Assessment and monitoring using a team approach
Suggestion for implementing the strategy ‘Identify needs and how to provide support’
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Gather information
Gather information
Every child with FASD is unique. Their strengths and areas of need will be varied.
Gather information about your student from classroom observations. Include video observations so that they can be discussed with your support team.
Useful tools:
- SOAP (Stop action, Observe, Access, Plan) – a process for observing behaviour, explained on pp. 5.1–5.4 of Making a difference: Working with students who have FASD (Yukon Department of Education, 2006).
- Strengths and difficulties questionnaire – a brief behavioural questionnaire for use with students from 3–16 years. The results can be used to indicate strengths and difficulties.
Work as a team
Work as a team
Build an effective partnership with the learning support coordinator, RTLB, parents, and specialists such as occupational therapists.
- Work with your team to discuss strategies that will work for your student and provide you with support.
- Discuss assessment approaches, evaluate assessment data together, and consider possible strategies.
- Implement a strengths-based approach.
- Ask about recommended resources and online communities.
- Foster understanding of FASD to decrease secondary behaviours, such as mental health problems, frustration, and anxiety.
- Share your concerns and ask questions.
- Meet together with the student and whānau and take a team approach to planning and providing support.
- Find out about staff members who have experience teaching students with FASD, or personal experience of FASD, who might be happy to advise you.
Collaborate with professionals
Collaborate with professionals
A large part of the FASD diagnostic process includes developing strategies and interventions specifically designed for the unique needs of the child, to help them learn successfully.
A report containing the assessment findings, medical diagnosis, and recommendations is available (with the consent of the legal guardian) to families, caregivers, and educators who work with the child. The assessment provides information about the child’s needs and allows interventions to be tailored to their strengths and challenges.
Because FASD is not routinely screened for in infancy and early childhood, many children with FASD remain undiagnosed when starting school. Most commonly diagnosis is made when the child is between 6–12 years old, and having learning or behaviour difficulties. Sometimes, the condition may never be diagnosed.
Use your SMS to share data
Use your SMS to share data
Secondary school students see several teachers each day.
Use your SMS to support up-to-date information sharing, including student's action plans and IEPs.
Share information using digital tools
Share information using digital tools
John Robinson reflects on the value of sharing information using the school SMS and student e-portfolios.
Useful resources
Useful resources
Narrative assessment: A guide for teachers
A guide to using learning stories in the classroom to plan. This resource supports teachers to identify, broaden, and deepen understandings of what students can do and the progress that they make. Narrative assessment provides a rich picture of students’ skills, strengths, and learning support needs.
Next steps
More suggestions for implementing the strategy “Identify needs and how to provide support”:
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How to use this site
Guide to Index of the guide: FASD and learning
Understand:
Strategies for action:
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Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
- Ask the student what will help
- Partner with whānau
- Assessment and monitoring
- Access support
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Support self-regulation and positive behaviourShow suggestions for Support self-regulation and positive behaviour
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
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Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
