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 more, then
the child moves on to diagnostic testing. If
not, then not. IF a child has a disorder that
has already been diagnosed,  he/she does
not need to be screened.
ASSESSMENT STEPS: screening,
eligibility, program planning
VALIDITY: the test measures what it is
supposed to measure (truth)
RELIABILITY: how accurate, dependable,
predictable (consistent)
OBSERVATION CHEKLIST: a
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 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 student-made
TIME SAMPLING: for instance, watch every
5 minutes.
LANGUAGE SAMPLES: used a lot by
Speech and Language Pathologists (SLP)
PORTFOLIO: What your teacher considers
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 teacher asks.

Running record. Watch Bart
and write down everything he
says and does. Remember to be
OBJECTIVE!!