Measuring Children's Developmental Progress - Perspectives of State Early Intervention and Early Childhood Coordinators and Technical Assistance Facilitators

Alise Paillard, WestEd and Virginia Buysse, WestEd, and Nicole Tirado-Strayer, WestEd

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Measuring Children's Developmental Progress - Perspectives of State Early Intervention and Early Childhood Coordinators and Technical Assistance Facilitators

The National Center for Systemic Improvement (NCSI) conducted a series of focused conversations on child assessment with 31 Part C (Infant–Toddler) and Part B-619 (Preschool) program state representatives and NCSI Technical Assistance (TA) Facilitators. The purpose was to learn more about how state early intervention and early childhood programs use measures, tools, and other assessment approaches to gather information about children’s developmental progress, and learn about the challenges encountered in selecting, administering, and using these measures. The results can be used to guide future technical assistance to states on how to choose developmental measures for different purposes.

March 2018

Topics

Evaluation > Child Outcomes

Evidence-Based Practices > Evidence-based Interventions > Evidence-based Practices for Early Childhood - 0 to 3

Improvement and Implementation Science

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