The Early Childhood Personnel Center

This sample syllabus provides ideas for resources, activities, readings, and assignments, aligned with the Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (2020) and DEC Recommended Practices (2014). Consider state and university policies and add them as appropriate. This is a sample only and is not a complete syllabus; nor is it intended to suggest that the Standard would be addressed in only one course in the curriculum.

Learning Activities

The projects or assignments require learners to apply the practices/skills related to Standard 4: Assessment Processes. Since these are application activities, they most align with the evidence-based practices for adult learners of authentic learning, reflection, guidance, performance feedback, and follow-up activities. The sample learning activities are organized by the four components for Standard 4.

Environmental Rating Scales

Students administer one of the following environmental rating scales: the FCCERS-3, the ITERS-3, or the ECERS-3, including scoresheet and profile. The completed scoresheet and profile will be accompanied by a summary of strengths and suggested classroom environment practices to target for change.

Developmental Assessment and Assessment Report

With a cross-disciplinary team, students conduct a developmental assessment of an infant or young child (birth to 3) and write up the results in an integrated report complete with appropriate recommendations. Students are required to use multiple assessment methods, including one norm-referenced assessment tool (the Battelle Developmental Inventory is strongly recommended), and at least two authentic assessment methods (e.g. observation in the natural environment, parent/caregiver interview, informal observation tool). Formal assessments must be conducted in at least 2 developmental domains (social-emotional and cognitive development at a minimum) but the report should take into account development in all domains. No identifying information should be found anywhere in the assessment report.

Report requirements - provide a report heading and the headings below

• Background information - include identifying information that includes the child’s pseudonym name (e.g., pseudonym –“ child one”), age, grade, date of assessment, home language
• Description of the assessment - briefly describe the assessment tool including its purpose
• Observations - describe the assessment environment. Briefly describe the child’s behavior during the assessment, if the assessment administration was valid, and if not why
• Assessment results - present scores and interpretations in an organized manner (visually); provide a brief description of subtests and scores; list strengths and needs in each subtest
• Recommendations - provide a brief description of what the scores suggest about the child’s skill development in relation to eligibility for special education under the category of Developmental Delay

Provide a signature, name, and date at the bottom.