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