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



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



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