Interviewing Children & Parents: Observing, Assessing, and Improving Learning Environment

1. 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? …. • https://www.youtube.com/watch?v=9T8ovblvQM0&feature=em-share_video_user

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

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

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. • http://courses.elearningmo.org/cf2011/functional_behavior_assessment/event_recording2.gif

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. • http://courses.elearningmo.org/cf2011/functional_behavior_assessment/Duration-Recording.gif

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. • http://courses.elearningmo.org/cf2011/functional_behavior_assessment/latency_recording2.gif

26. 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