Part 4 Presentation

Post ID: 3528059

Instructions

Assignment #3: Assessment, Planning, and Reporting Project

(Group or Individual)

This four-part assignment is designed to develop candidates’ skills in assessment, collaborative decision-making, and instructional planning for young children with and without developmental delays. Candidates will conduct assessments, analyze results, develop IFSP/IEP goals, and produce a formal assessment report.

The following are the steps that are to be used to complete this assignment:

Part 1: Conducting Assessment (Field Experience – EDUC 509)

Due: March 13, 2026

Conduct assessments with two children:
- One child with a developmental delay
- One child without a developmental delay
Assessments must be completed in an approved field placement.

Part 2: Assessment Results and Goal/Objectives Development

Due: April 24, 2026

Write a summary of assessment results for each child.
Results must address all developmental domains assessed (e.g., cognitive, physical, social-emotional, communication, adaptive/self-help).
Develop at least three (3) IFSP or IEP goals based on assessment findings.
At least one goal must include a minimum of three (3) measurable objectives.
Goals and objectives must be directly aligned with the child’s identified needs.

Part 3: Final Assessment Report. Due: April May 1 , 2026

Submit a 7–10 page formal assessment report following the format below:

Required Report Format

Agency Name
Address
Phone Number

Child Name: Parent(s): Date of Birth: Date of Evaluation: Chronological Age: Location of Evaluation: Evaluator:

Reason for Referral Background Information Health History Previous Assessment Information Observation of the Environment Behavioral Observations Tests and Interviews Assessment Results Summary Recommendations Evaluator Signature(s) and Title(s

Part 4: Presentation

Due: May 15 , 2026,

Presentation and Final Report Requirements

Candidates will present their assessment findings and instructional plans to the class. The presentation must address the following components:

Share
- Present the assessment report and the child’s IFSP/IEP goals and objectives.
Discuss
- Explain planned instructional activities and strategies designed to support the child’s identified developmental needs.
Monitor
- Describe methods for monitoring and assessing the child’s progress over time.
Engage
- Present information in a clear, creative, and engaging manner. There is no required presentation format.

Final Submission Requirement: Following the in-class presentation, please submit a revised final assessment report that reflects feedback received and incorporates necessary revisions.

STANDARDS

This assignment is related to the following standards. And, the following rubric will be used to evaluate this project:

DEPARTMENT STANDARD 2

Goal: Candidates examine, deconstruct, and reconstruct their own and others’ beliefs, values, and perspectives to understand their

own cultures and to develop empathy and acceptance towards others’ cultures. Objective:

Candidates support and facilitate family and child interactions as primary contexts for learning and development

(CEC STANDARD 6)

evidenced by including families in the assessment process.

DEPARTMENT STANDARD 3

Goal: Candidates effectively and comprehensively deconstruct texts to uncover hidden meanings, to make connections, to draw inferences and to develop multiple perspectives toward various ideas and issues.

Objectives:Candidates use instructional practices based on knowledge of the child, family, community, and the curriculum; use knowledge of future educational settings to develop learning experiences and select instructional strategies for young children; and prepare young children for successful transitions

(CEC STANDARD 4) evidenced by recommending how instruction can be planned.

Candidates assess the development and learning of young children; select, adapt and use specialized formal and informal assessments for infants, young children and their families; participate as a team member to integrate assessment results in the development and implementation of individualized family service plans and individualized education plans; assist families in identifying their concerns,resources, and priorities; participate and collaborate as a team member with other professionals in conducting family-centered assessments; and evaluate services with families

(CEC STANDARD 8) evidenced by understanding and effectively using assessment results by reviewing

a child’s strengths and weaknesses in development.

Candidate understands and uses effective formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social,and physical development of the learner .

(INTASC PRINCIPLE 8) evidenced by knowing, understanding, and using assessment instruments.

DEPARTMENT STANDARD 4

Goal: Candidates conceptualize, design, and develop imaginative and innovative work. Objective:

Candidate understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills evidenced by recommending how instruction can be planned to address an individual student’s needs based on assessment results

(INTASC PRINCIPLE 4).

DEPARTMENT STANDARD 5

Goal: Candidates adopt a reflective practitioner stance toward teaching, learning, and collaboration with parents, colleagues, and students that embraces inquiry, reciprocity, and critique.

Objectives:Candidates know about and understand the goals, benefits, and uses of assessment. They know about and (practice and observe) the use of systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children’s development and learning

(NAEYC STANDARD 3) evidenced by including families inthe assessment process.

Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable,reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies

(NAEYC STANDARD 5).

DEPARTMENT STANDARD 7

Goal: Candidates work effectively with other constituencies by seeking out others’ ideas, valuing multiple points of view, and building

cooperative relationships. Objectives:

Candidates implement, monitor and evaluate individualized family service plans and individualized education plans; plan and implement developmentally and individually appropriate curriculum; design intervention strategies incorporating information from multiple disciplines; and implement developmentally and functionally appropriate individual and group activities including play, environmental routines, parent-mediated activities, group projects, cooperative learning, inquiry experiences, and systematic instruction

(CEC STANDARD 7) evidenced by recommending how instruction can be planned to address an individual student’s needs based on assessment results and planning how progress will be monitored.

Candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being

(INTASC PRINCIPLE 10) evidenced by selecting appropriate IFSP/IEP goals and objectives based on assessment results.

The following rubric will be used to evaluate this project:

Candidates know, understand, and use assessment instruments.

Candidates understand and effectively use assessment results by reviewing a child’s strengths and weaknesses in

development:

- Professionally write and report assessment results.

- Select appropriate IFSP/IEP goals and objectives based on assessment results.

- Recommend how instruction can be planned to address an individual student’s needs based on assessment results.

- Plan how progress will be monitored.

Candidates support young children and their families by including families in the assessment process.

Candidates know effective written communication techniques with regards to organization (e.g., introduction, conclusion, etc.),

clear presentation (e.g., appropriate vocabulary, standard sentence structure, etc.), and use of appropriate format (e.g., APA).

Rubric for IFSP/IEP Assessment Project (50 Points Total)

Category	Exemplary (10-9 pts) A-/A	Proficient (8-7 pts) B-/B/B=	Developing (6-5 pts) C/C+	Needs Improvement (4-1 pts) D/F	Points Earned
Use of Assessment Instruments	Clearly demonstrates knowledge and appropriate use of assessment tools. Accurately interprets results.	Demonstrates understanding and use of assessment tools with minor errors.	Shows some understanding of assessment tools but misinterprets results in places.	Limited or incorrect understanding of assessment tools and results.	/10
Analysis of Child’s Development	Thoroughly reviews strengths and weaknesses with in-depth analysis.	Reviews strengths and weaknesses with some depth and accuracy.	Basic review of strengths and weaknesses with limited analysis.	Minimal or inaccurate review of child’s development.	/10
Selection of IFSP/IEP Goals	Goals and objectives are well-aligned with assessment results and individualized.	Goals align with assessment results but could be more individualized.	Goals loosely connect to assessment results but lack specificity.	Goals do not align with assessment results.	/10
Instructional Planning & Progress Monitoring	Provides a clear, detailed, and practical plan for instruction and progress monitoring.	Provides a reasonable plan, but lacks some clarity or depth.	Instructional plan is present but lacks detail or feasibility.	Instructional plan is unclear or missing key components.	/10
Family Involvement in the Assessment Process	Thoughtfully includes families in a meaningful way, demonstrating strong collaboration.	Includes families, but involvement could be more clearly defined.	Limited mention of family involvement in the process.	No or minimal reference to family involvement.	/5
Written Communication	Writing is well-organized, clear, professional, and follows APA format. No errors.	Writing is mostly clear and organized with minor errors in APA or structure.	Writing is somewhat unclear or lacks organization. APA errors present.	Writing lacks clarity, organization, and professionalism. Significant APA errors.	/5

Total Score: ____ / 50

Submission Feedback

Overall Feedback
Score 7/7 This is an exceptionally thorough, professional, and well-developed Part 3 assessment report. The assignment fully meets the required criteria and demonstrates strong understanding of authentic assessment, developmental domains, inclusive early childhood education, and individualized intervention planning. Strengths Includes all required Part 3 components: Reason for referral Health history Previous assessment information Observation of environment Behavioral observations Tests and interviews Assessment results across all domains Summary Recommendations Measurable goals/objectives References Strong use of authentic/naturalistic assessment methods Excellent observational detail with clear examples tied to developmental theory Strong analysis of expressive vs. receptive language development Well-developed discussion of inclusive classroom supports and differentiated instruction Measurable objectives are specific, observable, and data-driven Strong connection between assessment findings and recommendations/interventions Demonstrates advanced understanding of: Early childhood special education Developmentally appropriate practice Social-emotional development Language development Self-regulation and classroom participation Excellent professional tone and organization throughout Minor Areas of Improvement A few references may need verification for accuracy or publication details (particularly newer sources). Some sections are highly detailed and could be slightly condensed for readability. Minor grammar and formatting edits would strengthen overall polish. Outstanding work overall. This report demonstrates strong graduate-level understanding of developmental assessment and intervention planning in inclusive early childhood settings. The measurable objectives, detailed observations, and integration of developmental theory significantly strengthen the quality of the assignment.