1. Christine A. Tania C, & Jessica L.
Interviewing Children & Parents
Observing Children & Assessing Learning Environment
Instruction for Assessment – EDPI 344
Christine A. Tania C, & Jessica L.

2. Video What do you think? ….
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3. 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

4. Parent – Teacher Interviews
Must be …
A two-way conversation
Emphasis on learning
Present opportunities and challenges

5. Teachers Tips Before 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 plan
Establish lines of communication

6. 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

7. Interviewing Children
Before
During
After
Note 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

8. Keep in Mind
Best intentions assumed Emphasis on learning Home-school collaboration Examples and evidence Active listening Respect for all Dedication to follow-up

9. Class-Activity
Please stand up ….

10. “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

11. Cyclical Process of an IEP

12. 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

13. 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

14. 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

15. IEP Team

16. 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

17. 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

18. 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

19. 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.”

20. 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.

21. 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.

22. 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 program
4) Evaluation of program effectiveness

23. 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.

24. 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.

25. 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.

26. Interval Recording:
Measures the occurrences and non-occurrences of the target behaviour during specified time intervals.