Participants are introduced to the MMSR guidelines for portfolio assessment. These guidelines provide teachers with an understanding of the essential elements of developmentally appropriate portfolio practice.

Participants are encouraged to articulate the ways, if any, that they are currently using portfolios as part of their classroom practice. In addition, this is an opportunity for local school system expectations for portfolios to be articulated.

Teachers are introduced to the definition, purposes, and structure of the Work Sampling System Portfolio. They learn the difference between a work collection and a purposeful collection of children's work. By studying examples of children's work, they begin to see how progress can be documented over time.

Discussion focuses on "Individualized Items" – these are work samples collected to show the unique characteristics of the child as a learner. Participants are encouraged to see how portfolios can help them assess a child's interests and strengths as well as the child's approach to learning.

Participants are introduced to strategies and techniques designed to facilitate management of portfolio collection in the classroom.

Module II
Using Portfolios to Study Children's Work

This topic is designed to help teachers gain understanding of how to document progress over time. Teachers examine an "area of learning, " defined in Work Sampling as a broad area of curriculum. Participants are introduced to a variety of portfolio prototypes and are encouraged to build on methods that they already use.

Participants do a structured analysis of work samples from their classroom. First, they identify the skills and concepts listed. Finally, they discuss the type of feedback to offer the child in order to extend the child's learning.

Many local school systems have their own portfolio approach in place. This section of the workshop enables teachers to reflect on the new ideas they have learned and how to incorporate them with local expectations for portfolios.

Module III
Building Assessment Partnerships with Families

Working in small groups, participants share their what they are already doing to communicate formally and informally with families about student learning.

Participants are presented with a set of guidelines to apply when communicating assessment information with families including: strive for a positive interaction; tell a complete story of the child as a learner; think about roles; recognize complex feelings; prepare in advance; and create an outline for every family conference.

Participants analyze and describe the learning evident in a child's work sample as a way to ensure that they use work samples effectively in conferences and also to help families appreciate the learning children demonstrate in the products they create.

Teachers practice articulating what children know and can do in family friendly language.

Teachers will share how they involve families in meaningful ways to support children's learning. Participants will examine the resource guide Bridging Home and School.

Module IV
Ensuring Successful Transitions

In small groups, participants are asked to reflect on the outcomes of effective transitions for children, families, sending teachers, receiving teachers, and the school overall.

Various presentation methods are utilized to increase participants' awareness about principles of effective transitions and current research.

After learning about strategies that support effective transitions, participants work in school teams to identify steps they can take to support effective transitions.

As a culmination to the two years of MMSR staff development, participants are provided with time to reflect on on what they have learned in MMSR can support them in their interactions with children, parents, other teachers, and the community. They will have an opportunity to share artifacts related to how assessment has helped them know children well.