49 Child Observation & Assessment 2. Assessment Uses 1. For the Identification/Diagnosis of Special Needs Level 1 Recognize the importance of using developmental screening to identify/diagnose children who are at risk for developmental delays or may require special needs services. COA 2.1.1 Level 2 Understand the differences between developmental screening and other types of assessment in early childhood. As appropriate, assist staff or specialists in conducting screenings. COA 2.1.2 Level 3 Collaborate with qualified staff or specialists to administer developmental screening. Provide follow-up recommendations to families for children in need of further assessment or intervention. COA 2.1.3 Level 4 Develop program guidelines related to developmental screening. Provide learning opportunities for staff, colleagues, and families on the use, benefits, and limitations of developmental screening. COA 2.1.4 Level 5 Analyze, evaluate, articulate, and apply current theory, research, and policy on appropriate developmental screening to identify/diagnose children who are at risk for development delays. Facilitate the provision of training for early childhood professionals who conduct developmental screening of young children. Advocate for licensing regulations and quality standards that support using developmental screening to identify/diagnose children who are at risk for developmental delays. Advocate for assessment or intervention services and resources for children who are identified as at- risk for developmental delays or are in need of further assessment. COA 2.1.5 2. For Ongoing Progress Monitoring of Children for Daily Curriculum Planning Level 1 Recognize the importance of using daily assessment of children to plan, implement, and adjust classroom experiences to promote children’s cognitive, socio-emotional, and physical development. COA 2.2.1 Level 2 Implement learning experiences based on daily observations and monitoring of individual children’s interests, needs, and skills. Engage in interactions that assist learners in reflecting on their own progress and setting learning and achievement goals. COA 2.2.2 Level 3 Develop, plan, and select a systematic approach for daily observations and monitoring of individual children’s interests, needs, and skills. Observe, identify and discuss the importance of using on-going progress monitoring to determine individual child developmental needs, strengths and aspirations. Implement on-going monitoring to plan and adjust daily activities based on individual needs and skills. COA 2.2.3 Level 4 Create systematic plans and procedures for ongoing assessment of individual growth, development, and learning progress and academic achievements and challenges. Analyze, evaluate, and modify assessment procedures to plan and adjust daily activities. COA 2.2.4 Level 5 Analyze, evaluate, articulate, and apply current theory, research, and policy for the on- going monitoring of children and curriculum planning. Promote evidence-based best practices for the on-going monitoring of children for daily curriculum planning. Develop resources to support the use of on- going monitoring of children for daily curriculum planning. Advocate for licensing regulations and quality standards that support the use of on-going progress monitoring of children for daily curriculum planning. COA 2.2.5