header spacer
Children's Medical Services - Special services for children with special needs
highlights left shadow
Happy baby; Text - Providing health care services that ensure our children start out healthy Four Medical Professionals; Text - Creating a place where health care professionals connect Four girls smiling; Text - Providing extraordinary care so children can lead ordinary lives
highlights right shadow
navigation left shadow Home family left spacer Families family left spacer Providers MMA left spacer navigation right shadow
left menu shadow menu spacer content left spacer
content right spacer content right spacer

Infant Toddler Development Training
Module 3, Lesson 4

Activity #4

In considering the discussion of early childhood portfolioassessment, one can see how portfolios would be a useful toolfor monitoring toddler progress. Consider how you might useportfolio assessment with young children.

  1. What would you include in a child's portfolio?
  2. How would a portfolio be helpful to early intervention staff in communicating progress with parents and families?
  3. How would a portfolio be helpful in communicating with other professionals during transition planning?


Activity #5

M'Lisa Shelden and Dathan Rush, with the Family Infant PreschoolProject (FIPP) in Morganton, North Carolina, use childportfolios to communicate with families and professionals as thechild makes a transition into a center-based program and/orduring the transition from Part C to Part B programs. Look atthe Child Portfolios for Charmaine and Trevor that were adapted fromsamples of prior work by Shelden and Rush. These portfoliosprovide two examples of how a portfolio may be developed. Oftenincluded in portfolios are hopes and dreams, anecdotal notes,checklists, running records, developmental domain skills andrecorded language samples. As you look at these examples thinkabout-

  1. What information the portfolio would convey about each child to parents and professionals?
  2. How you could use this strategy to communicate child progress and do continuous progress monitoring for a child you work with?
  3. Ways portfolios would be useful in the assessment process?
  4. The advantages of this type of data collection system?


Activity #6

Again, review the monitoring system for Carlos that you sawearlier in this lesson in Figure2: Activity/Routine/Objective Matrix and consider thefollowing:


Lesson 4 Highlights

This lesson provided the participant with information aboutlinking assessment and intervention through embedding objectivesinto everyday routines, activities and places. In addition thecontent explained how a monitoring system could be developedbased on a task analysis of a functional objective.


Bricker, D., Pretti-Frontczak K., Johnson, J., Straka, E., & Slentz, K. (2002). Assessment, evaluation and programming system for infants and children (2nd ed.). (Vol 1). Administration Guide. Baltimore: Paul Brookes Publishing Co.

Bricker, D., Pretti-Frontczak, K., & McCormas, N. (1998). An activity based approach in early intervention (2nd ed.). Baltimore: Paul H. Brookes Publishing Co.

Raver, S. (2003). Keeping track: Using routine-based instruction and monitoring. Young Exceptional Children, 6(3), 12-20.

Sandall, S., McLean, M. E., Smith, B.J. (2000). DEC Recommended Practices in Early Intervention/Early Childhood Special Education. Longmont, CO: Sopris West.

Wolery, M. (2004). Using assessment information to plan intervention programs. In M. McLean, M. Wolery, & D. B. Bailey, Jr. (Eds.), Assessing infants and preschoolers with special needs (3rd ed) (pp. 517-542). Upper Saddle River, NJ: Pearson Prentice Hall.

Wolery, M. (2000). Recommended practices in child-focused interventions. In S. Sandall, M.E. McLean, & B.J. Smith (Eds) DEC Recommended Practices in Early Intervention/Early Childhood Special Education. Longmont, CO: Sopris West.

Wortham, S.C. (2005). Assessment in early childhood education (4th ed.). Upper Saddle River, NJ: Merrill.



Nextprevious | nextNext