HDF 315 Wortham Chapter 10 Communicating with Families: Assessment Systems

Student led conferences

Students use a showcase for evaluating portfolio and discussing with their parents The teacher during the conference later and answer questions the parent might have or visit the family's ideas for the child's brother progress

What are good sources for teachers who are responsible for maintaining professionalism in their relationship with parents?

The Code of Ethical Conduct (1989 and 2005)

How does the extent of families involvement affect the child?

The child's performance and the relevance of the child assessment and guiding intervention services is affected

What does the quality of the partnership effect?

The quality of the partnership affect the child security and maximizes the child's potential for learning. Partnership gross through mutual consultation on important decision and working through differences with mutual respect.

Three way conferences

The students, parents, and teachers all participate The student has an opportunity to present and discuss his or her work portfolio The parents have an opportunity to introduce relevant information about the child's progress The teacher has the opportunity summarize what is been accomplished during the time period Together they plan how to work together for future goals

How does the teacher select options for reporting progress?

The teacher gathers and organizes examples of the children's for, assessments that have been conducted, and some type report on the family evaluation has been determined by the teacher

How do teachers prepare for family conferences?

The teacher must prepare the information is to be shared prior to conducting a conference with the family Some information should involvement from parent and the students The teacher select the assessment that will be used for reporting progress and develop a profile or some type of encapsulation that summarizes the child's evidence of development and learning

Parent Group Meeting conferences

The teacher spent time explaining to all the parents they assessments that have been used, the nature of this assessment, and information on products or thematic study topics Classroom documentation in various forms explain parents are invited to spend time looking at them individual student portfolios or reports are also made available and explainable for the parents share them with the child The teacher makes opportunities for individual question and for parents with concerns to stay after the group meeting to discuss these with the teacher Arrangements might be made for individual phone calls or other communications when needed to discuss further questions or issues

What happens when parents discover that their infant or topper delay or disability?

They soon find out the important of assessment of the child's experience conflicting emotions about what the assessment will reveal They believe professionals have all the answers, all the power, and should "fix" their children.

Ongoing communications

This is a reciprocal process, both parents and teachers initiate the contact

What are the 3 types of parent conferences?

Three-way conferences Student led conferences Parent group meeting conferences

How does a teacher develop a profile for the children using assessment results?

Using portfolios, checklist assessment, sample for the child's work, and a summary report as and the Work Family System

What does this quality partnership include?

All parties have an equal role. Staff members are not only inviting families to be participants provided but, but to have a vital role as true partners. Two-way communication Interest Acceptance of the use of the other partner Understanding of diversity because school family partnership include people from many different cultures, ethnicities, family structures, and levels of income.

What are some good things to include in these communications?

Anecdotes about the child experiences at school New accomplishments Newly developed social skills

IFSP (Individualized Family Service Plan)

Developed specifically for the affected child and the family A team of intervention providers that might include therapist, early intervention specialists, teachers, and family members are involved in the planning for the family's and child's needs and later assessing progress on it with the family.

What 3 guidelines should the teacher keep in mind when conducting a successful experience for parents and the child and conferences?

Helping parents understand evaluation information Helping parents interpret evaluation information accurately Soliciting parental and child input for assessment and planning for the child

What are some ways parents been active in the schools?

Mothers could take turns and going to school their lunches for children. Help with school parties Volunteer in the classroom Raise money to provide needed books, equipment, and other materials that are not the school budget.

In a good partnership, who benefits?

Teachers Parents Students

What happens when the child has been evaluated and determined eligible for services?

The ongoing assessment and intervention process centers on parents and the family

How children learn how to conduct social relationships?

By watching adult relationships Anything on the nuances of language, body language, and tone of voice that the adults use

What are the new ways of communication?

Email self and technology Websites where information can be shared ideas can be exchanged Photographs and videos has a question as opportunities for family, provided emails individual families in place that's a family to have access to a computer Text messages

How are parents involved in the assessment process?

Embedded for the beginning of school can initiate the process of gathering information about the child Parents can purchase to pay in the assessment process and procedures ongoing efforts to solicit information from parents, participating in conferences when the child's progress is reported, and contributing information about the child's progress within the conference, the responses submitted to the teacher and by telephone or email messages.

How do Berman and Shaw describe the assessment process?

Family centered or family directed with the child and family priorities and values the most important in planning for the child

When do assessments need to be modified?

For children who have are meant to delay disability Children with disabilities should not be excluded from performance assessment and portfolios, teachers should provide needed supports to complete these. Computers and other assistive technologies may be used (Ed Ross, videotapes, and audiotape)

What happens after parents experienced the first stages of screening and diagnosis?

If I may have a major role in assessing what the child needs and participate in planning for the child.

What should teachers do to complete their students inclusion as full members of the classroom?

Included in the planning progress and the assessment to the best of their abilities Bridge their disabilities and alternative assessment strategies

What else should teachers consider when assessment takes place or when conferences happen?

Individual family background and needs

What is important for developing bonds between the caregiver and the child in the caregiver and the parents?

Liability Development of trust Positive consisting caregiving

What things that teachers be sensitive to an ongoing communications?

Newsletters are not effective the parents speak another language Parents may be intimidated by request for them to give information through written notes Even when the English and Spanish newsletters are provided, many still cannot read them

Home visits

One of the most effective ways to establish a relationship with the child and the family prior to the beginning school A context for understanding the family and child is established

What is the statement about indicators for partnership?

Parent involvement is of basic importance to the success of all elementary school programs. For early childhood program, it is crucial and should be a high priority for the principle.

What are the descriptors of building bridges with families of infants and toddlers?

Parents are actively involved in the school site Council, making decisions about the program. A reciprocal relationship is formed and nurtured. Teachers recognize the parents have valuable information to share about their children. All parties seek to make those school and home places where your children feel secure and enjoy success. (Includes them in informational gathering process when children are assessed.)

What are the standards descriptors for the partnership?

Parents share development of the school's educational program, and so understand and support it. In meetings, newsletters, conversation, and other ways, the principle of staff provide information about the developmental philosophy of the program and its goals. Parents are helped to increase their effectiveness in working with their children, both at school and in the home, through their involvement in the schools were and their participation in the classrooms, meetings, and conferences. Parent concerns regarding parenting and their individual performance of parents are dressed both formally and informally - for conferences, newsletters, and workshops, and and personal conversation.

The Code of Ethical Conduct (1989 and 2005)

Published by the National Associationn for education of Young Children Provide guidelines for professional behavior for teachers and caregivers of young children Describes categories of ethics that provide a framework for help teachers interact in their position in early childhood Professional ethics includes responsibilities for children, families, communities, and society Discuss that professional ethical judgment guide educators as to what they should do and not do as professionals Permits the profession to speak as a great The goal is for the code to be used as a basis for advocacy addressing the needs of young children and their families and to also help early childhood educators to focus on what is best for all young children and their families.

IDEA (Individuals with Disabilities Education Act)

Requires that families be involved in assessment, decision-making, and activities planned for helping the child's

Conference tips for teachers

Start and end on a positive note Encourage parents to share information about their child Discuss relevant information about the child's progress Discuss the child's needs are issues about progress End the conference on a positive note