|ASSESSMENT: (definitions for your ease
and comfort ... )
|SCREENING: Identifies children who may need more evaluation.
CHILD FIND: A federally funded program which provides free
screening to children who may have disabilities. If the child is shown in
the screening to need further testing, the child moves on to a full
assessment. If not, then not. IF a child has a disorder that has already
been diagnosed, he/she does not need to be screened, but can go
directly to full assessment.
ASSESSMENT STEPS: screening, eligibility, program planning
VALIDITY: The test measures what it is supposed to measure (truth).
RELIABILITY: How accurate, dependable, predictable (consistent).
OBSERVATION CHECKLIST: Teacher-used tool to assess the child's
strengths and needs according to a list of norms to be checked off.
FREQUENCY COUNT: During a set time, a count of how many times
the behavior occurs.
DURATION MEASURE: How long a particular behavior lasts.
ANECDOTAL NOTES OR RECORDS: Making editorial comments on
the child's work or records which are part of their permanent file.
RUNNING RECORDS: Writing down everything a child says or does
in a particular amount of time. Very time and work intensive.
|RULES, REGULATIONS, and FRIENDLY REMINDERS:
1. Listen to parents. They are your friends.
2. Assessment has to be in the child's native language.
3. Be culturally sensitive.
4. Eligibility for special education has to be determined from several assessment tools or whatnots.
5. Do not diagnose. It is not your job (if you are a teacher).
6. Don't use labels to describe children.
7. Don't raise parents' anxiety.
8. Don't tell parents what to do.
9. Never jump to conclusions but voice concerns to parents WITHOUT labeling and WITHOUT diagnosing.
10. Always maintain respectful relationships with your students, their families, and other professionals.
11. Listen respectfully and carefully.
12. Be knowledgeable so that you can be helpful.
13. Work collaboratively with parents and other faculty and staff.
14. Remember that children are all unique and different from one another.
15. Remember that kids are kids, too.
16. BE OBJECTIVE (not subjective).
|LOGS, JOURNALS, DIARIES: Long-term, not as intense; can be
TIME SAMPLING: For instance, watch every 5 minutes.
LANGUAGE SAMPLES: Used a lot by Speech and Language Pathologists
PORTFOLIO: What the teacher might consider the most ideal of all -- a
collection of work and stuff by the child. Can include anecdotal notes, as well
as child created work, journals, letters to and from home, pictures, etc. Lovely
for you, for the child, and for the parents.
|STUFF FOR CLASS:
Observe children with white shirts passing the basketball.
How many times do they pass it between themselves?
Watch this video and answer the questions that your
Running record. Watch Bart and write down everything
he says and does. Remember to be OBJECTIVE!!
What about Juan?
|Questions from music video:
1. Which instrument is shown?
2. What is the name of this video?
3. How many hammers are there?
4. What is underneath the harp?
5. How many instruments did you hear?
6. What is above the harp?
7. What is on each side of the harp?
8. How many bows are there?
9. What color is the background?
10. What is covering the floor?
11. How long is this video?
12. Which instrument plays the longest?
13. Which instrument plays the last note?
14. What moon phase is shown at the end of the video?
1. a harp
2. Animusic -- Aqua Harp
4. chimes or bells
5. harp, bells, wind, 2 violins
6. wind instrument
7. violins (cello or viola or whatever)
9. dark blue
14. waning crescent