Self-Assessment and Knowledge Skills

Read each statement and circle the number on the corresponding scale which reflects your rating of your knowledge and skill. The 5 point rating scale corresponding to the knowledge column is interpreted as 1 = no knowledge; 2 = emerging knowledge; 3 = understanding of objectives; 4 = mastery of knowledge; 5 = demonstrate knowledge to others.  The five-point scale corresponding to the skills items is interpreted as 1 = no experience and 5 = skilled in implementation of objective.

Evaluation Scale

Not Knowledgeable	Somewhat Knowledgeable	Knowledgeable	Very Knowledgeable	Extremely Knowledgeable
1	2	3	4	5

Competencies

2/1/99 Legislation & Policy

1. I can identify five changes in terminology as reflected in new federal and state legislation. (INTASC 1 & 9)	1	2	3	4	5
2. I can describe natural environments for infants and toddlers with disabilities and their families.  (INTASC 2, 5, & 7)	1	2	3	4	5

2/8/99 Eligibility, Identification, and Assessment

1. I can cite the eligibility criteria for young children with disabilities covering the age span of birth to 8 years. (INTASC 8)	1	2	3	4	5
2.  I can describe how play-based assessment can be applied to young children experiencing a wide range of disabilities. (INTASC 8)	1	2	3	4	5

2/22/99 Families as Members of IFSP: IEP Teams (Part 1)

1. I am able to write an IFSP/IEP objective which is inclusive of families and reflects the requirements of IDEA. (INTASC 7 & 9)	1	2	3	4	5
2. I am able to work in family-centered partnership with a family to identify their concerns, priorities and resources as part of the development of the IFSP. (INTASC 6, 9, & 10)	1	2	3	4	5

3/1/99 Families as Members of IFSP: IEP Teams (Part 2)

1. I am able to list five different requirements of the IFSP/IEP team process and identify the roles of each member of the team. (INTASC 6, 9, & 10)	1	2	3	4	5
2. I am able to work on an interdisciplinary team, utilizing strategies to ensure full participation by all team members. (INTASC 6, 9, & 12)	1	2	3	4	5

3/15/99 Recommended Practices (Part 1)

1. I can identify 6 features of environmental arrangements representative of bsest practices for supporting IEP/IFSP goal & objectives or outcomes.  (INTASC 4 & 5)	1	2	3	4	5
2. I can describe 3 examples of both lo-tech and high-tech adaptations. (INTASC 3 & 7)	1	2	3	4	5

3/22/99 Recommended Practices (Part 2)

1. I understand ways to embed goals/objectives or outcomes in daily routines. (INTASC 3, 4, & 7)	1	2	3	4	5
2. I can identify 3 wbesites that are resources for early childhood special education curriculum. (INTASC 1, 3, & 9)	1	2	3	4	5

3/29/99 Early Brain Development

1. can describe at least 2 major conclusions regarding the recent discoveries concerning brain development and the young child. (INTASC 1& 2)	1	2	3	4	5
2. I can describe the implications of early brain research for young children from birth to 8 years with disabilities. (INTASC 1 & 3)	1	2	3	4	5

4/12/99 Data-Based Decision Making

1. I can provide a rationale for data-based decision making in Early Intervention/Early Childhood Special Education programs and can give an example of data collection for intervention with a young child. (INTASC 7 & 8)	1	2	3	4	5
2. I can define "action research" (i.e. teacher research) and provide an example of a research endeavor they would be interested in conducting in an Early Intervention/Early Childhood Special Education Program. (INTASC 8 & 9)	1	2	3	4	5

4/26/99 Resources for EC Programs

1. I understand the concept of a blended system of early education & care for all children. (INTASC 9 & 10)	1	2	3	4	5
2. I know how to seek information to access resources  that fund services for young children and their families. (INTASC 9 & 10)	1	2	3	4	5