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MMSR Exemplar

VIEWS: 26 PAGES: 71

									      Maryland Model for School
             Readiness
              (MMSR)
                  Preschool - 3 Exemplars
                          for Home Visitors
                                  Fall/Entry
                                      Maryland State Department of Education
                      Division of Early Childhood Development/Early Learning Office Branch
                              Division of Special Education/Preschool Services Branch
                                             200 West Baltimore Street
                                            Baltimore, Maryland 21201
                                                  Revised Fall 2010

Gina McLaren
Havila McKinney
Preschool – 3 (P3)



Special thanks to Baltimore County Public Schools Early Intervention and Special Education Specialists:


Gina McLaren, Speech-Language Pathologist
Michelle Varipapa, Special Educator
Darlene Miller, Occupational Therapist
Havila McKinney, Physical Therapist
Virginia Salzberg , Community-Based Intervention Teacher
Sally Chapman, Coordinator, Baltimore County Infants and Toddlers Program
Paula Boykin, Director, Birth to Five Programs, Special Education


Facilitated by Monica Vacca, Early Childhood Consultant




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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 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
Prekindergarten WSS™ Checklist indicators, and all 49 Preschool-3 WSS™ Checklist indicators for Fall/Entry and
Spring/Exit. The exemplars are based on the MMSR standards, indicators, and learning objectives. They describe
documented student skills and behaviors at the objective level, linking learning objectives to MMSR indicators


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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Preschool – 3 (P3)


 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)



                                             MMSR Exemplars Format
            Content Area and
            Standard Number


                                           Work Sampling System –
     Content Area: II Language &
                                            Indicator and Number
                   Literacy                                                                                    Rating Period

     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

                 Guidelines for Healthy Child Development Indicator

     MMSR Objective:                         Proficient                                     In Process                    Needs Development

  Shows understanding and       Listens/attends and is able to follow a     Listens/attends and occasionally           Does not listen/attend and follow a
responds to simple directions    direction more easily in one on one       follows a direction in a one on one      direction even when accompanied with
       and requests             conversation than in a group setting.     conversation when accompanied with                     physical cues.
                                                                                     physical cues.


Demonstrates active listening
          skills                 Attends to the speaker for a longer          Occasionally attends to the speaker
                                   period of time and asks simple             but does not comment or ask simple       Does not attend to the speaker.
                                  questions about what he heard.                questions about what he heard.




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      Personal / Social




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Preschool – 3 (P3)


                                       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,         Says, “I can help!” with                  Does not volunteer to set the            Does not volunteer to set the
                               enthusiasm when adult begins to           table, but will do so with               table, says “No,” turns away
self-direction and             set the table for dinner.                 assistance when asked by an              and/or ignores the request if
beginning to engage in                                                   adult.                                   asked to do so by an adult.
purposeful and inventive
play

Developing confidence          Chooses a puzzle from a shelf             Chooses a puzzle from a shelf            Stands near the toy shelf and
                               and sits down to work on it.              with visual or verbal prompting          does not choose an activity even
                                                                         and modeling.                            with adult prompting and
                                                                                                                  modeling.


Relates needs, wants,          Says, “I no want nap “ when told it       Pushes adult away and pouts              Cries and is unable to show or tell
                               is time for a nap.                        when told it is time for a nap.          an adult how he feels about taking
and feelings to others                                                                                            a nap.


                               Says, “Mommy coming back.”                When playing with a doll, repeats        When playing with a doll, ignores
                               (verbally or using augmentative           “Mommy coming back” when first           adult‟s modeled interactions and
                               communication) when playing with          verbally modeled by an adult.            verbalizations; engages in isolate
                               a doll.                                                                            play with doll.


*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 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-   Gets paper to color on and           Sits at table and says, “No           Notices that there is no paper
direction and beginning to     brings it to the table with          paper!” and makes no attempt          on the table; leaves crayon box
engage in purposeful and       assistance.                          to locate paper without adult         at the table to engage in
inventive play.                                                     assistance.                           another activity.


                               Locates the place to retrieve         Locates the place to retrieve        Does not respond when asked
                               his shoes and smiles, or says,       his shoes with adult                  to retrieve his shoes.
                               “I did it!” without adult            assistance.
                               assistance.




                               Initiates a purposeful pretend       Participates in a purposeful          Does not choose to participate
                               play activity (e.g., Uses play       pretend play activity (e.g.,          in purposeful pretend play
                               dishes and food, stirring, and       Plays with play dishes and            (e.g., with play dishes or food,)
                               serving the food to a doll or        food) when prompted by an             even with adult prompting and
                               stuffed animal.)                     adult.                                modeling.




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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-                Takes turns when an adult           Occasionally takes turns when     Does not respond to an adult‟s
                               intervenes and helps her to         an adult intervenes and models    directions, modeling of turn-
regulation, following          communicate about how to            how to take turns with another    taking, or signals when it is
classroom rules and            take turns with another child or    child or family member.           time to take a turn.
routines, with guidance        family member.

                               Sits and attends for a short        Sits with some adult reminders    Does not attend during a short
                               read aloud story with peers or      and redirection and attends for   read aloud story with peers.
                               in a group setting.                 most of a short story read        May benefit from sensory
                                                                   aloud in a group setting. May     strategies such as deep
                                                                   benefit from sensory strategies   pressure, adaptive seating,
                                                                   such as deep pressure,            „fidgets.‟
                                                                   adaptive seating, „fidgets.‟


Follows simple                 Picks up her cup and napkin         Takes cup to wastebasket after    Does not respond to adult
                               and takes them to the               snack with adult prompting,       prompting, modeling, or visual
classroom rules and            wastebasket after snack with        modeling, or use of visual        cues to put cup and napkin in
routines with guidance         adult verbal reminder or visual     cues, but forgets napkin.         wastebasket after snack.
                               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-           Shares one of the several dolls    Occasionally shares one of the    Throws dolls onto the floor and
                          that she has with a peer after     several dolls that she has with   walks on them when prompted
regulation, following     being prompted by an adult.        a peer after being prompted by    to share a doll with another
classroom rules and                                          an adult.                         child.
routines, with guidance
                          Puts blocks back in container      Puts blocks back in container     Throws blocks into the
                          during clean up time when          during clean up time when         container and against the shelf
                          prompted by an adult, and          adult gives child physical        when it is clean up time.
                          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-           Requires a cue (blinking lights,      Requires a cue (blinking lights,   Unable to transition to a new
                          bell ringing, song, picture icon      bell ringing, song, picture icon   activity even with a cue
regulation, following     etc.) and adult verbal guidance       etc.), adult verbal guidance and   (blinking lights, bell ringing,
classroom rules and       to transition from one activity to    physical prompting to transition   song, picture icon, etc.), adult
routines, with guidance   another.                              from one activity to another.      verbal guidance and physical
                                                                                                   prompting.




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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,      Shows great excitement about      Watches other children interact   Shows no interest in the
                            a ladybug found by a friend on    with the ladybug found on the     ladybug found by a friend out
self-direction and          the playground.                   playground but does not           on the playground.
beginning to engage in                                        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,             Briefly attempts to put a new       Immediately brings a new          Leaves incomplete new puzzle
                               puzzle together; brings it to an    puzzle to an adult and asks for   on the floor, does not ask an
wants and feelings to          adult and asks for help.            help without trying to put it     adult to help and finds a new
others                                                             together on his own.              activity.


                               Indicates that he would like        When prompted by an adult,        Cries, or does not indicate
                               more crackers at snack using        indicates that he would like      wants or needs, even when
                               words, pictures, or                 more crackers at snack using      prompted by an adult.
                               augmentative communication.         words, pictures, or
                                                                   augmentative communication.


*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 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,         Makes a choice to go to the      Makes a choice between two         Unable to make a choice
                               playground rather than to take   activities when adult reminds or   between two activities even
self-direction and             a walk when asked by an adult,   shows him what options are         when adult shows him and
beginning to engage in         “Do you want to go for a walk    available.                         models what options are
purposeful and inventive       or go to the playground?”                                           available.
play
                               Uses the shipping box that a     Uses the shipping box that a       Stomps on the box that a new
                               new toy came in as a garage      new toy came in to repack the      toy came in.
                               for toy cars.                    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 favorite friend to     Plays next to, but not with        Engages in isolate play on the
                          play with on the playground        another child on the               playground; not near or with
cooperatively for brief   and briefly engages in a game      playground; each child             other children.
periods with other        of chase.                          engaging in their own separate
children                                                     play activities.


                          Communicates with another          Plays next to another child,       Plays alone and leaves if
                          child as they pretend to clean     each engaging in their own         another child approaches.
                          up the house while playing.        separate play activities.

                          Watches other children play        Watches other children play        Plays alone on the climber
                          with the ball, then attempts to    with a ball but does not attempt   while other children play with a
                          join in doing the same actions.    to join in.                        ball nearby.




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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

Imitates and tries to          While on the playground, picks       While on the playground, picks     While on the playground, child
                               up his trash and takes it to the     up his trash and takes it to the   refuses to pick up his trash and
please familiar adults         trash can after adult reminds        trash can after adult models       takes it to the trashcan after
                               him, “please put it in the           the behavior and gives him         adult prompts.
                               garbage.”                            physical prompts.


                               Comes to adult to show each          Shows an adult each new            Does not show interest in
                               new addition to his Duplo™           addition to his Duplo™             showing adult each new
                               construction.                        construction when asked to do      addition to his Duplo™
                                                                    so by adult.                       construction.


                               Pretends to wash dishes and          Pretends to wash dishes and        Pretends to wash dishes but
                               puts them away in places             randomly put them away, even       refuses to put them away when
                               where an adult has shown him         after an adult has shown him       modeled and told by an adult
                               they belong.                         where they belong.                 where they belong.


                               Attempts to use an order pad         Looks at adult but continues in    Does not engage with adult
                               to scribble the order of an adult    his own play after adult places    who enters into pretend play as
                               as they play restaurant.             an order in the play restaurant.   children play 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     Attempts to join in group songs    Watches as peers attempt to       Leaves and wanders the room
                               and games, such as Farmer in       join in songs and games, such     while peers attempt to join in
the group life of the          the Dell or Ring Around the        as Farmer in the Dell or Ring     songs and games, such as
class                          Rosy                               Around the Rosy.                  Farmer in the Dell or Ring
                                                                                                    Around the Rosy.


                               Helps to clean up after hearing    Watches others clean up after     Continues playing and makes
                               the signal and being               hearing the signal and being      no attempt to clean up after
                               encouraged by an adult.            prompted and provided with        hearing the signal and being
                                                                  physical assistance by an         prompted by an adult.
                                                                  adult.

                               Answers the question that an       Listens/attends to but does not   Does not attend to the question
                               adult poses to a group.            answer the question that an       that an adult is posing to a
                                                                  adult is posing to a group.       group.

*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         Rocks baby doll and pats doll       Hits baby doll and says, “Stop     Throws baby dolls on the floor
                             on the back, saying, “Don‟t cry,    crying!”                           and walks on them.
and feelings to others       baby.”


Better understands the       Says “sorry”, or otherwise          Watches and listens, but           Hits or pushes child and makes
                             consoles by hugging or patting      makes no attempt to say sorry,     no attempt to say “sorry”, or
feelings of other children   child‟s back, when he               or otherwise consoles by           otherwise consoles by hugging
                             accidentally knocks another         hugging or patting child‟s back,   or patting child‟s back, when he
                             child down, when verbally           or acknowledge when he             accidentally knocks another
                             prompted by an adult.               accidentally knocks another        child down, even when verbally
                                                                 child down, when verbally          prompted by an adult.
                                                                 prompted by an adult.


                             Shows concern for another           Watches as a peer or adult         Laughs when witnesses a child
                             child by patting child on the       comforts a child who has fallen    has fallen and is crying.
                             back when child has fallen and      and is crying.
                             is crying.




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Preschool – 3 (P3)




Better understands the         Shares a toy with another child    Watches a child crying           Ignores a child who cries
                               who cries because he has           because he has no toys to play   because he has no toys to play
feelings of other children     none.                              with, but makes no attempt to    with.
                                                                  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 adult to help resolve    Looks in the direction of an   Does not seek help to resolve
                               conflict with another child.      adult and cries when in a      a conflict with another child.
cooperatively for brief                                          conflict with another child.
periods with other
children
*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


                       Preschool – 3 Exemplars
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Preschool – 3 (P3)


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 occasionally       Does not listen/attend and follow a
                               follow a direction more easily in     follows a direction in a one on one    direction even when accompanied
and responds to simple         one on one conversations than in      conversation when accompanied          with physical cues.
directions and requests        a group setting.                      with physical cues.


                               Takes a requested item from a         Takes a requested item from a          Does not take a requested item
                               pile or basket and passes it as       pile or basket and passes it as        from a pile or basket and pass it
                               requested after being verbally        requested after being verbally (or     as requested, even after being
                               directed by an adult.                 nonverbally) and physically            directed by an adult.
                                                                     directed by an adult.


                               Listens attentively to an age-        Listens/attends for a short time (5-   Unable to listen/attend to a short
                               appropriate short story (5 – 10       10 minutes) to an age-appropriate      story read aloud to 2-3 children.
                               minutes) read aloud when in a         short story read aloud to a group
                               group of 2-3 children.                of 2-3 children, but leaves the
                                                                     group before the end of the story.


Demonstrates active            Attends to the speaker for a longer   Occasionally attends to the            Does not attend to the speaker.
                               period of time and asks simple        speaker but does not comment or
listening skills               questions about what he heard.        ask simple 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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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 two-step       Follows the first part of two-     Does not follow any part of a
                               related directions that are part    step related directions that are   two-step related direction that
and responds to simple         of a familiar routine and have      part of a familiar routine and     are part of a familiar routine
directions and requests        been modeled by an adult.           have been modeled by an            and have been modeled by an
                                                                   adult.                             adult.

                               Follows 2-step related              Inconsistently follows 2-step      Does not follow 2-step related
                               directions without cues (Ex.,       related commands with cues         directions with cues. (Ex., .,
                               “Get the cup and give the doll a    (Ex., “Open the box and give       “Open the box and give me the
                               drink.”)                            me the ball.”)                     ball.”)




                               Completes familiar routines         Completes familiar routines        Needs adult prompting and
                               such as toileting or hand           such as toileting or hand          physical assistance to
                               washing using a picture             washing using a picture            complete familiar routines such
                               schedule or singing a song.         schedule or singing a song,        as toileting or hand washing.
                                                                   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    Listens/attends to familiar       Makes no attempt to
                               simple songs/poems, or parts      simple songs/poems and            sing/communicate familiar
awareness by becoming          of songs/poems with others.       attempts to repeat chorus         simple songs/poems.
aware of the sounds of                                           during with others.
spoken language
                               Communicates a simple rhyme       Attempts to repeat a simple,      Makes no attempt to repeat a
                               that he has heard many times      familiar rhyme after hearing it   simple, familiar rhyme after
                               with a others.                    modeled by an adult.              hearing it modeled by an adult.


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


                               Beginning to clap hands to the    Claps hands along with music,     Makes no attempt to clap
                               beat of music.                    not necessarily to the beat.      hands along with the music.

*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 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

Has more meaningful      Sings, chants nursery rhymes and     Attempts to sing or chant nursery     Does not attempt to sing or chant
                         communicates them to a peer,         rhymes for others; sometimes          nursery rhymes for others.
conversations with       adult, or dolls with which he is     mixing up the order of the
peers and adults         playing, and being understood by     song/chant; may be partially
                         familiar adults.                     understood by familiar adults.


                         Initiates a conversation (or         Attempts to initiate a conversation   Does not attempt to communicate
                         reciprocal communication) with an    (or reciprocal communication) with    with an adult about the the
                         adult about an exciting event at     an adult about an exciting event      exciting event even with adult
                         home, with prompting by adult,       with occasional movement off          prompting, or attempts but is
                         and being understood by familiar     topic, even when adult redirects;     unintelligible.
                         adults.                              may be partially understood by
                                                              familiar adults.


                         Takes his turn in a group            Occasionally will offer information   Does not offer information to a
                         discussion, with adult prompting,    to a group discussion, with adult     group discussion, even with adult
                         and is understood by familiar        prompting. May or may not be          prompting.
                         adults.                              topic-relevant; may be partially
                                                              understood by familiar adults.




7/21/2011                                                    26
Preschool – 3 (P3)


                               Communicates with a peer about       Shows new toy to a peer; offers       Plays with new toy brought to
                               his new toy, and is understood by    no other information, even with       school but makes no attempt to
                               his peer.                            adult prompting.                      show it to peers, even with adult
                                                                                                          prompting.


Has more meaningful
conversations with             May use picture icons,               Will occasionally offer information   Does not offer information to a
peers and adults (cont.)       augmentative communication, or       using picture icons, augmentative     discussion, even with adult
                               sign language to initiate            communication, or sign language       prompting.
                               communications with adults and       with adult prompting.
                               peers.



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




7/21/2011                                                          27
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    Beginning to experiment with           Repeats silly words modeled by       Shows no interest to trying out
                         making up silly nonsense words,        an adult but does not make up any    silly words, even when modeled
of speech as he speaks   such as piggy, wiggy, siggy, liggy,    on his own.                          by an adult.
                         diggy.


                         Beginning to experiment with new       Repeats new words modeled by         Shows no interest in trying out
                         words, such as “prickly” as            an adult but does not say the word   new words, even when modeled
                         introduced in a story about a          on his own.                          by an adult.
                         porcupine.


                         Tells (verbally or through             Repeats (verbally or through         Listens to an adult tell about what
                         augmentative communication)            augmentative communication)          is happening in a story using
                         about what is happening in a story     what an adult verbally models        action words but makes no
                         using action words.                    about what is happening in a         attempt to imitate.
                                                                story.




7/21/2011                                                      28
Preschool – 3 (P3)




Uses more conventions          Repeats adult questions that she      Occasionally repeats simple adult   Does not repeat adult questions
                               has heard an adult ask to start       questions that she has heard an     that she has heard an adult ask
of speech as he speaks         discussions, such as “What do         adult ask to start discussions,     to start discussions, such as
                               you think will happen next?”          such as “What do you think will     “What do you think will happen
                                                                     happen next?”                       next?”




Have more meaningful           Tells a story (verbally or through    Tells the basic story(verbally or   Unable to tell a story (verbally or
                               augmentative communication)           through augmentative                through augmentative
conversations with             with some details about a recent      communication) about a recent       communication) about a recent
peers and adults               trip to the zoo, with verbal          trip to the zoo, with verbal        trip to the zoo, even with
                               prompting from an adult.              prompting and modeling by an        modeling and verbal prompting
                                                                     adult.                              by an adult.

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




7/21/2011                                                           29
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              Correctly turns the pages of a       Holds book upside down and           Uses books as hats or slides
                               favorite book, sometimes 2 or 3      turns pages, front to back and       on them across the rug.
fluency by                     at a time.                           back to front.
understanding beginning
literacy concepts such
                               Points to the pictures               Watches as an adult models           Shows no interest in what adult
as the sequence and            associated with what an adult        pointing to the pictures             is reading.
ideas of stories               is reading to him.                   associated with the words on
                                                                    the page.

                               Asks an adult to read the same       Listens to the favorite stories of   Shows no interest in listening
                               book over and over again.            peers, but does not appear to        to stories read aloud.
                                                                    have any personal favorites.


                               Chooses to look at a favorite         Takes a book chosen for him         Takes a book from an adult,
                               book at rest time, retelling parts   by an adult at rest time and         chosen for him to look at during
                               of the story softly to himself.      looks at the pictures.               rest time, but chooses not to
                                                                                                         open it.

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




7/21/2011                                                       30
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       Looks at the McDonalds sign           Does not attend to environmental
                          says, “Can we get a Happy Meal?”       when pointed out by an adult.         print and familiar signs.
principle awareness by
recognizing that
                          Finds his favorite cereal by looking   Incorrectly chooses a box thinking    Unable to locate his favorite cereal
symbols (and signs)       at the pictures on the front of the    it is his favorite cereal “because    unless he looks inside each box.
have corresponding        boxes.                                 it‟s (the box) green.”
meaning
                          Places just the stop signs on the      Places road signs randomly on the     Uses the stop signs as people
                          floor when playing with cars and       floor when playing with cars.         when playing with cars.
                          stops cars when comes to a sign.


                          Puts toys away in correct bins, toy    Puts toys away in correct bins, toy   Throws toys into any empty bin,
                          containers, or shelves where           containers, or shelves where          not attending to the labels even
                          labeled with both picture and          labeled with both picture and         with adult guidance and modeling.
                          words with some adult guidance.        words with adult guidance and
                                                                 modeling.


                          Finds his name in print on             Finds his name on commonly            Unable to find name with a model
                          commonly found objects within the      found objects within the home or      and using adult guidance.
                          home or child care environment         child care environment by
                          and brings it to an adult saying,      matching it to a sample, with adult
                          “This is me!”                          guidance.




7/21/2011                                                       31
Preschool – 3 (P3)

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



                                       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 fluency by   Asks and answers questions such        Listens to and repeats questions     Does not repeat questions
understanding beginning        as, “What did he do?” or “Where        about a story being read when        modeled by an adult.
                               did he go?” when reading a story       modeled by an adult.
literacy concepts such as      with an adult.
the sequence and ideas of
stories

                               Asks adult to reread a favorite        Asks adult to reread a favorite      Listens to an adult-chosen favorite
                               story and tells what will happen       story and repeats/tells what will    story and is not able to repeat/tell
                               next in the story before it has been   happen next in the story before it   what will happen next in the story
                               read.                                  has been read, when modeled by       before it has been read, even
                                                                      an adult..                           when modeled by an adult.




7/21/2011                                                         32
Preschool – 3 (P3)


                               Makes personal connections to a       Attempts to make personal             Makes no attempt to respond to a
                               story, such as “We have a cat,”       connections to a story, but           story being read aloud.
                               when seeing a cat in the story.       comment may have nothing to do
                                                                     with the story.




Develop comprehension by       Acts out favorite stories in          Watches other children act out        Shows no interest in watching
demonstrating                  Dramatic Play.                        familiar stories in dramatic play     children acting out favorite stories
                                                                     but does not interact.                in dramatic play.
understanding of text during
and after reading
                               Points to pictures associated with    Watches as an adult models            Shows no interest in what adult is
                               what an adult is reading in the       pointing to the pictures associated   reading.
                               story.                                with the words on the page.

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




7/21/2011                                                           33
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 large     Uses a large crayon on a large      Shows no interest in using
                            piece of paper and scribbles,      piece of paper and scribbles,       crayons or other writing
recognizing that            telling an adult, “This is me”,    telling an adult, “I don‟t know”,   implements.
drawings, paintings and     when asked to describe her         when asked to describe her
writing are meaningful      picture.                           picture.
representations
                            Paints or colors using broad       Paints or colors covering an        Shows no interest in using
                            strokes across the paper with a    entire piece of paper with one      paints, brushes, or crayons or
                            few different colors and tells     color. Not able to describe         markers.
                            adult that it is a rainbow.        painting when asked.




7/21/2011                                                     34
Preschool – 3 (P3)


                                Takes an adult‟s pen and            Watches adults use writing        Watches adults use writing
                                scribbles, saying “I writing!”      implements, and occasionally      implements, but makes no
                                                                    imitates adult writing.           attempt to imitate.


                                When asked to dictate her           When asked to dictate her         When asked to dictate her
                                story, the child talks about the    story, the child says, “I don‟t   story, the child says nothing
                                new puppy her family got last       have a story.”                    and continues playing with
                                night.                                                                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, adaptive equipment, computer, and/or augmentative device.




7/21/2011                                                          35
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       Pretends to take an adult‟s       Asks an adult what they want          Asks an adult what they want
                                order while playing restaurant    to eat while playing restaurant       to eat while playing restaurant
recognizing that                by scribbling on a pad with a     and watches as an adult               but shows no interest as an
drawings, paintings and         pencil.                           models writing the order on a         adult models writing the order
writing are meaningful                                            pad with a pencil.                    down on a pad with a pencil.
representations
                                Fills up an entire page with      Fills up an entire page with          Shows no interest in putting
                                scribbles and reads, “Little      scribbles. When asked by an           marks on paper using pencils
                                man, little man, little man…”,    adult to talk about it, child says,   or markers.
                                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.




7/21/2011                                                        36
Preschool – 3 (P3)




              Mathematical
               Thinking


7/21/2011            37
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               Removes two crackers from              When directed to take two       Takes “one” cracker and then
                               the box when directed to do so.        crackers from the box,          “one more” with prompting from
thinking to solve real                                                removes them but does not       adult when directed to do so, or
problems                                                              stop at two.                    takes several crackers with no
                                                                                                      regard for how many.




                               Communicates to an adult that          Communicates to an adult that   Does not show an
                               his cup is full and hers is            his cup is full and hers is     understanding of, or use, or
                               empty.                                 empty, with adult prompting     respond to the words “full” or
                                                                      and modeling.                   “empty.”

                               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   says that it is “big.”          takes no notice of its height
                               tall as him.                                                           even 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.




7/21/2011                                                         38
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 table,         Sets 3 cups at the table,        Does not engage in counting
                               placing one at each chair, and    placing one at each chair with   objects, even with adult
interest in numerals and       counts them with adult            adult assistance; may need       modeling and prompting.
counting                       prompting.                        adult physical assistance and
                                                                 modeling to count them.

                               Recognizes and names two          Names numerals in a counting     Does not show recognition of
                               numerals in a counting book.      book with adult verbal           numerals even with adult
                                                                 prompting.                       verbal modeling and
                                                                                                  prompting.


                               Notices that a friend has more    Points to a friend‟s pretzels,   Does not show awareness of
                               pretzels than he does, “You       and cries, “More.”               quantities of objects.
                               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.




7/21/2011                                                       39
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              Chooses a blue car to play           Sorts blocks by color into      Shows no awareness of or
                               with, and notices that his friend    different piles with adult      interest in sorting objects;
concepts such as               has a green car by pointing          prompting.                      identifies two objects that
matching and sorting           and saying, “Green!”                                                 match with adult prompting.
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   without regard for matching the
                               the other square blocks.             the other square blocks, with   blocks to the other blocks with
                                                                    adult assistance.??             the same shapes, even with
                                                                                                    adult modeling and 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.




7/21/2011                                                          40
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                Finds circle shapes in the room    Finds circle shapes in the room   Does not show an
                               when prompted (e.g., points to     when prompted (e.g., points to    understanding of or respond to
interest in geometry           the clock, the plates on the       the clock, the plates on the      the concept of shape even with
                               table, and the cookies on the      table, and the cookies on the     adult assistance and modeling.
                               plate).                            plate) with adult assistance.

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




7/21/2011                                                        41
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 designs with shape              Imitates or copies designs with   Does not respond to or create
                               blocks.                               shape blocks.                     designs with shape blocks
interest in geometry                                                                                   even with adult encouragement
                                                                                                       and modeling.


Uses more conventions          Uses or responds to some              Uses or responds to basic         Does not respond to or use
                               positional words, such as “in         positional words, such as “on,”   positional words.
of speech as he speaks         front of”, “behind”, and “next to”    “off”, and “under.”(e.g., finds
                               (e.g., gets in line “behind” his      the apple when told that it is
                               friend when prompted, and             “on” the table, and may say,
                               may say, “I behind.”)                 “on table.”)

*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.




7/21/2011                                                           42
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              Tells a friend that he is bigger    Tells a friend that his tower is   Looks at his friend‟s tower but
                               than the tower he has built.        “bigger.”                          does not make any comment.
quantity, measuring and
number relationships

                               ??

*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.




7/21/2011                                                         43
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              Complains that a friend has    Sees a friend‟s larger pile of   Does not notice that his friend
                               more pretzels than he does.    pretzels and says, “I want       has more pretzels.
quantity, measuring and                                       another one.”
number relationships
*Student may use sign language or augmentative communication to communicate comments, answer questions, and to demonstrate
understanding.




7/21/2011                                                    44
Preschool – 3 (P3)




                     Science


7/21/2011               45
      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          Shows desire to pick up and bring      Picks up interesting things on a   Does not stop to notice interesting
                                   home interesting things he finds on    walk and agrees to take them       things on a walk, even with adult
observation, exploration           a walk (e.g., sees a wooly bear        home when given a bag and          prompting and modeling.
and descriptive                    caterpillar and asks to take it to     prompted by an adult.
investigations with simple         classroom and feed it; finds a rock
science tools                      and asks to keep it).
                                      Uses senses to observe and           Looks at or touches things found Kicks at or throws objects found on
                                      gather information (e.g., holds a    on a walk with adult prompting.  a walk.
                                      pine cone and says that it feels     May repeat words that describe
                                      “bumpy;” says that the fish is funny what is observed, such as
                                      when he “blows bubbles.”).           “bumpy,” 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.




      7/21/2011                                                          46
   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

                                        Proficient                       In Process                     Needs Development

Seeks information through      Uses tools such as magnifying     Uses tools such as magnifying    Uses investigative tools
                               glass, gear set, measuring        glass, gear set, measuring       inappropriately, or shows no interest
observation, exploration       cups and spoons and sorting       cups and spoons and sorting      in using even with adult prompting
and descriptive                trays for investigation (e.g.,    trays for investigation (e.g.,   and modeling.
investigations with simple     uses muffin tins for sorting;     uses muffin tins for sorting;
science tools                  looks at a variety of objects     looks at a variety of objects
                               through a magnifying glass).      through a magnifying glass),
                                                                 with adult support.

Uses more advanced             Gets a toy broom and uses the     Gets a toy broom and uses the    Sees ball roll under shelf and either
                               handle to get a ball out from     handle to get a ball out from    cries or walks away, even with adult
problem solving skills,        under furniture.                  under furniture where it has     prompting and modeling to use a tool
testing his understanding                                        rolled, with prompting.          to retrieve it.
and ideas in real situations




   7/21/2011                                                    47
   Preschool – 3 (P3)



Uses more advanced                Suggests using the fish net to       Responds to adult suggestion        Does not respond to adult suggestion
                                  straighten the fallen cave in the    to use the fish net to straighten   to use the fish net to straighten the
problem solving skills,           fish tank.                           the fallen cave in the fish tank,   fallen cave in the fish tank, or shows
testing his understanding                                              and does so with adult support.     no interest in the fallen cave.
and ideas in real situations

                                  Asks for a paper towel or            Responds to adult suggestion        Does not respond to adult suggestion
                                  sponge to clean up a small           to use a paper towel or sponge      to use a paper towel or sponge to
                                  spill.                               to clean up a small spill.          clean up a small spill; does not notice
                                                                                                           the spill, or cries.
   *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.




   7/21/2011                                                          48
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
                                     Proficient                         In Process                  Needs Development
        Objective:

Uses scientific thinking   Asks questions about                Responds to adult modeled          Does not question or respond
                           everything he sees, watching        questions about things he          to modeled questions about
as well as his senses to   carefully (e.g., asks if the ant    notices by imitating a modeled     things he notices.
discover the world         he is watching will fly away).      answer, or by attempting an
around him and make                                            answer that may or may not be
comparisons between                                            logical (e.g., “I dunno,” or “he
                                                               flying.”).
objects
                                                               In response to adult question      Does not respond to adult
                           After a rain storm, comments        about the rain, comments that      question about the rain.
                           about the ground being wet;         the ground, grass, or leaves
                           explores puddles on the             are wet; notices puddles.
                           ground.




7/21/2011                                                     49
Preschool – 3 (P3)



Uses scientific thinking       Responds to request to find a     Responds to request to find a       Does not show interest in rock
                               very bumpy rock in the rock       very bumpy rock in the rock         collection, or respond to adult
as well as his senses to       collection.                       collection, with adult prompting.   prompting and modeling.
discover the world
around him and make
comparisons between            Watches the fish and observes     Points to the big fish and says     Does not show interest in or
objects                        that the big one swims faster.    “fast,” in response to adult        respond to adult prompting to
                                                                 question about which fish is        watch the fish swim or
                                                                 faster.                             compare them.
*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.




7/21/2011                                                       50
Preschool – 3 (P3)




                Social Studies


7/21/2011             51
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         Stands in front of the mirror      Finds a friend or family        Does not respond to adult
                               with sibling and says, “My hair    member with brown hair when     prompting to find someone in
own physical and family        is brown.”                         asked to.                       the room with brown hair.
characteristics and
those of others
                               Identifies and labels familiar     Upon request will identify      Does not show recognition of
                               family members in photos; may      immediate family members in a   familiar family members in
                               say, “That‟s my Daddy.”            group photo.                    photos.

*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.




7/21/2011                                                        52
  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 a friend that he wants to      Pretends to be a daddy while     Does not show awareness of
                                 be a daddy when he grows up          playing.                         complex situations, concepts,
situations and concepts,         and that daddies are boys.                                            or roles; does not engage in
beginning to understand                                                                                role playing.
some people‟s jobs and
care for the environment

Begins to recognize his          Identifies all of the boys in the    Identifies some of the boys in   Does not show an awareness
                                 group he is playing with.            his group when prompted.         of which friends are boys and
own physical and family                                                                                which are girls.
characteristics and those
of others



  *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.




  7/21/2011                                                          53
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 and    Imitates another child or an           Does not explore roles or jobs
                               spray with the play hose, telling   adult pretending to be a               in dramatic play, even with
situations and concepts,       everyone to get out.                firefighter spraying with the          adult modeling and prompting.
beginning to understand                                            play hose and saying, “Get
some people‟s jobs, and                                            out!”
care for the environment

                               Puts on hard hat and say‟s “I‟m     Puts on hard hat and say‟s “I‟m        Watches another child wearing
                               a road fixer,” while putting two    a road fixer,” while putting two       a hard hat and pretending to
                               wooden blocks end to end to         wooden blocks end to end to            “fix” a road made of wooden
                               make a road.                        make a road in imitation of            blocks, but does not engage or
                                                                   peer or adult model.                   respond.

*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.




7/21/2011                                                         54
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                 Participates but expresses         Cries in response to change in     Cries in response to change in
                               strong feelings about any          daily routine, but participates    daily routine without
understanding of               change in the daily routine.       with adult support.                responding to adult support to
consequences when                                                                                    participate.
following routines and
recreating familiar            Tries to follow the rules of a     Tries to engage in a simple        Does not show interest in
events                         simple game; becomes               group game with no regard for      engaging in a group game,
                               frustrated when he doesn‟t         the rules; becomes frustrated      even with adult support.
                               understand why something has       when reminded of the rules.
                               changed.


                               Helps to clean up while singing    Sings the Clean Up Song, but       Cries or throws toys in
                               the Clean Up Song.                 continues to play.                 response to the Clean Up
                                                                                                     Song.

*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.




7/21/2011                                                        55
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       Picks up the trash on the floor    Picks up the trash on the floor    Does not notice the trash on
                           and throws it in the trash can.    in imitation of another child or   the floor or join in when others
situations and concepts,                                      in response to adult prompting.    are picking it up.
beginning to understand
some people‟s jobs, and
care for the environment




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Preschool – 3 (P3)




                     The Arts


7/21/2011               57
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           Explores a variety of musical    Explores musical instruments,   Does not show interest in
                               instruments such as              making sounds with them in      musical instruments.
musical sounds and a           tambourines, drum sticks,        response to adult prompting.
variety of environmental       coffee cans, pots and pans,
sounds                         trying different ways to make
                               sounds with them.


Experience performance         Participates in songs,           Participates in songs,          Does not participate in music
                               fingerplays, and other music     fingerplays, and other music    and movement activities, even
through singing and            and movement activities by       and movement activities by      with adult prompting and
playing instruments            singing and using hand and       singing and using hand and      modeling.
                               body motions.                    body 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.




7/21/2011                                                      58
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 body movements in           Imitates adults or peers in        Does not respond to music or
                               response to moods and            moving to different types of       to adult prompting to move to
through movement               rhythms of different types of    music.                             music.
                               music.


                               Imitates animals and uses        Imitates animals and uses          Does not participate in
                               other imaginative movements      other imaginative movements        movement to music.
                               in response to music.            in response to music, 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.




7/21/2011                                                      59
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                   Uses a variety of drawing,          Uses a variety of drawing,         Shows no interest in exploring
                                 painting, collage, and other art    painting, collage, and other art   art media.
construct with a variety         materials to create and             materials to create and
of art media                     construct.                          construct, with adult prompting.

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




7/21/2011                                                           60
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;               Turns head to the sound of
                               listens attentively to songs and    listens attentively to songs and      music, but does not maintain
music                          musical performances.               musical performances with             sustained attention to it.
                                                                   adult prompting and modeling.


Observe and respond to         Watches another person dance        Watches another person dance          Shows no interest in dance,
                               and imitates his movements;         and imitates his movements;           theatre, and dramatic
dance, theatre, and            shows interest in short puppet      shows interest in short puppet        performances, even with adult
dramatic performances          show or play.                       show or play, with adult              support.
                                                                   prompting and modeling.


Observe and respond to         Claps and/or smiles when            Glances briefly at another            Takes no notice of another
                               another child shares their work     child‟s finished art project          person‟s art work.
artistic creations             when prompted.                      before moving on.

*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.




7/21/2011                                                         61
Preschool – 3 (P3)




              Physical
            Development &
               Health

7/21/2011            62
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     Needs assistance to move
                         through on an obstacle course      moves through an obstacle        through course and/or
and stability,           and/or obstacles in natural        course and/or obstacles in       obstacles in natural
coordinating movements   environment on foot or using a     natural environment with adult   environment without following
to accomplish simple     mobility device (wheelchair,       prompting and modeling.          the path or verbal directions.
tasks                    walker).


                         Stands and jumps on two feet       Jumps with both feet together    Attempts to jump, but both feet
                         for several jumps                  once.                            do not leave the floor
                         consecutively.                                                      simultaneously, or does not
                                                                                             attempt to jump.


                         Runs outdoors across yard or       Runs outdoors around yard or     Walks, or “run-walks” outdoors
                         playground, stopping, starting,    playground, sometimes            around yard or playground.
                         and turning without falling.       tripping.




7/21/2011                                                  63
Preschool – 3 (P3)


                                   Moves around the                  Moves around the environment   Moves around the environment
                                 environment safely and              with occasional falls.         needing supervision for safety.
                                 independently with adult
                                 supervision as appropriate for
                                 age (on foot or in wheelchair or
                                 walker), avoiding obstacles.

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




7/21/2011                                                           64
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             Walks up the stairs with one        Walks up the stairs placing      Climbs or crawls up the stairs.
                                 foot on each stair, holding onto    both feet on each step and
and stability,                   the railing.                        holding the railing.
coordinating movements
to accomplish simple
                                 Propels a pedal toy or other        Attempts to pedal a pedal toy    Does not attempt to push or
tasks                            ride on toy by pedaling and         or other ride on toy with some   pedal a pedal toy or other ride
                                 attempting to steer.                assistance. May propel self by   on toy.
                                                                     pushing on the ground with his
                                                                     feet.


                                 Beginning to catch a large ball     Reaches to catch a ball with     Needs adult assistance to
                                 with two hands.                     two hands, frequently dropping   catch a large ball, or does not
                                                                     it.                              attempt.

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




7/21/2011                                                           65
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            Uses Duplo™ blocks to build       Stacks Duplo blocks, then pulls   Dumps Duplo blocks out of
                                 more recognizable structures      them apart.                       container, then puts them back
through many forms of            and objects.                                                        in; needs assistance to connect
play                                                                                                 blocks.


                                 Stacks blocks to create a         Stacks blocks to create a         Does not attempt to construct
                                 simple structure after being      simple structure with adult       with blocks.
                                 shown how by an adult.            assistance.

                                 Fills and dumps several cups in   Fills and dumps several cups in   Fills and dumps large cups in
                                 the sand table or sand box        the sand table or sand box        the sand table or sand box, or
                                 using a shovel, then a smaller    using a shovel, then a smaller    shows no interest in doing so.
                                 spoon.                            spoon, with adult assistance.


                                 Manipulates playdoh or clay       Squeezes and attempts to roll     Does not touch or attempt to
                                 spontaneously by squeezing,       or cut playdoh or clay when       play with playdoh or clay when
                                 rolling, or cutting.              prompted by an adult.             prompted by an adult.

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




7/21/2011                                                        66
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            Begins to pick up small objects    Picks up small objects using an   Needs assistance to pick up
                                 with a mature finger grasp         inferior pincer grasp.            small objects.
through many forms of            (tripod and pincer grasp).
play

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


                                                                    Attempts simple inset puzzles
                                 Completes simple inset             using trial/error approach,       Shows no interest in simple
                                 puzzles using trial/error          needing some adult                inset puzzles, or does not use
                                 approach and turning pieces to     assistance.                       a trial/error approach.
                                 make them fit.



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




7/21/2011                                                          67
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         Holds a crayon with the fingers.   Holds a crayon by grasping it in   Needs adult assistance to hold
                                                                    his palm.                          a crayon and make marks.
scribbles and drawings

                                 Scribbles or paints with           Scribbles randomly, or dabs        Shows no interest in making
                                 increasing control; keeping        with a paintbrush making           marks with writing tools or
                                 marks on the paper.                marks on and off of paper.         paints.




Begins to use classroom          Makes individual snips with        Explores scissors, attempting      Shows no interest in scissors
tools                            regular or adapted scissors on     to use them with one or two
                                 paper with some assistance.        hands.



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




7/21/2011                                                         68
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     Puts on own hat and mittens.     Waits for an adult to dress him.
                                 but needs help with gloves and    Needs assistance to put on
and housekeeping tasks           getting the zipper started.       coat.
with reminders
                                 Dresses self with assistance      May put on simple articles of    Holds out arms and legs to
                                 for fasteners and front/back      clothing such as socks and       assist with dressing.
                                 orientation.                      pulls pants up and down for
                                                                   toileting.

                                 Feeds self with spoon or fork     Feeds self with spoon or fork    Attempts to feed self, needing
                                 with little spilling.             but reverts to finger feeding.   adult assistance to get food on
                                                                                                    utensil, or does not attempt to
                                                                                                    feed self.

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




7/21/2011                                                         69
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    Spreads icing on his                   Spreads icing on his             Spreads icing on his
                          gingerbread man using a                gingerbread man using a          gingerbread man using his
and housekeeping tasks    Popsicle stick.                        Popsicle stick with adult        fingers, or does not attempt.
with reminders                                                   assistance.

                          Brushes own teeth and hair             Brushes own teeth and hair       Resists, or does not attempt to
                          with verbal prompting or visual        with physical assistance and     brush own teeth and hair.
                          cues from an adult.                    visual cues.

                          Washes and dries his own               Washes and dries his own         Waits for an adult to wash his
                          hands, with verbal prompting or        hands with physical assistance   hands.
                          visual cues from an adult.             and visual cues.




7/21/2011                                                   70
Preschool – 3 (P3)



Accomplishes self-help         Follows common safety rules       Needs physical assistance and   Shows no regard for or
                               with reminders and visual cues    modeling to follow common       awareness of common safety
and housekeeping tasks         (e.g., avoiding heat elements     safety rules.                   rules; does not respond to
with reminders                 and sharp knives, staying near                                    reminders.
                               an adult or group when walking
                               outside, holding someone‟s
                               hand in a 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.




7/21/2011                                                   71

								
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