Standard 4: Learning Activities

The projects or assignments require learners to apply the practices/skills related to Standard 4: Assessment Processes.   Since these are application activities, they most align with the evidence-based practices for adult learners of authentic learning, reflection, guidance, performance feedback, and follow-up activities.  The sample learning activities are organized by the four Components for Standard 4.

Component 4.1

Assessment Tool Review: Students conduct a review of an assessment tool – which may be a screening tool, a norm-referenced assessment, or a criterion-referenced assessment. The review should contain information about the intended purpose of the tool, target age range, domains assessed, reliability and validity information, a description of administration and scoring procedures, and a brief summary of the strengths and limitations of the instrument.

Component 4.2

Environmental Rating Scales:  Students administer one of the following environmental rating scales:  the FCCERS-3, the ITERS-3, or the ECERS-3, including scoresheet and profile. The completed scoresheet and profile will be accompanied by a summary of strengths and suggested classroom environment practices to target for change.

Component 4.3

Developmental Assessment and Assessment Report:  With a cross-disciplinary team, students conduct a developmental assessment of an infant or young child (birth to 3) and write up the results in an integrated report complete with appropriate recommendations. Students are required to use multiple assessment methods, including one norm-referenced assessment tool (the Battelle Developmental Inventory is strongly recommended), and at least two authentic assessment methods (e.g. observation in the natural environment, parent/caregiver interview, informal observation tool). Formal assessments must be conducted in at least 2 developmental domains (social-emotional and cognitive development at a minimum) but the report should take into account development in all domains. No identifying information should be found anywhere in the assessment report.

REPORT REQUIREMENTS:

Provide a report heading and the headings below.
BACKGROUND INFORMATION (Include identifying information that includes the child’s pseudonym name (e.g., pseudonym –“ child one”), age, grade, date of assessment, home language.)
DESCRIPTION OF THE ASSESSMENT (Briefly describe the assessment tool including its purpose.)
OBSERVATIONS (Describe the assessment environment. Briefly describe the child’s behavior during the assessment, if the assessment administration was valid, and if not why.)
ASSESSMENT RESULTS (Present scores and interpretations in an organized manner (visually). Provide a brief description of subtests and scores. List strengths and needs in each subtest.
RECOMMENDATIONS (Provide a brief description of what the scores suggest about the child’s skill development in relation to eligibility for special education under the category of Developmental Delay)
Provide a signature, name, and date at the bottom.

Component 4.4

IEP Simulation Activity

This activity involves three steps and each step builds student knowledge and skills about the IEP meeting and process, including the importance of actively involving the family.  Prior instruction about the IEP process is required before implementing this activity.

Component 4.4 IEP simulation actitity

Select a Category:

Activity Bank

*New* Tip sheet: Enhancing Family-Provider Partnerships During COVID-19  Enhancing Family-Provider Partnerships
Tips for Providers: Providing & Coordinating EI Remotely Tips for Providers: What to say to Families
Tips for Providers: Providing & Coordinating EI Remotely (What will it look like?) Tips for Providers: What will a Remote Visit Look Like?
Tips for Families: Receiving Remote EI Services Tips for Families Flyer .pdf What is Remote EI

Consejos para Familias .pdf What is Remote EI? (Spanish)

Tips for Families: How to prepare for a Remote EI Visit Tips for Families: .pdf Preparing for the Visit

TConsejos para Familias: .pdf Preparing for the Visit (Spanish)

ECPC Course Enhancement Modules E-Learning Lessons, Practice Guides & Resources 
CONNECT Modules CONNECT Modules and Courses
Virginia Early Intervention Professional Development Center Framework for reflective questioning / The Coaching Quick Reference Guide - .pdf
Virginia Early Intervention Professional Development Center Tools of Trade
OCALI (Ohio Center for Autism and Low Incidence Disabilities) (note: you must login but it is free) Suite of Resources for Early Childhood Professionals
Public Consulting Group Use of telehealth in early intervention (IDEA Part C)
Protecting Student Privacy

U.S. Department of Education

Student Privacy 101

FERPA and the Coronavirus Disease 2019

FERPA and Virtual Learning

Edelman, L. (2020). Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic
CEC Hosted Webinar with Resources Teaching Special Education Online During COVID-19
National Center for Hearing Assessment & Management Utah State University Welcome to the Tele-Intervention Learning Courses
Lisa Dieker & Rebecca Hines UCF - Podcasts for Part B/619 Coordinators Series of Podcasts: teaching online, inclusion, etc.
National Center for Pyramid Model Innovations - May Newsletter Pyramid in the Time of COVID-19