Assessment – Planning and Conferences | Teach 'Em the Way They Learn

So, Now What? – The final step in the assessment process is Planning – the sharing of each child’s portfolio of work, notes, photos, and completed Assessment Tool and the creation of a Strength Plan for each child. This should be done twice during the year, if possible, and all planning should be done with parent consultation and signed consent. I STRONGLY suggest your plan should be stated in this formula: Strengths-Needs-Plan, emphasizing each child’s strengths first, his needs second, and a plan for using the strengths to meet the needs.

“State the Strengths, Note the Needs, Plan for Progress” is my motto.

For most of the children the plan will be simple. Teacher and parent look at all of the assessment information, determine strengths and needs, and create a plan for continued progress. The plan can be written in a sentence or two at the bottom of the Tool itself (or be on a separated Strength Plan Form. Both parent and teacher sign the form at the parent-teacher conference, and the plan is initiated in the classroom. There should be space on the form for comments as well. Here is a sample:

Strength Plan Form

For some of the children the plan will be more difficult as the teacher-parent team may feel referral assistance is needed or that the child’s behaviors and skill acquisition are not on a satisfactory level according to the developmental standards. In these cases, teachers need to make suggestions to the parent for implementing recommendations from referral resources or they may have their own recommendations for alternate methods and activities that will make better use of the child’s strengths to assure improvement in his progress.

AGH! Conferences – Parent-Teacher conferences are not easy, but must be done professionally and positively. Your purpose is to note strengths and needs and to create, with parent input, a Strength Plan for each child’s continuing progress in learning. Be prepared for conferences by having all the information you need at hand including Assessment Tool and portfolio.

Conferences are best with both parents present, without the child present, and no other siblings present, if possible. Try to hold them in the classroom so you can point out each child’s favorite work area. Allow 10 to 15 minutes for each conference and make every attempt to stick to that rule by having a clock or timer on the table so other parents are not kept waiting. I always have a box of tissues on hand as well.

Have a professional but warm and friendly attitude, be empathetic, and ALWAYS START WITH THE CHILD’S STRENGTHS!!!!

Here are some examples of positively stated teacher comments you might use to get parent input on a strength plan:

“Stephanie loves to be outside, but needs to work on standing and then walking, so we will work on the outdoor baby gym to continue to strengthen her pulling up muscles. Is there a park near your home so you can work on this outdoors, too? Is there anything else you can suggest?”
“Kurt is bigger than the other children, but you can see from the several incident reports you signed that he is often aggressive and needs to work on his social and friend-making skills. We will give him a position of responsibility every day so he can learn to use those big muscles to help others. Dad, you say he and his big brother rough-house at home. How about playing games with him at home that are not overly aggressive and destructive and maybe go for walks with him rather than watching wrestling on TV? What else do you want us to emphasize with him?”
“Since Melissa is a terrific listener, but needs to work on literacy skills, what do you think about working with on her pre-reading skills by offering her more time in the Listening Center with her favorite books on tape? I have a tape player you can take home, too. Do you have another things you’d like to see happen at school?”
“Thomas is already using phonics to read, but does not talk during Circle Time and it sounds like he’s having some difficulty pronouncing certain sounds. Here’s the name of a good Speech Therapist. You can call her, or I can give you a list of some other therapists. Maybe working with one can help him feel more comfortable talking and he can practice by reading aloud to the other children. How do you want to proceed?”

Easy as Pie – Conferences are never all fun and games, but I can just about guarantee if you use these types of communications – and the Strength-Need-Plan formula, no parent will be waiting menacingly in the parking lot for you with a wiffle bat after your next parent-teacher meetings.