Authentic Assessment
| Title/Description | Suggested Citation | Video Length | EI/ECSE Standards | DEC Recommended Practices |
|---|---|---|---|---|
| Using the iPod Touch and iPhone to Record Video and Photographic Documentation
Three teachers discuss and illustrate how they use the iPhone and iPod Touch to record, watch, and share video and photographs as part of child observation. |
Colorado Department of Education. (2011). Using the iPod Touch and iPhone to Record Video and Photographic Documentation [Video]. YouTube. | 3:53 | 4.2 | A6 |
| Using iPod Touch and Dragon Dictation to Record Observation Notes
Illustrates how early care and education providers can use the free Dragon Dictation app on the iPod Touch to document observation notes. |
Edelman, L. & Ager, B. (Producers). (2011). Using iPod Touch and Dragon Dictation to Record Observation Notes [Video]. Colorado Department of Education. | 3:15 | 4.2 | A6 |
| What Is Authentic Assessment?
Practitioners and families share their perspective on authentic assessment. Illustrates the primary features and purposes of authentic assessment in a classroom setting. |
Edelman, L. & Herlinger, M. (Producers). (2009) What is Authentic Assessment? [Video]. Colorado Department of Education. | 3:02 | 4.1 | A6 |
| Using Child Assessment Data to Achieve Positive Outcomes
Administrators and teachers illustrate how they use authentic child assessment data to: (1) inform funders, (2) inform classroom instruction (begins at 5:15), (3) meet the needs of individual children (begins at 7:15 and again at 12:18), (4) share with families (begins at 8:55), and (5) supports teachers (begins at 10:28). |
Edelman, L. (Producer). (2016) Using Child Assessment Data to Achieve Positive Outcomes [Video]. Colorado Department of Education. | 14:53 | 4.4 | INS3 |
| Sharing Video Documentation with Families
Christina Devarona provides a powerful illustration of how video can help understand children’s learning and development and share that information with families. |
Edelman, L., DeVarona, C. & Mogen, S. (Producers). (2009). Sharing Video Documentation with Families [Video]. Colorado Department of Education. | 2:47 | 4.3 | A11 |
| Authentic Assessment in Early Intervention
Physical Therapist Megan Kish Fibbe describes and illustrates how authentic assessment practices enhance EI work with children and families. Focuses on the purposes and uses of observation in a home setting as an authentic assessment tool. |
Edelman, L., Klish Fibbe, M., Johnson Eigsti & H. (Producers). (2009). Authentic Assessment in Early Intervention [Video]. Colorado Department of Education. | 7:36 | 4.1 | A6 |
| Baby Steps “Learn the Signs. Act Early”
Highlights the importance of families observing their children in how they play, learn, speak and act (monitoring) and if they have a concern about their child's development to reach out to their pediatrician. Can be used as a public awareness campaign. |
National Center on Birth Defects and Developmental Disabilities & National Center for Health Marketing. (2008). Baby Steps: Learn the Signs. Act Early [Video]. Centers for Disease and Prevention Control. | 4:32 | 1.2 | A8 |
| Children with Disabilities
Describes how to use ongoing assessment data when teaching children with disabilities and how to adjust your teaching methods and provide additional support. |
NCQTL Media Team. (2021). Children with Disabilities [Video]. Head Start Early Childhood Learning and Knowledge Center. | 5:47 | 4.2 | A10 |
Developmental Monitoring
| Title/Description | Suggested Citation | Video Length | EI/ECSE Standards | DEC Recommended Practices |
|---|---|---|---|---|
| Developmental Surveillance: What, Why and How
American Academy of Pediatrics Pediatrician, Dr. Shelly Flais discusses developmental surveillance recommendations, tips, and resources available to pediatricians, clinicians, and families. Together, surveillance and screening are essential components to promote the optimal development of children. |
American Academy of Pediatrics. (2018 May 21). Development Surveillance: What, Why and How [Video]. American Academy of Pediatrics. | 6:30 | 4.1 | A2 |
| Developmental Surveillance: Understanding and Incorporating into Practice
Highlights ways that both developmental monitoring and screening are important and complementary for children's healthy development and identifying disabilities or delays. |
Whitaker, T. & Zubler, J. (2020 July 8). Developmental Surveillance: Understanding and Incorporating into Practice [Video]. American Academy of Pediatrics. | 25:50 | 4.1 | A1 |
Family-Centered Practice
| Title/Description | Suggested Citation | Video Length | EI/ECSE Standards | DEC Recommended Practices |
|---|---|---|---|---|
| Using Video for Really Watching
Early Interventionist Megan Klish Fibbe demonstrates how the use of video can help providers observe infants and toddlers and observe family strengths. |
Edelman, L., Klish Fibbe, M., & and Johnson Eigsti, H. (Producers). (2009) Using Video for Really Watching [Video]. Colorado Department of Education. | 1:52 | 2.3 | F6 |
Formative Assessment
| Title/Description | Suggested Citation | Video Length | EI/ECSE Standards | DEC Recommended Practices |
|---|---|---|---|---|
| CONNECT Video 7.4: Formative Assessment (Social emotional Development)
A teacher conducts a formative assessment by observing and recording information about children in her classroom during center time. |
The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 7.4: Formative Assessment (Social emotional Development) [Video]. Division for Early Childhood. | 1:06 | 4.4 | A6 |
| CONNECT Video 7.5: Formative Assessment (Academic Learning)
A teacher conducts a formative assessment with a child on her knowledge of parts of words. |
The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 7.5: Formative Assessment (Academic Learning) [Video]. Division for Early Childhood. | 1:19 | 4.4 | INS3 |
Functional Behavioral Assessment
| Title/Description | Suggested Citation | Video Length | EI/ECSE Standards | DEC Recommended Practices |
|---|---|---|---|---|
| Brendan After PBS
Brendan is a very happy, energetic, young boy. Prior to implementing Positive Behavior Support (PBS), Brendan had severe challenging behavior. PBS was a match with the family’s routines and values and allowed Brendan’s parents to view their dreams and visions for their son as achievable. |
Brendan After PBS [Video]. (2018). National Center for Pyramid Model Innovations. | 1:10 | 6.4 | INS9 |
| Brendan Before PBS
Prior to implementing Positive Behavior Support (PBS), Brendan had severe challenging behavior. Brendan and his family were physically, mentally, and emotionally exhausted and in desperate need of help. |
Brendan Before PBS [Video]. (2018). National Center for Pyramid Model Innovations. | 0:47 | 6.4 | INS9 |
IFSP or IEP Development
| Title/Description | Suggested Citation | Video Length | EI/ECSE Standards | DEC Recommended Practices |
|---|---|---|---|---|
| McWilliam on RBI and Early Intervention
Explanation of the evidence-based Routines Based Interview as a family assessment: supports families identify their children's needs and family-level needs, provides context for assessment and intervention, results in plan that drives service, and provides a meaningful method to participate in the development of the IFSP or IEP. |
Amy Casey. (2012, December 20). McWilliam on RBI and Early Intervention [Video]. YouTube. | 13:13 | 4.1 | A7 |