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The document supports planning and tracking progress emphasized in early intervention and special education, and notes the tools can aid eligibility decisions without providing norm-referenced standard scores.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/assessment-tools-for-planning-instruction-and-monitoring-young-childrens-progress-remotely/583712/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/assessment-tools-for-planning-instruction-and-monitoring-young-childrens-progress-remotely/583712.png","ImageObject",300,407,{"name":42,"@type":43},"Connor ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What types of information do these remote assessments use?","Question",{"text":63,"@type":64},"They rely on practitioner observations, interviews, or questionnaires completed by parents or caregivers. 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One type of assessment is designed to support practitioners and families in identifying a child’s strengths and needs in order to plan for instruction or intervention. Many of these same tools help practitioners and families monitor the child’s progress over time often in relation a specific curriculum or criterion for the child’s age.  \nBoth IDEA and recommended practice in early intervention and early childhood special education emphasize the importance of using assessments to plan and track progress. For example, DEC Recommended Practice A9 states: “Practitioners implement systemic ongoing assessment to identify learning targets, plan activities, and monitor the child’s progress to revise instruction as needed.” Collecting and using good assessment information to plan for instruction and monitor progress is essential even when practitioners cannot be in the same room with the child and family.  \nPurpose  \nThis resource provides information about tools for planning and monitoring progress that can be administered remotely. These assessments rely on practitioner observations, interviews with, or questionnaires completed by a parent or caregiver to learn about the child’s behavior and what the child knows and can do. Depending on what needs to be observed, practitioners also may be able to use videoconferencing or asynchronous videos of the child as part of the assessment process.  \nIn addition to supporting planning and tracking progress, the information provided by these tools can be helpful in determining whether the child is eligible for early intervention or preschool special education services although they are not norm-referenced and do not provide a standard score (e.g. , percent delay) .  \nWhat is Included in the Table  \nThe table includes assessments for children birth through five years old in which one or more domains can be administered by observation, interview, and/or parent/caregiver checklist. Many of these tools could be described as curriculum-based or criterion-referenced assessments. Assessments that are companions to a curriculum were included as long as use of the curriculum was not a requirement for use of the tool. Assessments focused largely on children’s behavior in classrooms were not included. As noted in the table, some assessments were designed for use with a particular population, such as, children with visual and/or hearing loss or children with physical, cognitive, social, or emotional disabilities. The table provides a link to the website (or websites, when the tool is available from more than one source) where the tool can be obtained; the age range of the tool; the name of domains or content areas that have potential to be assessed remotely; the administration approach; language translations available; and additional details about the tool. Links are provided for tools that have been crossed walked to the three child outcomes used for state reporting to the Office of Special Education Programs.  \nDisclaimer  \nThe information in the table was gathered from publisher websites and online reviews. For some assessments, it was difficult to discern specific content including how much of the tool’s content was based on classroom behaviors or exactly how some of the items were administered. The inclusion of a tool on the table does not constitute endorsement or indicate any evaluation about the tool’s validity or reliability. Users are encouraged to thoroughly investigate any assessment tools before deciding to use it.  \nFeedback Requested  \nWe welcome feedback from individuals who have used these assessments, especiall","cbCaifBG708lOANs","https://ap.wps.com/l/cbCaifBG708lOANs","pdf",230033,12,"English","# Purpose\n# What is Included in the Table\n# Disclaimer\n# Feedback Requested","[{\"question\":\"What types of information do these remote assessments use?\",\"answer\":\"They rely on practitioner observations, interviews, or questionnaires completed by parents or caregivers. Depending on the need, practitioners may also use videoconferencing or asynchronous videos.\"},{\"question\":\"How do these tools support planning and progress monitoring?\",\"answer\":\"They help identify children’s strengths and needs to plan instruction or intervention and to monitor progress over time. The document links this purpose to IDEA and recommended early intervention practices.\"},{\"question\":\"Do the included assessments provide standard scores?\",\"answer\":\"They are not norm-referenced and do not provide a standard score such as percent delay. However, they can still help determine eligibility for early intervention or preschool special education services.\"}]","Assessment Tools for Planning Instruction and Monitoring Young Children’s Progress Remotely | PDF",1792048144]