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• Activity 7.1 Assessment - Voices from the Field

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• Activity 7.2 Assessment - Self-Reflection Tool

  After observing or participating in a form of assessment, use this tool to reflect on the implementation of assessment practices and the impact on child and family outcomes, and identify ways to improve. These reflections will be used to help design your action plan.

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• Activity 7.3 Assessment - Action Plan

  How do you plan to use what you learned? Create an action plan to take your learning directly to the classroom!

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• Audio 7.1 Voices from the Field: Mary Clare Freeman

  Mary Clare Freeman is a bilingual special educator who talks about the effective use of formal assessments in working with English Language Learners to understand what students know/learn and how they learn, as well as monitor their individual progress. She provides an example of a particular student, Marlon, to illustrate how she used assessment information to inform her instruction and monitor his progress.

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• Audio 7.10 Voices from the Field: Jen Brown

  Jen Brown talks about the use of clinical reasoning in helping to support and/or clarify assessment results. Clinical reasoning helps practitioners to better understand the context of the child's experiences, family, culture and community in order to inform eligibility determination and instructional planning.

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• Audio 7.11 Voices from the Field: Jen Brown

  Jen Brown talks about the use of clinical reasoning in helping to support and/or clarify assessment results. Clinical reasoning helps practitioners to better understand the context of the child's experiences, family, culture and community in order to inform eligibility determination and instructional planning.

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• Audio 7.12 Voices from the Field: Karen Nemeth

  Karen Nemeth addresses the importance of using assessment materials and strategies that are appropriate for the child's age, level of development and in accordance with cultural and linguistic characteristics.

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• Audio 7.13 Voices from the Field: Karen Nemeth

  Karen Nemeth addresses the importance of using assessment materials and strategies that are appropriate for the child's age, level of development and in accordance with cultural and linguistic characteristics.

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• Audio 7.2 Voices from the Field: Mary Clare Freeman

  Mary Clare Freeman is a bilingual special educator who talks about the effective use of formal assessments in working with English Language Learners to understand what students know/learn and how they learn, as well as monitor their individual progress. She provides an example of a particular student, Marlon, to illustrate how she used assessment information to inform her instruction and monitor his progress.

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• Audio 7.3 Voices from the Field: Veda Crandall

  Veda Crandall shares her insight as both a child care administrator and a parent about how to effectively involve parents in the identification of developmental concerns, assessment and service delivery planning process.

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• Audio 7.4 Voices from the Field: Veda Crandall

  Veda Crandall shares her insight as both a child care administrator and a parent about how to effectively involve parents in the identification of developmental concerns, assessment and service delivery planning process.

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• Audio 7.5 Voices from the Field: Jennifer Kaufman

  Jennifer Kaufman talks about the importance of always assessing through subtle observations of children and families. Information gathered through subtle observations can inform decision-making, program planning and interventions as well as facilitate strong partnerships between practitioners and families.

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• Audio 7.6 Voices from the Field: Jennifer Kaufman

  Jennifer Kaufman talks about the importance of always assessing through subtle observations of children and families. Information gathered through subtle observations can inform decision-making,

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• Audio 7.7 Voices from the Field: Patricia Maris

  Patricia Maris discusses how observation is an essential component of completing a quality assessment. Observation reveals important skills and interests of the child, which in turn informs more meaningful and functional outcomes and practices for both the child and family.

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• Audio 7.8 Voices from the Field: Patricia Maris

  Patricia Maris discusses how observation is an essential component of completing a quality assessment. Observation reveals important skills and interests of the child, which in turn informs more meaningful and functional outcomes and practices for both the child and family.

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• Audio 7.9 Voices from the Field: Patricia Maris

  Patricia Maris discusses how observation is an essential component of completing a quality assessment. Observation reveals important skills and interests of the child, which in turn informs more meaningful and functional outcomes and practices for both the child and family.

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• Authentic Child Assessment Practices Checklist

  This checklist includes key characteristics of authentic assessment practices for observing child participation in everyday activities, the real world learning opportunities that occur in the activities, child behavior in the everyday learning opportunities, and the particular learning opportunities that provide a child the richest array of competency-enhancing learning opportunities.

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• Building on Child Strengths Practices Checklist

  This checklist includes the key characteristics for identifying child strengths and for using child strengths as the building blocks for supporting and promoting child learning and competence. Child strengths include the behavior, skills, abilities, etc. that are used with materials and other persons, and child interests, preferences, etc. that sustain engagement in everyday activities.

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• Check Your Knowledge - Module 7 Lesson 1

  Check Your Knowledge questions and feedback for Module 7 Assessment, Lesson 1 Ask the Expert

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• Check Your Knowledge - Module 7 Lesson 2

  Check Your Knowledge questions and feedback for Module 7 Assessment, Lesson 2 Gathering Information

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• Check Your Knowledge - Module 7 Lesson 3

  Check Your Knowledge questions and feedback for Module 7 Assessment, Lesson 3 Take Action

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• DEC Recommended Practices - Assessment

  List of DEC Recommended Practices for Assessment

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• Engaging Families as Partners in Their Child's Assessment Checklist

  This checklist includes practices for engaging families throughout the assessment process. Assessment is the process of gathering information to make informed decisions and is a critical component for intervening with young children who are at risk for developmental delays or have delays/ disabilities and their families.

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• Handout 7.1 Assessment - Ask the Expert

  Ask the Expert content from Jane Squires for the Assessment Module.

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• Handout 7.2 Assessment - DEC Recommended Practices

  DEC Recommended Practices list for Assessment

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• Handout 7.3 Assessment: - U.S. Code Part C Services Language

  IDEA Statute and Regulations for Part C - Infants and Toddlers with Disabilities

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• Handout 7.4 Assessment - U.S. Code Section 619 of Part B Services Language

  IDEA Statute and Regulations for Section 619 of Part B

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• Handout 7.5 Assessment - Authentic Child Assessment Practices Checklist

  This checklist includes key characteristics of authentic assessment practices for observing child participation in everyday activities, the real world learning opportunities that occur in the activities, child behavior in the everyday learning opportunities, and the particular learning opportunities that provide a child the richest array of competency-enhancing learning opportunities.

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• Part B Individualized Education Plan (IEP)

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• Part C Individualized Family Service Plan (IFSP)

  The Individualized Family Service Plan (IFSP) is a written plan that is developed for each eligible infant and toddler with a disability. The Part C regulations specify, at 34 CFR §§303.342 - 303.345, the procedures that State Lead Agencies and early intervention service providers must follow to develop, review, and revise an IFSP for each child. The document below sets out the IFSP content that those regulations require.

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• Practitioner Practice Guide - Engaging in Informed Clinical Reasoning

  Informed clinical reasoning is a process team members use to gather information about a child's developmental functioning in order to make decisions about the child's eligibility for intervention services. The process requires knowledge of both typical and atypical child development and involves gathering information about the child's functioning using interviews with parents and other caregivers, direct observations of the child, and review of results from evaluations and developmental assessment instruments. These elements constitute the foundation for becoming "informed" about a child's developmental abilities and needs in the context of everyday activities or natural environments.

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• Presentation Handout - Module 7 Lesson 1

  Presentation handout for Module 7 Assessment, Lesson 1 Ask the Expert

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• Presentation Handout - Module 7 Lesson 2

  Presentation handout for Module 7 Assessment, Lesson 2 Gathering Information

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• Presentation Handout - Module 7 Lesson 3 Part 1

  Presentation handout for Module 7 Assessment, Lesson 3 Part 1

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• Presentation Handout - Module 7 Lesson 3 Part 2

  Presentation handout for Module 7 Assessment, Lesson 3 Part 2

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• Presentation Handout - Module 7 Lesson 3 Part 3

  Presentation handout for Module 7 Assessment, Lesson 3 Part 3

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• References and Resources - Module 7 Assessment

  References and resources for the Assessment module

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• Video 7.1 - What Could be Assessed - Playing Ball with Father

  Watch the video and consider what could be assessed during this activity of a child playing ball with his father. Pay attention to the variety of skills the child is demonstrating during this activity such as gross motor- running and kicking the ball, picking up the ball. See if you can identify additional strengths or emerging skills related to language development?

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• Voices From the Field - Assessment - Jen Brown

  Handout for Module 7 Assessment, Voices From the Field - Jen Brown

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• Voices From the Field - Assessment - Jennifer Kaufman

  Handout for Module 7 Assessment, Voices From the Field - Jennifer Kaufman

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• Voices From the Field - Assessment - Karen Nemeth

  Handout for Module 7 Assessment, Voices From the Field - Karen Nemeth

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• Voices From the Field - Assessment - Mary Clare Freeman

  Handout for Module 7 Assessment, Voices From the Field - Mary Clare Freeman

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• Voices From the Field - Assessment - Patricia Maris

  Handout for Module 7 Assessment, Voices From the Field - Patricia Maris

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• Voices From the Field - Assessment - Veda Crandall

  Handout for Module 7 Assessment, Voices From the Field - Veda Crandall

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• Where We Stand on Assessing Young English Language Learners

  Recommendations, with specific indicators of effective practice, intended to help policy makers, program administrators, teachers, and others improve screening and assessment practices for young English language learners.

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