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Social aspect of school
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There are a variety of skills and strategies I possess that would assist a principal in increasing student achievement and parental involvement. I currently work in a data driven environment. For this reason, I am extremely proficient at analyzing and interpreting student data and assist in devising appropriate strategies to increase overall student achievement. Having over nine years of experience as the Student Intervention and Response to Intervention (RtI) Team chairperson, I have worked closely with students, staff and parents to address the needs of students who exhibit academic or behavioral difficulties. During Leadership and Response to Intervention (RtI) Team meetings we often review student data and explore how teachers use that …show more content…
These opportunities would be devised as a result of data analysis, as well as, formal and informal classroom observations. An in-depth look would be taken at the best opportunities for staff based on district, school, and individual needs to promote professional growth and …show more content…
I will assist the principal by ensuring the learning environment is safe and free of distractions. This would be accomplished by being highly visible throughout the day and promptly handling any disruptions or discipline concerns. As a school counselor, I have gained a tremendous amount of experience working in tandem with the principal and teachers to keep students safe and on task. I am often called upon to remove students who are exhibiting behaviors that are unsafe or are causing class disturbances. I counsel students and help guide them to think about their actions and the choices they have made. We then determine if their actions were aligned to school rules and expectations. Sessions are completed with a look at the consequences they may have as a result of their poor choice. According to the offense, parent contact may be made to make the parent aware of the action(s) that will be taken by the school and how we can work together to prevent this behavior in the future. I am also a member of our School Crisis Team where I have gained experience in assisting with conducting various safety drills throughout the school year, such as our monthly fire
Response to Intervention (RtI) is a framework based off the problem solving method that integrates assessment, and targeted instruction, within a multi-tiered intervention system. Implementation of RtI in schools is crucial to identify which students need additional intervention that will help increase their literacy skills, and prevent them from falling behind. RtI is based off multi-leveled tiers that are each categorized by the intensity of the intervention that is being used. The RtI framework is also used as a valued tool in monitoring and improving student behavior in the classroom through a model known as Positive Behavioral Intervention Support (PBIS).
For my field experience, I went to Magoffin Middle school and spend time in the Behavioral Intervention classroom (BIC). A behavioral Intervention classroom is a class where mostly Emotionally Disturbed (ED) students attend. Though ED is not the only special need student that could be in the BIC classroom setting. Other classifications could be Autism (AU), Learning disabled (LD), other health impairments (OHI) to include ADD and ADHD. In regards to the Least Restrictive Environment (LRE), it is towards the bottom or point of the triangle, meaning it is more restrictive than a general setting classroom would be. The BIC classroom is a last result and not where the school wants to place a student. Let me say what I imagine how the classroom would be before I went to the class was chaos. Due to the time working at the school, I have seen my share of student meltdowns. Many occasions I have seen students outright disrespect authority figures at the school. Passing through the hallway one student was observed outside of the classroom arguing with the campus officer telling him “You’re too fat to catch me!” This was a surprise to me as I continued on my way. Another student in particular, we will call him “Kenny”, had a meltdown in the hallway where he was sitting on the floor hugging his knees and was crying profusely. There were at least three adults including a campus patrol employee, special education teacher and the assistant principal trying to calm Kenny down. Going into this classroom I prepared myself for students being disrespectful and quite possibly violent.
In this case, teachers must employ other resources and feet collaboration from colleagues. This is where the RTI process comes into place. Messmer and Messmer, (2008) explained that the response to intervention serves as a vehicle to identify and serve students with learning difficulties. On the other hand, several steps should be followed to implement correctly RTI. In my opinion, my school possesses a fair understanding of the RTI process and manages the implementation of a consistent approach that positively affects the student.
Writing Assignment Two Introduction Special education includes addressing students’ academic needs as well as their behavioral needs. A student with a disability is not exempt from disciplinary measures, as students with can be suspended and even expelled from the school environment. More specifically, students with emotional disturbance can display maladaptive behaviors. These maladaptive behaviors can generate unsafe learning environments. More importantly, the creation of an effective behavior intervention plan (BIP) is imperative.
The school is to protect the students from any wrong doing towards them. Such act, parents, school official and other authorities will be contacted. The case in Oakland County MI, opens many eyes for students and parents. The school board has responsibility to report such harm. This is not taken lightly, serious offense. Students could face years in prison, or face felonies.
It takes a while to change any behavior. Part of the plan should be effective consequence strategies. Planned consequences reinforce the acquisition and use of alternative skills and reduce the effectiveness of problem behavior should it continue to occur. Having planned consequences should help teach the student that his/her use of alternative skills is a better way to bring about the desired result. Because it does take a while for a behavior intervention plan to change a student 's behavior, it is important that the IEP team decide what will happen when the problem behavior still occurs. If it is a manageable behavior, it is important to come up with responses that discourage the problem behavior and do not provide the function or desired result of the behavior. In some cases the behavior may be extreme. The IEP team should develop a crisis plan to address those situations. First the group needs to define what is a crisis. Then they should describe the intervention procedures to be put into place including who will be involved. They must identify the resources needed to implement the plan and agree on the procedures for documenting the use of the crisis
Effective teachers evaluate their classroom environment in comparison to their students’ academic, functional, behavior and social needs. After taking this into consideration, the teacher should make appropriate accommodations and/or modifications to ensure all student success in the classroom. Despite a teacher’s highest expectation for students, students who require a more individualized approach will always be of concern. The INCLUDE strategy is provided for these students who require an individualized approach. INCLUDE allows teachers a strategy for making adaptations or accommodations based on individual student needs, along with the teacher’s expectations in the classroom. (Friend & Bursuck, 2006)
Schools are in great need of systems, processes, and personnel who are able to support the needs of students with problem behavior. Research indicates, however, that (while I am a big, fat cheater) information has not been made available to teachers and other professionals in a format that allows these strategies to become common practice. Many teachers choose isolated behavioral strategies that are not applied immediately after the problem behavior has occurred.
Comet State School Behaviour Management Plan Comet State School in Queensland issues their staff members with a ‘Responsible Behaviour Plan’ for dealing with students who misbehave either inside or outside the classroom. The plan states a range of actions for them to take when faced with student misbehaviour, and the consequences that should be involved for behaviour that does not comply with the school’s expectations and standards. It is stated on the plan that consequences may be used to, “provide the opportunity for all students to learn; ensure the safety of staff and students; [and] assist students who exhibit challenging behaviours to accept responsibility for themselves and their actions.” (Comet State School, 2012) By using these consequences, authorised by Education Queensland, the best interests of the school community including students, parents, and teachers, will always be considered.
Wehby, J. H. (2003, February). Promoting academic success as an incompatible behavior. Paper presented at the Council for Children with Behavioral Disorders International Forum, Las Vegas, NV.
The school counselors meet the needs of student in three basic domains: academic development, career development, and personal/social development. The knowledge, understanding, and skill in these domains are developed through classroom instruction, assessments, consultation, counseling, coordination, and collaboration. For example, in assessment, school counselors may use a variety of personality and vocational assessment methods to help students explore vocation needs and interests. The classroom guidance lessons are designed to be preventive and include self-management and self-monitoring skills. The responsive services component of the school counselor's role provides individual and/or small group counseling for students. For example, if a student's behavior is interfering with his or her achievement, the counselor will observe that student in a class; provide consultation to teachers and other personnel to develop (with the student) a plan to address the behavioral issues, and then work together to implement the plan. They also help by providing consultation services to family members.
Action Plan The administration team at Andre’ Elementary includes the principal, two assistant principals, two instructional specialists, testing coordinator, and two counselors. Due to the summer schedule and key people’s availability for a physical meeting, we communicated via email to formulate an action plan that would benefit students during the upcoming 2017-2018 school year. See Appendix A for email communication. Individual Intervention Plan
It is my job as a member in the field of education to implement increasing intensive interventions is because students deserve to be supplied with the most appropriate learning strategies. If a student is struggling than it is important for the teacher to understand that it their job to make sure every child is learning. I am studying to be a school counselor so my role in the education scene will be a little different. It is important for me to stay in touch with the new and proven intervention that work best for certain student.
The Definition of Research-Based Interventions The educational term ‘research-based intervention’ can be described as an instruction strategy or method that has been shown through valid research studies to be effective when used consistently as a support in strengthening a students’ area of need which could be related to many different areas that effect a students’ education like emotion, behavior, and academics. Research-based interventions must be used with struggling students along with progress monitoring during their Response to Intervention program. The Response to Intervention (RTI) process is a required, three—tiered model that all struggling students must complete before being officially identified as having a need for special education
Children suffering emotional and behavioral disorders are in need of effective interventions and strategies that will provide them relief in stressful situations and help them self-regulate their behavior. Effective interventions for this population could result in reduced distractions (both personally and within the classroom) and enable them to increase their learning time, thereby optimizing their educational careers. An intervention of yoga and related relaxation techniques may provide students a natural and holistic approach to accomplishing these goals.