Behaviors and Skills

• 3.2.a
  Assesses children using tools they are fully qualified and trained to use, especially in the case of formal assessment
• 3.2.b
  Reviews and considers information the family has provided about their child, as well as information provided by other programs or teachers, before beginning an assessment

  Directly addressed in this resource
• 3.2.c
  Encourages families to share the concerns, hopes and developmental goals they have for their child

  Directly addressed in this resource
• 3.2.d
  Ensures that assessment procedures are culturally and linguistically appropriate

  Directly addressed in this resource
• 3.2.e
  Ensures that multiple measures are used to assess children (i.e., observations, curriculum-based assessments, work samples, clinical opinion, etc.)

  Directly addressed in this resource
• 3.2.f
  Accommodates children's physical, temperamental, and sensory differences when choosing assessment materials and procedures
• 3.2.g
  When possible, assesses children during familiar routines, with familiar materials, people and contexts, rather than only in controlled situations
• 3.2.h
  Makes sure children are familiar with the assessor(s)
• 3.2.i
  Considers children's strengths and needs across all developmental domains when giving an assessment and interpreting results

  Directly addressed in this resource
• 3.2.j
  Uses assessment tools that are relevant to curriculum or program planning

  Directly addressed in this resource
• 3.2.k
  Informs families about state Early Intervention/Early Childhood Special Education rules and regulations regarding assessment