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Students must understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They must know about and understand the goals, benefits, and uses of assessment and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.

(NAEYC Standard 3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments.)

Students will use case study information from a preschool student’s Individualized Education Program to show their ability to partner with families and other professionals by developing an assessment and communication plan that ensures that all TEAM members are informed, involved, and engaged in the assessment process.

  •  Instruction 1: Choose one of the Benchmark/Objectives from a fictional student’s Individualized Education Program and complete the following Assessment and Communication Plan template. (3b)
  • Instruction 2: Use the background information taken from the IEP below to provide a developmentally appropriate assessment and communication plan that provides information on the child’s progress toward one of the Benchmarks/Objectives. (1b)
  • Instruction 3: Include strategies you will use to involve families in the assessment and communication process that supports families who may be reluctant to participate and takes into consideration cultural and linguistic considerations in order to avoid bias: (see table 5.2 in our textbook An Introduction to Young Children with Special Needs) (3d)
  • Instruction 4: Address ways you will collaborate with other Early Childhood Professionals that interact with the student (such as related service professionals like occupational, physical, or speech therapists, teacher assistants, etc.) in the assessment and communication process.  (3d, 6c)
  • Instruction 5: Include how you will use the information from your assessment and communication plan to plan future teaching strategies that will support the student’s continued progress toward the Benchmark/Objective. (3a)

Student Strengths and Key Evaluation Results Summary

Zander is a 4-year-old boy in his second year of the Integrated Preschool Program that includes a teacher and an assistant where he is receiving Occupational Therapy and Physical Therapy Special education services after transitioning from Early Intervention.  He was found eligible for Special Education services in the areas of fine and gross motor.  He adjusted well to the routines of the preschool program and enjoys playing with his peers in all areas of the classroom.  He participates well in small group activities and has improved his ability to attend during whole group activities such as story time.  Currently, he can recognize his name and can identify some of the letters in his name, and can use drawing and writing tools in the classroom.  At home, he enjoys building with blocks, playing outside, and taking walks.  His favorite toys are cars/trucks and toy phones.  His disability category is Developmental Delay.

What type(s) of accommodation, if any, is necessary for the student to make effective progress?
Preview and review of motor activities
Break down directions into manageable parts

  • Goal #1: Fine Motor
    • Measurable Annual Goal: What Challenging, yet attainable, goal can we expect the student to meet by the end of the IEP period?
      By the end of the IEP period, Zander will complete fine motor/visual-motor tasks as part of his daily school routine with increasing independence in ⅘ observations.
    • How will we know that the student has reached this goal?
      Progress will be monitored through data collection, teacher and therapist observations, informal/ongoing assessment, and review of work samples.
    • Benchmark/Objectives: What will the student need to do to complete this goal?
      Zander will independently complete a 2 step fine motor/sensory-motor sequence in ⅘ observations
      With multi-sensory materials, Zander will trace the letters of his name in ⅘ observations
      With a maturing grasp pattern, Zander will draw a person with at least 5 parts in ⅘ observations
      Using preschool scissors, Zander will cut along a straight line and a line that changes directions with increasing independence in ⅘ observations
  • Goal #2: Gross Motor Participation
    • Measurable Annual Goal: What Challenging, yet attainable, goal can we expect the student to meet by the end of the IEP period?
      By the end of the IEP period, Zander will demonstrate increased independence when engaging in gross motor curriculum activities during his daily school routine in ⅘ observations.
    • How will we know that the student has reached this goal?
      Progress will be monitored through data collection, teacher and therapist observations.
    • Benchmark/Objectives: What will the student need to do to complete this goal?
      Following demonstration for the expected activity at a motor center, Zander will complete his turn without additional adult support as observed in ⅘ opportunities
      Zander will participate in music and movement activities as a part of classroom whole group instruction for the duration of the activity as observed in ⅘ opportunities

Assessment Partnerships Plan

Massasoit Student Name:

Date:

Chosen Benchmark/Objective:

Describe in detail the assessment format you will use to assess the students progress toward the Benchmark/Objective:

How will families be involved in assessing the students progress toward the goal:

How do you plan to collaborate with other ECE professionals that interact with the student throughout the assessment process:

How will the assessment information be used to inform future teaching strategies that will support the student’s goals: