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IFSP Tutorial - Evaluation and Assessment

Planning with Families for Evaluation and Assessment:

Self-Assessment Inventory

File Name:inventory.rtf
Size: 49kb



Date: ____________________

Review your competency in preassessment planning with families by checking the appropriate column for each item identified below, using the following scale:


I am aware of this but don't apply it in my work/interactions.


I understand it, and sometimes apply it in my work/interactions.


I understand this and apply consistently it in my work/interactions.


I understand and apply this well enough to teach/mentor others.

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:

Aware but don't apply


Consistent application

Can teach & coach others

1. Preferences for how to communicate with family members/child





2. Child's participation (current and desired) in his/her daily settings and key family routines/activities





3. Child's health, development (abilities and challenges) and behavior





4. Child's previous evaluations and medical information, including vision and hearing





5. Priorities for a child and resources (supports/services)





6. What will happen during an evaluation/assessment





7. Eligibility criteria in Maryland





8. Early intervention supports/services available to eligible families in a child's daily settings/activities





9. Roles of service coordinator and qualified providers who will facilitate evaluation and assessment





Self-Assessment Inventory: Planning with Families for Evaluation and Assessment

How have I assisted families in making decisions about:

Aware but don't apply


Consistent application

Can teach & coach others

10. What information is needed to determine a child's eligibility (or progress)





11. How best to collect evaluation/assessment information





12. Preferences for level of involvement in evaluation/assessment





13. Location, time and dates of evaluation/ assessment





14. When and how results will be shared with parents





How well do I build rapport with families?

Aware but don't apply


Consistent application

Can teach & coach others

15. Solicit family perspectives re: child's performance & desired supports/service





16. Demonstrate respect for family culture, routines and parental role





17. Use active listening skills (including eye contact, paraphrasing, summarizing, clarifying)


18. Answer questions immediately, or suggest how questions can be answered





19. Share positive comments with family about a child's development & their parenting






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