Infant Toddler Development Training
Module 3, Lesson 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.
- What would you include in a child's portfolio?
- How would a portfolio be helpful to early intervention staff in communicating progress with parents and families?
- How would a portfolio be helpful in communicating with other professionals during transition planning?
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-
- What information the portfolio would convey about each child to parents and professionals?
- How you could use this strategy to communicate child progress and do continuous progress monitoring for a child you work with?
- Ways portfolios would be useful in the assessment process?
- The advantages of this type of data collection system?
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.
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Bricker, D., Pretti-Frontczak, K., & McCormas, N. (1998). An activity based approach in early intervention (2nd ed.). Baltimore: Paul H. Brookes Publishing Co.
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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.
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