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.

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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.
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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.
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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. Lets take a look at
various methods of gathering information.
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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.
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• 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 ones time, especially childrens and
  families, is wasted.

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• 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 childrens assessments, please read
• Tips for surviving your childs
• Developmental assessment on the
• Zero To Three website
• (www.zerotothree.org)

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To make informed decisions during the evaluation
and assessment processes, different methods are
used to collect information . Lets 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 EarlyStepss System Point of Entry (SPOE).
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Referral received at the SPOE Day 1
Intake Activities By Day 20
Eligibility Activities By Day 35
IFSP Preparation
IFSP Development By Day 45
Evaluation completed. results from CDA and other
information gathered reviewed, and eligibility
determined by team
Meet with Family, share information about
EarlySteps in writing and verbally, obtain
written consent to proceed by day 10. If family
refuses consent, review parents rights
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
familys 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 Parents 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
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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
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Previously, we used an umbrella to think about
why we make informed decisions about screening,
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.
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Lets begin with observation.
Observation
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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.
Observations should occur during childrens
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.
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When observations are 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.
Observations completed 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.
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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.
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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 observation
is 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.
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Observation

• How am I observing?
• Focused?
• Sensitive?
• Acceptable to child?
• Authentic?
• Congruent with other known information?
• Fair to the child?

Conceptual
Methodological
Why am I observing? Intake To corroborate
family report on ASQ Screening or other initial
information For Eligibility Evaluation
To observe childrens skills in a standardized
way help inform decisions about eligibility
determination Component of Assessment To
observe childrens performance on curriculum
based items during play or daily routines
Component of Ongoing Assessment To observe
childrens performance on curriculum based items
during play or daily routines with emphasis on
observing changes in performance
What am I observing? Childs typical
performance in daily routines across all
developmental domains motor, cognitive,
adaptive, socio/emotional, communication