Pre-Observation Conference (PoP Cycle 2)

Assessment Sample at Proficiency Level Example:

(Student S) Objective: Identify animals’ basic needs (food, water, air, shelter) using AAC/PECs and hands-on participation. 

Assessment Evidence:

• Activity 1 (Sensory Exploration)

  • When presented with the bowl of water and a picture of a fish, Student correctly selects the water symbol on the AAC device.

  • Independently pointed to the PEC card labeled “water” when asked, “What does the fish need?”

• Activity 2 (Matching Game): 

  • Correctly paired a bird stuffed animal with the “air” (using the fan) with minimal prompting 

  • Matched giraffe figure to food (leaves) with no assistance. 

• Participation in Closing Review: 

  • During interactive activity student correctly pressed the correct need for survival of an animal. “What does an animal need?”

Proficiency Criteria:

• Independence with AAC use:

  • Proficiency: Student accurately selects the appropriate AAC symbol to label needs with minimal prompting.

  • Developing: Student requires prompting or modeling to make correct selections.

  • Emerging: Student requires full physical assistance to engage with AAC/PEC.

• Matching Accuracy:

  • Proficiency: student correctly pairs 3-4 animals with their corresponding needs independently or with minimal prompting. 

  • Developing: student pairs 2 animals correctly with moderate support.

  • Emerging: student requires full assistance to match animals with needs.

• Engagement and Participation: 

  • Proficiency: student engages in the hands-on activities, selects symbols, and responds to WH questions with minimal support.

  • Developing: student participates but needs frequent redirection or prompting.

  • Emerging: student shows limited engagement and needs constant support to remain on task.

Materials/ Resources Used for Lesson:

Texts, Maniuplatives, and Websites

• Picture cards 

  • Animals engaging in survival activities 

  • Purpose: provides visual representation to support vocabulary development and concept reinforcement. 

• AAC Device and PECs

  • Programed with core symbols: food, water, air, shelter, yes, no

  • Purpose: Supports nonverbal and limited communication students in expressing understanding/ participating.

• Real Objects:

  • Bowl of water, toy food, small fan, small box or toy house.

  • Purpose: provides multi-sensory hands-on experiences to enhance comprehension.

• Stuffed Animals and Figures:

  • Dog, fish, bird, giraffe figures for matching activities.

  • Purpose: Allows for manipulative, tangible interactions that reinforce learning.

• Sensory Bin: 

  • Includes animal figures, leaves, and water-related items.

  • Purpose: provides a tactile, explanatory learning opportunity 

• Song and Video Resource:

  • Twinkl Animal Needs Song

  • Purpose: Provides multisensory auditory and visual introduction to lesson, increases engagement.

• Interactive Closing Game:

  • WordWall Animal Needs Matching

  • Purpose: reinforces the lesson concepts through interactive, hands-on review.

Differentiation: 

• Visual and Tactile Support

  • Picture cards and real objects allow students with processing difficulties to visually and physically connect animals to their needs.

• AAC and PEC integration

  • Provides alternative communication methods for nonverbal or minimally verbal students.

• Real-Object Exploration

  • Tactile materials (water bowl, fan, toy food) support kinesthetic learners and sensory seeking students.

• Adaptations for Physical Needs

  • Larger manipulatives and velcro boards are provided for students with fine motor difficulties.

Differentiation of Assessments Using Pre-Test Evidence:

• Students with strong AAC/PEC skills will complete the assessment with minimal prompting. 

• Students with emerging communication skills will receive hand-over hand prompts.

• Students with physical or sensory needs will have larger easy to handle materials and adaptive tools.

Incorporation of Student Cultural Heritage and Interests:

• Diverse Animal Representations

  • Animals from different regions (fish, dog, giraffe) reflect diverse ecosystems, prompting cultural relevance.

• Real-World Connections: 

  • When introducing the shelter concept the teacher incorporates local examples (Where animals live near us)

  • Students from different backgrounds can select animals they have seen through experience (pets, farm animals, zoo animals)

• Student interests:

  • Students are interested in specific animals, teacher can personalize examples during activities. 

GLOW AND GROW Areas:

Glows:

• Multi-sensory Engagement

• Inclusive adaptations

• Clear assessment criteria 

Grows:

• Extended review time

• More peer interaction 

• Enhanced cultural connections