Planning with Families for Evaluation and Assessment:
Self-Assessment Inventory
Name:________________
Date: ____________________
Review your competency in preassessment planning with families by checking
the appropriate column for each item identified below, using the following
scale:
Awareness
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I am aware of this but don't apply it in my work/interactions.
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Knowledge
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I understand it, and sometimes apply it in my work/interactions.
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Application
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I understand this and apply consistently it in my work/interactions.
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Mastery
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I understand and apply this well enough to teach/mentor
others.
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This self-assessment inventory can help identify areas for continued professional
development for individuals and teams, and identify individuals who can
mentor/coach others. It is designed as a reflection tool, not an evaluation
of individual competencies.
Have I discussed with families:
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Aware but don't apply
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Sometimes
apply
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Consistent application
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Can teach & coach others
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1. Preferences for how to communicate with family members/child
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2. Child's participation (current and desired) in his/her daily
settings and key family routines/activities
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3. Child's health, development (abilities and challenges) and
behavior
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4. Child's previous evaluations and medical information, including
vision and hearing
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5. Priorities for a child and resources (supports/services)
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6. What will happen during an evaluation/assessment
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7. Eligibility criteria in Maryland
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8. Early intervention supports/services available to eligible
families in a child's daily settings/activities
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9. Roles of service coordinator and qualified providers who
will facilitate evaluation and assessment
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Self-Assessment Inventory: Planning with Families for Evaluation
and Assessment
How have I assisted families in making decisions
about:
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Aware but don't apply
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Sometimes
apply
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Consistent application
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Can teach & coach others
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10. What information is needed to determine a child's eligibility
(or progress)
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11. How best to collect evaluation/assessment information
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12. Preferences for level of involvement in evaluation/assessment
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13. Location, time and dates of evaluation/ assessment
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14. When and how results will be shared with parents
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How well do I build rapport with families?
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Aware but don't apply
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Sometimes
apply
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Consistent application
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Can teach & coach others
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15. Solicit family perspectives re: child's performance & desired
supports/service
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16. Demonstrate respect for family culture, routines and parental
role
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17. Use active listening skills (including eye
contact, paraphrasing, summarizing, clarifying) |
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18. Answer questions immediately, or suggest how questions can
be answered
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19. Share positive comments with family about a child's development & their
parenting
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Comments:
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