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Christine A. Tania C, & Jessica L.
Instruction for Assessment – EDPI 344
Interviewing Children & Parents
Observing Children & Assessing Learning Environment
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Video What do you think? ….
https://www.youtube.com/watch?v=9T8ovblvQM0&feature=em-share_video_user
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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
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Parent – Teacher Interviews
Must be …
A two-way conversation Emphasis on learning Present opportunities and challenges
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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
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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
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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
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Keep in MindBest intentions assumed
Emphasis on learning
Home-school collaboration
Examples and evidence
Active listening
Respect for all
Dedication to follow-up
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Class-ActivityPlease stand up ….
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“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
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Cyclical Process of an IEP
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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
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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
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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
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IEP Team
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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
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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
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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
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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.”
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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.
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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.
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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
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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
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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
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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
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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