Imagine that you are remodeling the kitchen in your house…..

1. In the previous section of this module, we described different types of informed decisions that are often made as part of the evaluation and assessment processes in EarlySteps. Imagine that you are remodeling the kitchen in your house….. As you probably know, all remodeling projects involve making multiple decisions. Think about two of those decisions: cabinet color and what type of refrigerator to purchase.

2. What information do you need to make those decisions? For the cabinets, you need to know what color options that are available, which wood type stains best, and the prices for various finishes. For the refrigerator, you need to know prices, available space to determine size, and the different styles of refrigerators to determine which model best fits the needs of your family.

3. Think about the different ways of collecting this information. What is the most effective and efficient way of gathering the information (e.g., phone survey, online search, looking through newspaper and/or phone book)? What tools can you utilize to help you collect this information (e.g., tape measure, samples of cabinet stain)? Similarly, in early intervention, data is collected using several methods/tools to make different decisions. Let’s take a look at various methods of gathering information….

4. There are good, better and best ways to use information gathering tools! Knowing WHY you are choosing a particular tool or strategy (e.g., a written checklist , a face to face interview or a curriculum based assessment) is KEY to collecting information to help the intervention team, including families, make informed decisions. Read the assessment chapter of DEC Recommended Practices: A Comprehensive Guide (Sandall, Hemmeter, Smith and McLean ,2005). http://www.dec-sped.org (scroll to the bottom and click recommended practices) We will refer to these recommendations throughout this module, as we review frequently used strategies for gathering information in early intervention.

5. Did you note the following points as you read? • Evaluation and assessment practices are NOT family friendly or developmentally appropriate UNLESS professionals give thought and consideration to the following: • Evaluation and assessment processes are pivotal, often emotionally charged, events for families. Remember, families often are experiencing evaluation and assessment for the first time; even though these processes are familiar to practitioners. • Obstacles to full family participation in these processes must be overcome because families know their children best. They provide authentic and longitudinal information about their children. • Evaluation, assessment, and intervention should take place in contexts where children live and function. • Evaluation and assessment should be purposeful (e.g., for program planning, goal development) so no one’s time, especially children’s and families’, is wasted.

6. Remember, the intent of recommended practices is to help families become more comfortable with the information gathering process in evaluation and assessment, as it can be overwhelming and anxiety provoking. • Families are experts on their children and fully participate in the assessment process. They should understand how the assessment is conducted, what information will be learned and how the information will be used. • For additional information about families • And children’s assessments, please read: • “Tips for surviving your child’s • Developmental assessment” on the • Zero To Three website • (www.zerotothree.org)

7. To make informed decisions during the evaluation and assessmentprocesses, different methods are used to collect information . Let’s take a look at how and when various tools are used to gather information during the early phases of EarlySteps…. The chart on the following page provides an overview of activities that must occur within 45 days of receiving the referral at a EarlySteps’s System Point of Entry (SPOE).

8. Referral received at the SPOE Day 1 Intake Activities By Day 20 Eligibility Activities By Day 35 IFSP Preparation IFSP Development By Day 45 Meet with Family, share information about EarlySteps in writing and verbally, obtain written consent to proceed by day 10. If family refuses consent, review parent’s rights Evaluation completed. results from CDA and other information gathered reviewed, and eligibility determined by team Intake Coordinator makes Initial contact with family by Day 3 Intake Coordinator prepares family for IFSP meeting by introducing forms, identifying concerns, priorities and resources. IFSP developed at team meeting Obtain written consent for EI services identified on IFSP Schedule meeting for an interview at the family’s convenience Family selects early intervention providers from matrix Obtain signature for releases of information that will aid with eligibility determination If child is not eligible, provide Parent’s rights Family chooses FSC Acknowledge referral in writing by Day 5 Intake Coordinator works with family to identify members of the IFSP team, schedules IFSP team meeting. Assist with completing application forms, appropriate screenings, and interest in other programs including Medicaid Waiver Authorizations are processed for EI services including FSC Begin Electronic Record Begin EI hard copy record FSC monitors implementation of the IFSP. Services begin within 30 days of parent consent of the IFSP Intake coordinator notifies all team members in writing Conduct ASQ If family is not interested, provide contact information Schedule Eligibility Evaluation Notify LEA for children referred after age 2 years, 2 months

9. In EarlySteps, information is collected at each step of the intake and evaluation processes through.... Referral received at the SPOE Day 1 Intake Activities By Day 20 Eligibility Activities By Day 35 IFSP Preparation IFSP Development By Day 45

10. Previously, we used an umbrella to think about why we make informed decisions aboutscreening,evaluation,eligibility,assessment, outcomes accountability and progress monitoring. Now, let's use the umbrella to consider how we might approach gathering information necessary to make informed decisions. - Observation Standardized norm referenced tools Assessment Interview

11. Let’s begin with observation…. Observation

12. Observation is the basis for almost all information gathering and is especially important in the evaluation and assessment processes of EarlySteps. As noted in Recommended Practices, assessment must be “useful, acceptable, authentic, sensitive…”. A flexible approach to gathering information about what children do and what motivates them, relies heavily on close, thoughtful observation of children in their natural environments. Observationsshould occur during children’s typical routines and activities as they interact with familiar people in everyday environments. Observations should occur during intake, eligibility determination, IFSP planning and intervention. The quality of data collected through observations is directly related to how the observation was completed. For example, if children are observed in unfamiliar environments, the data collected is not likely to represent their “typical” performance in everyday environments.

13. When observationsare done well, there is a lot to attend to….. A good observer focuses attention on children and their interactions with people, objects and things in their environment. In addition, a good observer can figure out what activities, routines, play materials and people children prefer and what they do not like. Observationscompleted when an instrument is used (e.g., ASQ, BDI-2, AEPS or other curriculum-based assessment, Behavioral Rating Scale) might help inform scoring on these instruments. For example, if scoring a task on the AEPS related to early literacy, we might observe how children hold a book, turn pages of a book, communicate about pictures in the book, and respond to comments and questions about the book.

14. Additionally, valuable information can be collected by observing children and their caregivers during visits at homes, childcare programs, or other natural environments, like the playground. Remember Jacob, his mom, brother and Holly, the early interventionist from the Orientation training module? During the home visit, Jacob, Holly and his family played on the playground. Holly observed Jacob and his mom swinging on a swing; he typically sat on her lap with his back to her chest. To increase use of his arms and hands while swinging, Holly suggested that Jacob sit on her lap, facing his mother, so that he pushes with his hands against her body. Looking is not the same as observing; good observation involves focused attention, with a conscious effort to attend to the interactions of children with people and objects in their environment.

15. When gathering data through observation, several things must be considered. The VEE diagram on the next slide is a visual representation of the conceptual and methodological aspects of observation. The primary concepts or WHAT the observer should consider are on the left; WHY the information is collected during the observationis directly under the V and the method of observation, or HOW, is on the right. Review the VEE diagram to determine the what,why and how of good observation.

16. Observation Conceptual • Howam I observing? • Focused? • Sensitive? • Acceptable to child? • Authentic? • Congruent with other known information? • Fair to the child? Methodological Why am I observing? Intake: To corroborate family report on ASQ Screening or other initial information For Eligibility Evaluation: To observe children’s skills in a standardized way; help inform decisions about eligibility determination Component of Assessment: To observe children’s performance on curriculum based items during play or daily routines Component of Ongoing Assessment: To observe children’s performance on curriculum based items during play or daily routines with emphasis on observing changes in performance What am I observing? Child’s typical performance in daily routines across all developmental domains: motor, cognitive, adaptive, socio/emotional, communication