Christine A. Tania C, & Jessica L.

Instruction for Assessment – EDPI 344

Interviewing Children & Parents

Observing Children & Assessing Learning Environment

Video What do you think? ….

https://www.youtube.com/watch?v=9T8ovblvQM0&feature=em-share_video_user

Family Interviews

Dynamic and interactive Takes committed actions of both families

and schools working together Imperative for student success Improves school readiness Improves student achievement and

social skills

Parent – Teacher Interviews

Must be …

A two-way conversation Emphasis on learning Present opportunities and challenges

Teachers TipsBefore During After

Send invitation/Information

Discuss progress and growth

Follow up with families

Review student work

Use examples Communicate regularly

Prepare thoughts and material

Ask questions and LISTEN

Connect in-class activities

Send reminders Share ideas for supporting learners

Create a welcoming environment

Seek solutions collaboratively

Make an action planEstablish lines of communication

Interviewing Children

Goal – Address a certain problem that the student is having (behavioral/academic) Problem Solving Conference

Invite the student into a two-way conversation

Advantage Sets behavioral boundaries Provide opportunity for autonomous thinking

Interviewing Children

Before During AfterNote the students:Mood, actions, interactions with others

Start with positive feedback

Follow-up!!

Difficulties Start with what you have noticed

Offer constructive and meaningful feedback

Strengths State your observations

Meet after 2 weeks and discuss

Discuss solutions Choose 1 strategy

Keep in MindBest intentions assumed

Emphasis on learning

Home-school collaboration

Examples and evidence

Active listening

Respect for all

Dedication to follow-up

Class-ActivityPlease stand up ….

 “IEP” A Form of

Assessment An Individual Education Plan (IEP)

provides information and strategies that are parallel with professional practice and legislation. 

There are 3 stage elements to consider when developing an IEP

Planning Implementing Evaluating

Cyclical Process of an IEP

 Determining which

Students require an IEP

Students with special needs who are entitled to an IEP may require:

Adaptations to educational materials, instructional or assessment methods

Differentiated outcomes outside of the curriculum

An IEP is Accountable for

Individualized goals The means to achieve these goals Additional services and their delivery Responsible for various features of the

IEP Teachers can monitor student growth

and progress Ongoing record to assist with continuity

in programming and transition planning

Learning supports in the classroom and in the community to align student’s educational program.

It can be carried out by the teacher collaborating with parents, and outside influences depending on student’s needs.

The IEP process, when it works well, involves a dynamic cycle of planning, monitoring and evaluating

IEP Team

Preparation for IEP meeting

Explain the crucial nature of parent involvement and what will occur at the meeting

Parents are invited to bring in anyone they wish Explain who will be at the meeting from the

school Schedule a convenient time and location Establish any special concerns parents may have

i.e. daycare, transportation, etc Invite parents to review relevant documents prior

to meeting Keep parents advised of progress

During the IEP Meeting - Teachers

Greet parents at the door and make them feel welcomed

Same size chairs for everyone Brief pre-meeting conversation and

familiarization Introductions and explanations why

everyone is there Everyone be equally addressed with

same degree of formality

Speak clearly, no jargon Have necessary materials available that are

referred to Focus on child’s individual needs Listen carefully Maintain confidentiality Don’t rush the meeting Be true and honest Don’t be afraid to say “I don’t know” Involve student for part of the meeting and all of it

if 18 and over

Parents: Notes about what you’d like to learn/find

out at the meeting Notes about what you want your child to

learn in school If meeting teacher for the first time,

bring in a picture of your child Use this questioning strategy...”If this

was your child.”

Don’t be afraid to ask for additional time if your uncomfortable making certain decisions

Express gratitude towards teachers and related staff

Bring a support person Remain calm Re-evaluate any form of compromising if

its working.

Observational Assessment

Observation is the most widely used method of assessment

Data can be used to determine and evaluate teaching

Helpful in developing IEPs Provides important information when making

educational decisions Techniques are either formal or informal. Both

have common goal of improving instructional practices that will positively affect the student.

4 Steps to Observational Assessment:

1) Identification of behaviour: need to be specific. Example of “aggression:” strikes out at others with fists or objects. Behaviours need to be precise, observable and measurable.2) Precise and appropriate measurement of the target behaviour: usually recorded on a graph or chart.3) Systematic introduction of intervention or remedial program4) Evaluation of program effectiveness

Event Recording:

   

Counting the number of behaviours that occur within a time period. This is a good assessment tool when behaviour has a discrete beginning and end.

  

http://courses.elearningmo.org/cf2011/functional_behavior_assessment/event_recording2.gif

Duration Recording: A good tool to use when assessing the

amount of time student spends engaging in target behaviour. This method requires constant attention and monitoring of time so a stop-watch is a must.

http://courses.elearningmo.org/cf2011/functional_behavior_assessment/Duration-Recording.gif

Latency Recording:

Latency recording is a different type of duration recording that involves an observer measuring how long it takes for a behavior to begin after a specific verbal demand or event has occurred.

     

  http://courses.elearningmo.org/cf2011/functional_behavior_assessment/

latency_recording2.gif

Interval Recording:

Measures the occurrences and non-occurrences of the target behaviour during specified time intervals.

    

  http://courses.elearningmo.org/cf2011/functional_behavior_assessment/

interval_recording2.gif