46 Child Observation & Assessment (COA) Rationale Observation and assessment form an ongoing cycle that is the basis for making educational decisions, informing curriculum planning and evaluating goals for children and programs. Both must be done intentionally and provide a rationale for curriculum planning, teaching strategies, adjustments, accommodations and referrals. Professionals working with young children must observe constantly and maintain documentation of these observations which must take place in all spaces, at all times, and over time so as to form the most complete picture possible of a child. Assessment, the systematic collection of information and the subsequent analysis of a child’s growth and development processes, must also take place continually over time and use tools that are congruent with what is known about developmentally appropriate practice and culturally responsive practice. Because assessment data guide decisions that affect individual children, early childhood professionals must identify the purposes of assessment, use reliable and valid assessment procedures, and ensure that information is used to support children rather than exclude. Finally, professionals must know how to share child assessment information with families and other professionals in an appropriate and confidential manner. Core Knowledge Components In order for children to thrive and benefit from the practices of observation and assessment, early childhood professionals must understand: Assessment Plans and Procedures – They understand planning and collecting data. Assessment Uses – They use assessment for the identification/diagnosis of special needs and for on-going progress monitoring for daily curriculum planning. Assessment Related to Special Needs –They recognize the role of assessment in Individual Family Service Plans (IFSPs), Individualized Education Plans (IEPs), Individualized Healthcare Plans (IHPs), and 504s. Communication with Families – They listen to and learn from families, and they share assessment results with families. Confidentiality – They maintain confidentiality and avoid negative labeling. Core Knowledge Competencies The competencies and indicators on the following pages specify how the specific knowledge, behaviors and practices are demonstrated by early childhood professionals across five levels of proficiency that follow a progression of knowledge, skills and abilities. The levels build on one another, with the belief that a person working on competencies at Level III has already achieved most or all of the competencies at Level I and II.