Evaluation and Reporting Procedures

The professional working with young children practices responsible formal evaluation and reporting procedures

Resources & Media for Understanding Competency 3.6

Behaviors & Skills

• a
  Identifies one team member who will act as a single point of contact for families regarding a child's assessment
  
  
• b
  Plans the time, location and assessment strategies with families
  
  
• c
  Follows established timelines for initiating and completing assessments, the evaluation process, reporting and meeting with families
  
  
• d
  When working as part of an assessment team, reviews information about a child's birth and developmental history, as well as information from other sources before beginning assessment
  
  
• e
  Before creating an IFSP or IEP, requests that families share the concerns, hopes, and developmental goals they have for their children
  
  
  
• f
  Assesses children's strengths and needs across all developmental domains
  
  
• g
  When applicable, develops IFSP and/or IEP goals with families at the IFSP/IEP meeting rather than having pre-written goals
  
  
• h
  Organizes reports by developmental domain
  
  
• i
  Adheres to New York State legal and procedural requirements and meets DEC Recommended Practice guidelines for responsible assessment