While early childhood researchers have described and defined authentic assessment, much of the work has been based on classroom and teaching practices. By exploring how to consider infant and toddler skills across settings, time, and interactions within everyday life contexts, practitioners will be able to implement functional assessment throughout the EI process. Supporting Early Interventionists to understand how to step away from focusing on discrete test skills to incorporate observation and gathering of information is also essential. This session will provide tools, vignettes, and practice to apply the research and Recommended Practices specifically for infants, toddlers, and families in Part C based on an article in the DEC Assessment Monograph.

Using a systematic crosswalk, the sessions will align a practical definition of early intervention (EI) functional assessment with nine of the eleven DEC Assessment RPs. Focusing on good assessment practices, the definition incorporates eight important elements including: “continuous, collaborative, observing, asking meaningful questions, listening, analyzing, naturally occurring everyday routines and activities, and across multiple situations and settings.” These elements will be linked to EI decision points including eligibility determination, program planning, and progress monitoring supporting practitioners to use recommended assessment practices during multiple activities. 

 

CORI HILL, M.Ed. is the Principal Investigator and provides overall coordination and oversight for the Integrated Training Collaborative (ITC), Virginia's Comprehensive System of Personnel Development (CSPD) project. She has worked in the field of early intervention for over 25 years as an infant program director, educator and service coordinator.

LISA TERRY, MS, M.Ed., IMH-E® provides support for the design and implementation of professional development activities for early intervention providers and administrators in Virginia. Lisa is a certified trainer in the Growing Brain, a ZERO TO THREE curriculum. She maintains endorsement in infant mental health as an Infant Family Specialist.

DANA CHILDRESS, Ph.D., provides support for the design and implementation of professional development activities for early intervention providers and administrators in Virginia. She has worked in early intervention for over 20 years as an early childhood special educator, service coordinator, program supervisor, local system manager, trainer, and writer. She is the co-author of the book, Family-Centered Early Intervention: Supporting Infants and Toddlers in Natural Environments.