Teachers and parents facilitate movement from one activity to the next. The session lasts for about 30 minutes. At Maryland School for the Deaf, this is done by our program's ASL specialist, along with deaf teachers and other professionals who make observations about the child's proficiency and suggest ways to support continued growth. Filmed in the beginning of the year, the video is presented to parents at the end of the year, providing teachers and parents a chance to see the child's growth. In the two years that we have included parents in the portfolio development in our Family Education program at the Maryland School for the Deaf, we have experienced remarkable results.
Portfolios enable evaluation and assessment in a variety of settings.
Parent involvement enables children to have developmentally appropriate activities and begin their first schooling in a truly positive way. When June arrives and children leave school loving it, and parents understand and have evidence of their child's strengths and abilities, we feel we have done our job. Tips for Incorporating Portfolios into the Classroom Read as much as possible about portfolio and authentic assessment. See our list of suggested references. Bricker, D. Squires, J., Mounts, L. et.