
characteristics and those
of others

                                 Shows photo of her family to          Shows photo of her family to         Shows photo of her family to
                                 adult, smiling, pointing to family    adult, smiling, pointing to family   adult, smiling, pointing to family
                                 members, naming them, and             members, and naming them.            members, and naming them
                                 commenting that they all have                                              with prompting.
                                 brown hair.

  *Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
  understanding.
  **Student with physical limitations may require physical assistance, or adaptive equipment.




  11/6/2012                                                           46
Preschool – 3 (P3)


                                      Preschool – 3 Exemplars
Content Area: III Cognition and General Knowledge – Social Studies

WSS Indicator:       V B2 Describes some jobs that people do.                                   Fall       Spring

MMSR/GHCD: III C Social studies

Objective:                               Proficient                         In Process                   Needs Development

Explore more complex           Pretends to be a firefighter in     Imitates another child or an        Imitates an adult pretending to
                               the dramatic play center with       adult pretending to be a            be a firefighter spraying the
situations and concepts,       the play hose, telling everyone     firefighter spraying the            dramatic play center with the
beginning to understand        to get out.                         dramatic play center with the       hose in response to adult
some people’s jobs, and                                            play hose and saying, “Get          prompting and modeling.
care for the environment                                           out!”


                               Puts on hard hat and say’s “I’m     Puts on hard hat and say’s “I’m     Puts on hard hat and puts two
                               a road fixer,” while putting two    a road fixer,” while putting two    wooden blocks end to end, in
                               wooden blocks end to end to         wooden blocks end to end to         response to an adult
                               make a road.                        make a road in imitation of         prompting, “Let’s fix the road
                                                                   peer or adult model.                like this,” and modeling the
                                                                                                       actions with the blocks.

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.
**Student with physical limitations may require physical assistance, or adaptive equipment.




11/6/2012                                                         47
Preschool – 3 (P3)


                                      Preschool – 3 Exemplars
Content Area: III Cognition and General Knowledge – Social Studies

WSS Indicator: V C1 Shows awareness of group rules.                                    Fall        Spring

MMSR/GHCD: III C Social studies

Objective:                               Proficient                        In Process                 Needs Development

Have beginning                 Comments about a change in         Participates but expresses        Cries in response to change in
                               the routine, such as on a rainy    strong feelings about any         class routine, but participates
understanding of               day, indicating that today we      change in the class routine.      with adult support.
consequences when              are playing with big balls
following routines and         inside, and still participates.
recreating familiar
events                         Follows the rules of a simple      Tries to follow the rules of a    Tries to engage in a simple
                               game briefly, and stops playing    simple game; becomes              group game with no regard for
                               when he cannot continue with       frustrated when he doesn’t        the rules; becomes frustrated
                               his turn or has to wait.           understand why something has      when reminded of the rules.
                                                                  changed.

                               Helps to clean up after Center     Helps to clean up after Center    Sings the Clean Up Song after
                               Time while singing the Clean       Time while singing the Clean      Center Time, but continues to
                               Up Song.                           Up Song, with adult prompting.    play.

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.
**Student with physical limitations may require physical assistance, or adaptive equipment.




11/6/2012                                                        48
Preschool – 3 (P3)


                                  Preschool – 3 Exemplars
Content Area: III Cognition and General Knowledge – Social Studies

WSS Indicator: V D1 Shows beginning awareness of their environment.                                    Fall       Spring

MMSR/VSC: III C Social studies

Objective:                          Proficient                       In Process                 Needs Development

Explore more complex       Explains to a classmate, “We     Picks up the trash on the         Picks up the trash on the
                           have to pick up the trash and    playground and brings it to the   playground in imitation of
situations and concepts,   bring it to a trash can.”        teacher.                          another child or in response to
beginning to understand                                                                       teacher prompting.
some people’s jobs, and
care for the environment




11/6/2012                                                  49
Preschool – 3 (P3)




                     The Arts



11/6/2012               50
Preschool – 3 (P3)


                                      Preschool – 3 Exemplars
Content Area: The Arts

WSS Indicator: VI AI Participates in group music experiences.                                            Fall       Spring

MMSR/GHCD:

Objective:                              Proficient                       In Process                  Needs Development

Develop awareness of           Uses rhythm sticks, drums, or     Explores a variety of classroom   Explores classroom
                               tambourines in time with the      instruments such as triangles,    instruments, making sounds
musical sounds and a           music.                            wood blocks, tambourines,         with them in response to adult
variety of environmental                                         rhythm sticks, and maracas,       prompting.
sounds                                                           trying different ways to make
                                                                 sounds with them.


Experience performance         Suggests words for open           Participates in songs, finger     Participates in songs, finger
                               ended songs such as “Aiken        plays, and other music and        plays, and other music and
through singing and            Drum,” or suggests animals for    movement activities by singing    movement activities by singing
playing instruments            “Old MacDonald’s Farm.”           and using hand and body           and using hand and body
                                                                 motions.                          motions, with adult prompting.

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.
**Student with physical limitations may require physical assistance, or adaptive equipment.




11/6/2012                                                       51
Preschool – 3 (P3)




                                       Preschool – 3 Exemplars
Content Area: The Arts

WSS Indicator: VI A2 Participates in creative movement, dance, and drama.                                 Fall      Spring

MMSR/GHCD:

Objective:                               Proficient                          In Process               Needs Development

Respond to music               Uses scarves in a free               Uses body movements in          Imitates adults or peers in
                               movement, floating them              response to moods and           moving to different types of
through movement               overhead or twirling them            rhythms of different types of   music.
                               around.                              music.


                               Crawls, “flies,” walks on tiptoe,    Imitates animals and uses       Imitates animals and uses
                               or performs almost any other         other imaginative movements     other imaginative movements
                               imaginative movement in              in response to music.           in response to music, with adult
                               response to music.                                                   prompting.

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.
**Student with physical limitations may require physical assistance, or adaptive equipment.




11/6/2012                                                          52
Preschool – 3 (P3)


                                         Preschool – 3 Exemplars
Content Area: The Arts

WSS Indicator:        VI A3 Uses a variety of art materials for tactile experience and                          Fall       Spring
                           exploration.

MMSR/GHCD:

Objective:                                 Proficient                        In Process                  Needs Development

Experiment and                   Independently uses a variety of    Uses a variety of drawing,         Uses a variety of drawing,
                                 drawing, painting, collage, and    painting, collage, and other art   painting, collage, and other art
construct with a variety         other art materials to create      materials to create and            materials to create and
of art media                     and construct.                     construct, with some adult         construct, with adult prompting
                                                                    prompting.                         and modeling.

**Student with physical limitations may require physical assistance, or adaptive equipment.




11/6/2012                                                          53
Preschool – 3 (P3)


                                       Preschool – 3 Exemplars
Content Area: The Arts

WSS Indicator: VI B1 Responds to artistic creations or events.                                Fall       Spring

MMSR/GHCD:

Objective:                               Proficient                         In Process                  Needs Development

Listen and respond to          Hums or moves to music;             Hums or moves to music;            Hums or moves to music;
                               listens attentively to songs and    listens attentively to songs and   listens to songs and musical
music                          musical performances.               musical performances, with         performances with adult
                                                                   adult prompting.                   prompting and modeling.


Observe and respond to         Watches a classmate dance           Watches a classmate dance          Watches a classmate dance
                               and imitates his movements;         and imitates his movements;        and smiles; shows interest in
dance, theatre, and            shows sustained interest in         shows interest in puppet show      short puppet show or play, with
dramatic performances          puppet show or play.                or play, with adult prompting.     adult prompting and modeling.


Observe and respond to         Smiles and comments on              Imitates another child or an       Looks on while another child or
                               another child’s painting, “Oh,      adult commenting on a peer’s       an adult comments on a peer’s
artistic creations             those are pretty colors!”           painting.                          painting.

*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.
**Student with physical limitations may require physical assistance, or adaptive equipment.




11/6/2012                                                         54
Preschool – 3 (P3)




              Physical
            Development &
               Health

11/6/2012            55
Preschool – 3 (P3)




                                 Preschool – 3 Exemplars
Content Area: IV Physical Development

WSS Indicator: VII A1 Moves with some balance and control.                                          Fall       Spring

MMSR/GHCD: IV A Use large muscle coordination to move and play
Objective:                          Proficient                         In Process                  Needs Development

Move with confidence     Goes over, under, around and        Goes over, under, around and        Goes over, under, around and
                         through on an obstacle course on    through on an obstacle course on    moves through an obstacle course
and stability,           foot or using a mobility device     foot or using a mobility device     with adult prompting and
coordinating movements   (wheelchair, walker) with smooth    (wheelchair, walker).               modeling.
                         movements and without bumping
to accomplish simple     into objects.
tasks
                         Jumps like a frog with both feet    Stands and hops on two feet for a   Jumps with both feet together
                         together several times in a row.    few seconds.                        once.


                         Runs across playground smoothly,    Runs across playground,             Runs around on playground,
                         stopping, starting, and turning     stopping, starting, and turning     sometimes tripping.
                         without falling or bumping into     without falling.
                         objects.




11/6/2012                                                   56
Preschool – 3 (P3)


                                 Moves around the environment            Moves around the environment         Moves around the environment
                                 safely (on foot or in wheelchair or    safely (on foot or in wheelchair or   with occasional falls.
                                 walker), avoiding obstacles.           walker), avoiding obstacles, with
                                                                        adult prompting.



**Student with physical limitations may require physical assistance, or adaptive equipment.




11/6/2012                                                              57
Preschool – 3 (P3)



                                         Preschool – 3 Exemplars
Content Area: IV Physical Development

WSS Indicator: VII A2 Coordinates movements to perform simple tasks.                                     Fall      Spring

MMSR/GHCD: IV A Use large muscle coordination to move and play


Objective:                                 Proficient                        In Process                  Needs Development

Move with confidence             Climbs the stairs on the climber   Climbs the stairs on the           Climbs the stairs on the
                                 with alternating feet, holding     climber, placing both feet on      climber, placing both feet on
and stability,                   onto the railing.                  each step and holding the          each step and holding the
coordinating movements                                              railing.                           railing with adult support.
to accomplish simple
tasks
                                 Propels a big wheel or other       Propels a big wheel or other       Attempts to pedal a big wheel
                                 ride on toy by pedaling and        ride on toy by pedaling fast and   or other ride on toy with some
                                 steering without bumping into      attempting to steer.               assistance. May propel self by
                                 objects.                                                              pushing on the ground with his
                                                                                                       feet.


                                 Consistently catches a large       Beginning to catch a large ball    Reaches to catch a ball with
                                 ball with two hands.               with two hands.                    two hands, frequently dropping
                                                                                                       it.

**Student with physical limitations may require physical assistance, or adaptive equipment.




11/6/2012                                                        58
Preschool – 3 (P3)


                                         Preschool – 3 Exemplars
Content Area: IV Physical Development

WSS Indicator: VII B1           Uses strength and control to perform simple tasks.                       Fall      Spring

MMSR/GHCD: IV B Uses small muscle control to accomplish many tasks

Objective:                                 Proficient                        In Process                 Needs Development

Develop finger skills            Creates recognizable               Pushes Duplo™ blocks              Stacks bristle blocks, then pulls
                                 structures with Duplo™ blocks,     together and pulls them apart     them apart.
through many forms of            putting them together and          to build more recognizable
play                             pulling them apart                 structures and objects, with
                                 independently.                     adult prompting.


                                 Independently stacks blocks to     Stacks blocks to make a house     Stacks blocks to make a house
                                 make a house or other              after being shown how by an       with adult assistance.
                                 structure.                         adult.


                                 Pours or scoops sand from a        Fills and dumps several cups in   Fills and dumps several cups in
                                 cup or small spoon into a          the sand table using a shovel,    the sand table using a shovel,
                                 container with a small opening.    then a smaller spoon.             then a smaller spoon, with
                                                                                                      adult assistance.


                                 Creates with playdoh or clay       Manipulates playdoh or clay       Squeezes and attempts to roll
                                 spontaneously by squeezing,        spontaneously by squeezing,       or cut playdoh or clay when
                                 rolling, or cutting.               rolling, or cutting.              prompted by an adult.

**Student with physical limitations may require physical assistance, or adaptive equipment.


11/6/2012                                                          59
Preschool – 3 (P3)


                                         Preschool – 3 Exemplars
Content Area: IV Physical Development

WSS Indicator: VII B2 Uses eye-hand coordination to perform simple tasks.                                      Fall      Spring

MMSR/GHCD: IV B Uses small muscle control to accomplish many tasks
Objective:                                 Proficient                        In Process                 Needs Development

Develop finger skills            Picks up small objects with a     Begins to pick up small objects    Picks up small objects with a
                                 finger grasp.                     with a finger grasp, but reverts   whole fist grasp.
through many forms of                                              to a whole fist grasp, at times.
play

                                 Manipulates small objects,        Manipulates small objects,         Manipulates small objects with
                                 placing items into containers     placing items into containers      some assistance to place them
                                 with ease (such as placing        with some success (such as         into containers. May need help
                                 pennies into a bank, etc).        placing pennies into a bank,       getting a string into a small
                                                                   etc).                              hole on a bead.

                                                                                                      Attempts to complete simple
                                 Completes simple inset            Completes simple inset             inset puzzles, needing some
                                 puzzles using trial/error         puzzles using trial/error          adult assistance.
                                 approach, turning pieces          approach, attempting to turn
                                 several different ways to make    pieces to make them fit, or
                                 them fit.                         attempting to pound them in.

**Student with physical limitations may require physical assistance, or adaptive equipment.




11/6/2012                                                         60
Preschool – 3 (P3)



                                         Preschool – 3 Exemplars
Content Area: IV Physical Development ; II Language and Literacy

WSS Indicator: VII B3 Explores the use of various drawing and art tools.                                         Fall      Spring

MMSR/GHCD: II D Pre-reading

Objective:                                 Proficient                          In Process                 Needs Development

Use writing utensils for         Uses different drawing tools,        Holds a crayon using a whole      Holds a crayon by grasping it in
                                 such as crayons, markers, and        fist grasp or with the fingers.   his palm.
scribbles and drawings           chalk, holding them with a
                                 fisted grasp or with the fingers.


                                 Experiments with sponges,            Scribbles or paints with          Scribbles randomly, or dabs
                                 brushes, Q-tips, and other tools     increasing control; keeping       with a paintbrush making
                                 for painting lines and shapes.       marks on the paper.               marks on and off of paper.


Begins to use classroom          Snips and begins to make             Makes individual snips with       Explores scissors, attempting
tools                            longer cuts into paper with          regular or adapted scissors on    to use them with one or two
                                 regular or adapted scissors.         paper with some assistance.       hands.




**Student with physical limitations may require physical assistance, or adaptive equipment.




11/6/2012                                                            61
Preschool – 3 (P3)


                                         Preschool – 3 Exemplars
Content Area: IV Physical Development

WSS Indicator: VII C1 Begins to perform self-care tasks independently.                                          Fall      Spring

MMSR/GHCD: IV C Has a larger set of self-help skills

Objective:                                 Proficient                        In Process                  Needs Development

Accomplishes self-help           Puts on coat, hat and mittens      Independently puts on coat,        Puts on own hat and mittens.
                                 but needs help with gloves and     hat, and mittens.                  Needs assistance to put on
and housekeeping tasks           getting the zipper started.                                           coat.
with reminders
                                 Dresses self, and is able to       Dresses self with assistance       May put on simple articles of
                                 attach Velcro closures and         for fasteners and front/back       clothing such as socks and
                                 fasten large buttons on clothes.   orientation.                       pulls pants up and down for
                                                                                                       toileting.

                                 Serves self from a serving bowl    Feeds self with spoon or fork to   Feeds self with spoon or fork
                                 or plate with a serving spoon or   complete preschool size meal.      with little spilling.
                                 fork, with little spilling.


**Student with physical limitations may require physical assistance, or adaptive equipment.




11/6/2012                                                         62
Preschool – 3 (P3)


                                        Preschool – 3 Exemplars
Content Area: IV Physical Development

WSS Indicator: VII C2 Follows basic health and safety rules with reminders.                                    Fall       Spring

MMSR/GHCD: IV C Has a larger set of self-help skills

Objective:                                Proficient                          In Process                 Needs Development

Accomplishes self-help           Independently spreads icing on     Spreads icing on his               Spreads icing on his
                                 his gingerbread man using a        gingerbread man using a            gingerbread man using a
and housekeeping tasks           Popsicle stick.                    Popsicle stick, licks the stick.   Popsicle stick with adult
with reminders                                                                                         assistance.
                                 Brushes own teeth and hair.        Brushes own teeth and hair         Brushes own teeth and hair
                                                                    with verbal prompting or visual    with physical assistance and
                                                                    cues from an adult.                visual cues.
                                 Washes and dries own hands         Washes and dries his own           Washes and dries his own
                                 after being reminded.              hands, with verbal prompting or    hands with physical assistance
                                                                    visual cues from an adult.         and visual cues.
Accomplishes self-help              Follows common safety rules      Follows common safety rules     Needs physical assistance and
                                    with occasional reminders (e.g., with reminders and visual cues modeling to follow common
and housekeeping tasks              avoiding heat elements and       (e.g., avoiding heat elements   safety rules.
with reminders                      sharp knives, staying with the   and sharp knives, staying with
                                    class when walking outside,      the class when walking outside,
                                    holding someone’s hand in a      holding someone’s hand in a
                                    parking lot.)                    parking lot.)
*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.
**Student with physical limitations may require physical assistance, or adaptive equipment.




11/6/2012                                                      63

								
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