Download full textERIC Number: ED591497
Record Type: Non-Journal
Publication Date: 2018-Mar
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Measuring Children's Developmental Progress: Perspectives of State Early Intervention and Early Childhood Coordinators and Technical Assistance Facilitators
Paillard, Alise; Buysse, Virginia; Tirado-Strayer, Nicole
National Center for Systemic Improvement at WestEd
The National Center for Systemic Improvement (NCSI) conducted a series of focused conversations on child assessment with 31 Part C (Infant-Toddler) and Part B-619 (Preschool) program state representatives and NCSI Technical Assistance (TA) Facilitators. The purpose was to learn more about how state early intervention and early childhood programs use measures, tools, and other assessment approaches to gather information about children's developmental progress, and learn about the challenges encountered in selecting, administering, and using these measures. The results can be used to guide future technical assistance to states on how to choose developmental measures for different purposes.
Descriptors: Child Development, Infants, Toddlers, Preschool Children, Early Intervention, Early Childhood Education, Measurement, Barriers, Progress Monitoring, Evaluation Methods, Disabilities, Educational Legislation, Equal Education, Federal Legislation
National Center for Systemic Improvement at WestEd. Tel: 866-664-8471; e-mail: NCSI@wested.org; Web site: http://ncsi.wested.org
Publication Type: Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: National Center for Systemic Improvement at WestEd
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act Part C; Individuals with Disabilities Education Act Part B; Individuals with Disabilities Education Act
Grant or Contract Numbers: H326R14006
