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.

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 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

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 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

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

Class-Activity Please 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 program 4) 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