DEC INITIAL SPECIALTY SET: EARLY CHILDHOOD SPECIAL EDUCATION/EARLY INTERVENTION
PREPARATION STANDARD 4
ASSESSMENT
4.0 Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.
Key Elements
4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias
4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities
4.3 Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities
4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them
CEC Special Education Early Childhood Specialist Set
Knowledge
K4.1 Role of the family in the assessment process
K4.2 Legal requirements that distinguish among at-risk, developmental delay and disability
K4.3 Alignment of assessment with curriculum, content standards, and local, state, and federal regulations
K4.4 Connection of curriculum to assessment and progress monitoring activities
Skills
S4.1 Assist families in identifying their concerns, resources, and priorities
S4.2 Integrate family priorities and concerns in the assessment process
S4.3 Assess progress in the five developmental domains, play, and temperament
S4.4 Select and administer assessment instruments in compliance with established criteria
S4.5 Use informal and formal assessment to make decisions about infants and young children’s development and learning
S4.6 Gather information from multiple sources and environments
S4.7 Use a variety of materials and contexts to maintain the interest of infants and young children in the assessment process
S4.8 Participate as a team member to integrate assessment results in the development and implementation of individualized plans
S4.9 Emphasize child’s strengths and needs in assessment reports
S4.10 Produce reports that focus on developmental domains and functional concerns
S4.11 Conduct ongoing formative child, family, and setting assessments to monitor instructional effectiveness
S4.12 Use culturally unbiased assessments and procedures