1. Module 7: Recording, Reporting and Collaborating

2. Collecting assessment data through multiple strategies is only part of the role teachers play in the assessment process. Teachers are also involved in recording, storing, and reporting assessment data. Collaboration with parents and other professionals is an essential component of the assessment process, particularly given the focus on early identification of children who may require special services. Module 7 addresses the multiple ways teachers prepare and report assessment data, and important the ways in which they collaborate with parent and professionals when using assessment data to plan for children’s education and developmental needs. By the conclusion of Module 7, you will understand how to summarize, share, and report assessment information to parents and a variety of early childhood education stakeholders, understand the role and value of families as partners in a comprehensive assessment system, understand the importance of a culturally responsive approach to assessment and evaluation.

3. Sharing the Results of Assessment Conferences and report cards offer opportunities for teaches to share assessment reports, parents to have questions answered, and for teachers and parents to reflect on the past and plan interventions, learning, and goals for the future. In order to get the most out of these opportunities, teachers, parents, and sometimes children need to prepare for the conference.

4. Teacher Conference Preparation Teachers reflect on each child in preparation for conference and prepare written reports for the conference. In the process of writing reports for conferences, the teachers should: Choose written comments carefully; Focus on noteworthy or problematic behaviors; Avoid generalizations and judgmental statements that can not be substantiated; Write about observations and experiences that you have credentials to assess.

5. Assessment Information and Confidentiality Teachers have an ethical and legal responsibility for the confidentiality of children’s progress reports. The Family Educational Rights and Privacy Act (FERPA) of 1974 allows for authorized school/agency personnel and the parents of young children to have access to a child’s assessment and other records. Teachers should also safe guard assessment related notes, records, and draft assessment reports they may have in their classrooms.

6. Parents as Assessment Partners Teachers can take steps to involve parents as partners in assessment prior to conferences where summative assessment reports will be shared. Have parents: Parent comments can be incorporated during conferences. Activities such as these invite parents to be invovled in the child-care and educational lives of their children in meaningful ways. Share goals for their childrenProvide opinions on homework assignments ; Respond to checklists based on their experience of the child’s progress.

7. Pre-Conference Preparations It is the teacher role to prepare parents for conferences. Resources for preparation include parents themselves. Parents from communities having cultural and linguistic backgrounds different from teachers can provide important information regarding differences between home and school child- rearing practices. This information will prove helpful in building trusting family/center or family/school partnerships.

8. Pre-Conference Preparations Teachers communicate in a variety of ways with parents before the conference. Informal conversations before and after school Phone conversations Newsletters Notes Websites and email Websites and newsletters are valuable venues for communicating effective conference participation information to parents. Pre-conference surveys are also helpful—parents have an opportunity to think about goals for their children and solidify their knowledge about their child’s school/center. This survey can also help teachers guide conference conversations.

9. Pre-Conference Preparations In order to be prepared for the conference, teachers prepare themselves and their space. A Pre-planning Conference format as shown in Box 7.6 organizes the time teachers will have with parents. If possible, make sure child care is available for parents who may need it. Make sure the conference is scheduled at a time when parents can attend Make sure the school/center has not created barriers to parental participation in the conference Make sure your room is prepared-with children’s work displayed Make sure adult size chairs are available Also in terms of preparing for the conference...

10. Pre-Conference Observations Parent pre-conference observations of the learning environment is an useful activity for parents to learn of activities and practices of the classroom. After the observation, the teacher and small groups of parents can discuss learning environment activities, interactions, and practices that resonate or not with home practices and behavior expectations in the home. Potential conflicts that could interfere with the child’s progress or program effectiveness are identified and discussed prior to the conference.

11. The Conference When conference times arrives: Greet parents at the door Keep the process formal by avoiding use of first names only (use or yours or theirs) Some parents will have lots of questions—others will appear to not know much about how schools work (listening is okay) Be sensitive to the individual needs of parents –some may need special arrangements for the conference. Follow components of an effective conference listed on page 167.

12. The Conference Portfolios are often used at conferences to report student progress. Issues to consider when using portfolios at conferences: Be clear about the purpose of portfolio assessment before the conference. Develop a set of questions to guide development of the portfolio—which can also serve as focus questions for the conference. Consider the amount of time you have for conferences for every child in your classroom—portfolio conferences should take about 30 minutes. Consider inviting parents to contribute written home information to portfolio. Consider using an electronic portfolio such as Kid Pix Decluxe (version 4.2) or Power Point.

13. The Conference Dialogue The purpose of the meeting is to gather information Dialoguers ask Dialoguers seek to understand Dialoguers can see multiple views Argument The purpose of the meeting is to show how you are right Arguers tell Arguers try to persuade There will be a winner and a loser Conferences other than those needed to report summative assessment information may be needed throughout the year (e.g., conferences to resolving learning or behavioral issues). Make sure you establish an environment for dialogue and not arguing. It is a good idea to keep a summary form following conferences specifically focused on learning or achievement issues.

14. The Conference Conferences will proceed much better when rapport exists between teacher and parents. Attempt to find the reason(s) why you do not have rapport with some parents. Reasons for lack of rapport between teacher and parent Teacher preoccupied with personal issues Language barriers interfere with communication Cultural differences between teacher and parent Lack of respect of parents

15. Young Children in Student-Led Conferences Student-led conferences are meetings where the child has the responsibility for reviewing and judging his/her progress. Some parent – teacher conferences are led by students. Benefits to student-led conferences: Students learn to assess and document their own learning: Students have an opportunity to practice communication and organizational skills; Students involve families in their learning; Students are able to demonstrate goal setting; Students are able to demonstrate progress toward program outcomes and state goals.

16. Report Cards Report cards are used to report on the progress of young school age learners. They are, in fact, a legal academic history for children. Care should be taken in preparing report cards. Some districts are using electronic report cards (e.g., MarkBook 2009). Report cards can be part of a total data management system that allow for the collection, storage and analysis of different types of data (e.g., achievement test score data; attendance data).

17. Report Cards A few more points about electronic report cards: Comment sections are often based on district approved lists of statements/terms teachers must use. Reports cards can be aligned to standards with performance-based descriptors. Some districts automatically separate achievement and non-achievement factors—while still allowing teachers to evaluate areas such as social behavior.

18. Report Cards In the process of preparing report cards, teachers should: Collect all evidence (assessments) that show a child’s performance of specific outcomes. Make sure evaluation information is stored in a secure place (e.g., folder, computer disk, grade book). Summarize information on individual students. You are now ready to report the information clearly and fairly.

19. Report Cards Notes on report cards can enhance teacher-parent partnerships. Make sure your notes - are directed to parents by name; - refer to the child by name; - include a signature with your first and last name; - are written clearly and have been proofread; - include messages that are okay to communicate using this venue (i.e. some messages are better communicated face-to-face).

20. Fair and Accurate Reports Communication regarding a child’s performance can include: Performance compared to state and national norms; Progress toward learner outcomes Progress compared to previous achievement level Progress within the context of K-3 learner goals In order to ensure accuracy of reports teachers should: Check their evaluation information for computation errors Check report cards for recording errors Include important developmental information and situational factors

21. Families as Clients Parents often seek early intervention and education when there is an at-risk infant or child in the home, when they have concern about a child’s development, and/or when education or intervention has been recommended to the parent. Families must be part of the assessment and intervention process. Work with families should take a strength-based assessment approach, which begins by looking at for characteristics of strong families (see page 178).

22. Families as Clients A number of strategies can be used to involve families in the assessment and intervention process. Use a dialog journal of messages to and from the family—between teach and family—can track/discuss the child’s progress. Home visits can be used by teachers to demonstrate play that facilitates development. Family literacy can be advanced by use of a portfolio containing parent and child growth information. Parent involvement in classrooms provides opportunities for teachers to help parents be able to identify appropriate play between young children.

23. Multidisciplinary Staffing Preliminary plans to service the child are discussed at multidisciplinary staffing conferences, where a number of professionals present assessment results. As part of the team, teachers report results based on developmental and educational assessments as their areas of expertise. Teachers: Report screening results; Communicate the child’s strengths and areas for concern; Describe how they will monitor and facilitate the child’s growth; Discuss how parents may connect with them for follow-up discussions.

24. Initial Referral Conference Teachers may also need to schedule an initial referral conference with parents, where teachers and parents meet to discuss a specific learning issue or concern. During the conference, teachers: Listen to evaluation reports from other professionals; Listen to parents perceptions and concerns; Describe their program and any modifications needed for inclusion of the child; Identify support services needed as the child is included in the program.

25. Annual Individual Conference Annual individual conferences are scheduled for each child who has an IEP. These are multidisciplinary staffing meetings as well. During these meetings, teachers are responsible for Presenting data on the child’s progress toward annual goals; Justifying any changes or deviations from the child’s IEP; Listen to concerns presented by parents and other professionals.

26. What Next?  Review Section VII of the Early Childhood Assessment Study Guide. Can you explain each of the concepts and terms listed?  Reflect on the use of report cards to share and document performance of young children. What are the benefits and shortcomings of this practice?  Connect with a teacher who has been a member of a multidisciplinary staffing conference. Keeping in mind issues of confidentiality, what can the teacher share with you about this process?  Connect with an early childhood teacher/caregiver. How do they go about storing assessment data/information for the children in the classrooms/care?