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ECSE Indicator Trainings Lunch & Learn Series Connecting with Parents and Others Ruth Chvojicek - Statewide Indicator 7 Child Outcomes Coordinator Jenny.

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Presentation on theme: "ECSE Indicator Trainings Lunch & Learn Series Connecting with Parents and Others Ruth Chvojicek - Statewide Indicator 7 Child Outcomes Coordinator Jenny."— Presentation transcript:

1 ECSE Indicator Trainings Lunch & Learn Series Connecting with Parents and Others Ruth Chvojicek - Statewide Indicator 7 Child Outcomes Coordinator Jenny Giles – DPI Early Childhood Special Education Consultant

2 Important Things to Know Please mute your computer by clicking on the microphone symbol. If you have a question just raise your hand by clicking in the hand box by your name. You must click your hand again to lower it. You must un mute your microphone to talk. You can also submit a question in the question box. Type your question here and press send.

3 Introductions 1.When your name is called un-mute your microphone. 2.Share your name, district and position 3.Please mute your microphone after you share. Thank You

4 Today we will: Explore ecological thinking - why it is so important to connect with parents and others. Review 4 roles that parents play in the child outcomes process. Discuss strategies and resources for involving parents and others in these four roles.

5 While playing with puzzles and some other small manipulatives, Yasmine’s hands shook slightly. Robert wondered what Yasmine’s birth had been like. Had she experienced time without oxygen? Was there alcohol use during the pregnancy? Had there ever been other biological issues in Yasmine’s medical history?

6 During play time Robert noticed that mom stayed next to Yasmine at all times. When Yasmine struggled with a puzzle or a toy mom intervened without Yasmine asking for help. Also, mom steered Yasmine away from the art center where children were finger painting with chocolate pudding. Robert wondered if mom helped Yasmine only while they attended playgroup or if she stepped in and helped every time Yasmine struggled with something. He also wondered why mom didn’t want Yasmine to finger paint with the chocolate pudding. Was it because it was messy? Was she afraid that Yasmine would eat it? Did she have an issue with finger painting using a food?

7 While at the writing table Yasmine switched the marker between her hands and wasn’t able to grasp the marker appropriately in either hand. She appeared to be somewhat more comfortable with her right hand. She attempted and struggled in making few marks on the paper but she quickly lost interest and walked away. Robert wondered if Yasmine always used both hands with writing materials? He also wondered how much opportunity had Yasmine had before this playgroup to play with markers?

8 At snack time mom fed Yasmine – including holding the small glass so that Yasmine could drink the juice. Robert wondered if mom fed Yasmine all time, and if so, why? Was it a cultural thing? Did she not want Yasmine to get messy? What were her beliefs about when children should feed themselves?

9 Ecological Perspective - Urie Bronfenbrenner

10 Assessment and Ecologic Perspective Research Assessment and Ecologic Perspective Research “When assessing a child, the teacher must consider the context of the relationships in the many environments in which the child lives and interacts”. (Bronfenbrenner, 1979) “Teachers must remember a child’s overall development/community environment and the society in which he or she lives. These facts support how crucial it is to include families as active participants in the assessment process”. (Grisham-Brown & Pretti-Frontczak, 2011)

11 Assessment and Ecologic Perspective Research Assessment and Ecologic Perspective Research “Evaluating the child within the context of play, social interactions, and care-giving routines requires that the assessment process focus on the demands and expectations of the environments where children live, learn, play, and work rather than merely children’s relative standing in a normative group. This ecological perspective recognizes that physical, social, and psychological context are interwoven and affect performance; and that domain (e.g. communication, motor, cognitive), discipline (e.g., speech and language pathology, occupational therapy), and specific skills and behaviors (e.g., pincer grasp, person pronouns, spatial relations) are inconsequential when assessed out of context (Neisworth & Bagnato, 2005)

12 Four Roles of Parents Family as team member Family as information provider Family as participant in the COS rating discussion Family as “consumer”

13 Family as Team Member DEC Recommended Practices (2005) tells us: “Early childhood assessment is a flexible, collaborative decision- making process in which teams of parents and professionals repeatedly revise their judgments and reach consensus…”

14 Family as Information Provider Information across settings & situations Accurate child outcomes summary (COS) ratings Training recommended in how to gather information

15 Portage Project’s Ecological Thinking Strategy

16 Portage Project’s Ecological Thinking Strategy continued

17 Family as Participant in COS Rating Discussion Participant Poll – Do you include parents in the actual rating of their child in the Child Outcomes rating process?

18 Parents as Consumers Professionals need to be able to explain why the child is being rated and what the rating means. Resources Available: Video – Child Outcomes Step-by-Step Brochure – An Introduction to Child Outcomes

19 Ask Us A Question

20 THANK YOU for Attending and Interacting in Today’s Webinar We will send you a link for the recording of today’s webinar as well as a follow-up survey on this webinar.


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