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To see what the student was reacting against when he was oppositional

To see if the child is able to do the task .. and compare when they can do something and when they can't

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Whanau Voice
Teacher voice
Student Voice
School voice - anyone with an involvement in RTLB work like projects, students etc

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Narrative assessment of classroom, student and task.

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Narrative assessment of classroom, student and task.

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To determine the classroom programme, the task, suitability of the task to the students' ability, the students' on task level, classroom climate, the teachers instructions

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Tally on observation form
Snap shot of observation set up

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Can provide information around factors contributing (or not) to the key focus.

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Get a variety of perspectives. Deepen our understanding from multiple perspectives/key stakeholders.

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To find gaps

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eg. PROBE, Running Records...

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Junior Oral Language

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To determine the frequency of the behaviour.

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Using school-based assessment e.g. running records, writing samples

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Using school-based assessment e.g. running records, writing samples

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To get information from the classroom environment, the task, the opportunities for practice from the student.

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To see what gaps there was in regards to APD.

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To find out the child's understanding of oral instructional language e.g. time, quantity, prepositional language

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To give greater information about student's competence and capabilities through an assessment in his/her first language.

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To Inform learning goals- what concepts need to be explicitly taught. Also what does the student understand- this will inform what language the teacher is best to use for instructions.

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Narrative assessment of classroom, student and task.

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Assessments to provide information on the negotiated key focus.

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Assessments to provide information on the negotiated key focus.