1) Nicole, a 6th grade student, was avoiding social interactions and had frequent absences from school.
2) An intervention was developed using a behavioral contract, token economy, and increased opportunities for social interaction to address Nicole's avoidance behaviors and absences.
3) The intervention resulted in increased and consistent attendance by Nicole as well as some increased social interactions with peers through casual conversations according to her teacher. However, treatment integrity issues occurred with delivery of reinforcement.
This document provides information about Ms. Grace's special education lifeskills classroom. It introduces Ms. Grace and her objectives for teaching students skills like personal hygiene, manners, money management, safety, time management, and getting a job. The document outlines classroom rules, consequences, homework and absence policies. It also provides a course calendar and encourages parental involvement to help students succeed.
1) The document provides an overview of a presentation on understanding school avoidance, refusal, and truancy.
2) It defines these terms and explains their functions. School avoidance stems from negative reinforcement and escaping situations, while refusal provides positive reinforcement or rewards.
3) The presentation outlines the procedures a school, referred to as LT, follows in responding to these issues, including assessments, interventions, accommodations and consequences depending on the situation.
Review of conscious discipline slide showakidsworld
Thank you for the summary. I will review the research studies in more detail and consider how to thoughtfully evaluate claims about social emotional learning programs. Proper research is important to determine what works best for students.
This information was presented on September 8, 2011, during parent orientation. If you have any questions or concerns, please contact your child's teacher.
Emotional/behavioral disorders (EBD) refer to children with severe behavioral problems stemming from underlying emotional causes. Common behaviors of students with EBD include disruptiveness, emotional immaturity, and aggression. The root causes of EBD may include learning difficulties, inconsistent discipline, medical conditions, and traumatic life experiences. Teachers should address EBD by monitoring student seating, encouraging peer interaction, using positive reinforcement, and providing a timeout area to help disruptions. Schools can help by providing counseling, identifying at-risk students, making teacher contact information available to parents, and outlining expected behaviors and consequences.
This document discusses backward students in schools and defines them as children who are unable to progress normally in their schoolwork compared to other children of the same age. It provides several definitions of backwardness from education experts and outlines two main types: general backwardness across all subjects or specific backwardness in a single subject. The document then discusses characteristics of backward children, potential causes of their backwardness including low intelligence, physical/health issues, poverty, home environment, emotional factors, and peer influence. It also outlines methods for identifying backward children such as observation, mental/achievement testing, and case studies. The conclusion emphasizes the need for an integrated educational approach involving multiple parties to discover the causes of a child's backwardness and provide
Parent-teacher conferences were held to discuss three students:
1) Sarah, a lower academic performer who struggles with focus. Interventions have been implemented but parents were not concerned.
2) Michael, an average performer with behavioral issues like blurting out and aggression. Parents support interventions but don't enforce consequences at home.
3) Reba, a high performer who is gifted. Parents want her tested up to a higher grade but her teacher feels this could harm her socially.
This document provides information about Ms. Grace's special education lifeskills classroom. It introduces Ms. Grace and her objectives for teaching students skills like personal hygiene, manners, money management, safety, time management, and getting a job. The document outlines classroom rules, consequences, homework and absence policies. It also provides a course calendar and encourages parental involvement to help students succeed.
1) The document provides an overview of a presentation on understanding school avoidance, refusal, and truancy.
2) It defines these terms and explains their functions. School avoidance stems from negative reinforcement and escaping situations, while refusal provides positive reinforcement or rewards.
3) The presentation outlines the procedures a school, referred to as LT, follows in responding to these issues, including assessments, interventions, accommodations and consequences depending on the situation.
Review of conscious discipline slide showakidsworld
Thank you for the summary. I will review the research studies in more detail and consider how to thoughtfully evaluate claims about social emotional learning programs. Proper research is important to determine what works best for students.
This information was presented on September 8, 2011, during parent orientation. If you have any questions or concerns, please contact your child's teacher.
Emotional/behavioral disorders (EBD) refer to children with severe behavioral problems stemming from underlying emotional causes. Common behaviors of students with EBD include disruptiveness, emotional immaturity, and aggression. The root causes of EBD may include learning difficulties, inconsistent discipline, medical conditions, and traumatic life experiences. Teachers should address EBD by monitoring student seating, encouraging peer interaction, using positive reinforcement, and providing a timeout area to help disruptions. Schools can help by providing counseling, identifying at-risk students, making teacher contact information available to parents, and outlining expected behaviors and consequences.
This document discusses backward students in schools and defines them as children who are unable to progress normally in their schoolwork compared to other children of the same age. It provides several definitions of backwardness from education experts and outlines two main types: general backwardness across all subjects or specific backwardness in a single subject. The document then discusses characteristics of backward children, potential causes of their backwardness including low intelligence, physical/health issues, poverty, home environment, emotional factors, and peer influence. It also outlines methods for identifying backward children such as observation, mental/achievement testing, and case studies. The conclusion emphasizes the need for an integrated educational approach involving multiple parties to discover the causes of a child's backwardness and provide
Parent-teacher conferences were held to discuss three students:
1) Sarah, a lower academic performer who struggles with focus. Interventions have been implemented but parents were not concerned.
2) Michael, an average performer with behavioral issues like blurting out and aggression. Parents support interventions but don't enforce consequences at home.
3) Reba, a high performer who is gifted. Parents want her tested up to a higher grade but her teacher feels this could harm her socially.
DISCUSSION ISSUES ON DISPARITIES IN ACHIEVEMENTFatin Amira
This document discusses disparities in educational achievement between rural and urban students in Malaysia. It begins by providing context on the importance of education for economic development but notes ongoing issues with rural-urban performance gaps. The Malaysian government has invested heavily in education to improve rural student achievement and reduce these disparities. However, perceptions of inferior rural school performance persist. The document then examines some factors contributing to differences in academic achievement between rural and urban students, including family background/support, teacher quality, and school resources.
Special needs for children and familiesLovley Afroza
Lee is a refugee child from Bosnia who lives with his single mother in Canada. He exhibits symptoms of post-traumatic stress disorder from his experiences in the refugee camp. His needs and those of his family include counseling, education supports, financial assistance, and help improving language skills. Several local organizations can help meet these needs, such as providing childcare, parenting supports, counseling, and connecting families to additional community resources and agencies. Meeting the child and family's needs requires collaboration between parents, teachers, care providers, and social service organizations in a supportive environment.
The document summarizes a seminar presented by the author's group on the difficulties faced by siblings of disabled children. The objectives of the seminar were to understand different childhood experiences in India, how upbringing varies in different circumstances, and how to help students from various backgrounds in the classroom. The author's group discussed how siblings of disabled children often feel responsible and independent at a young age, neglected by parents focused on the disabled child, and experience mixed emotions around their family situation. The seminar helped bring awareness to internalizing issues commonly faced by these siblings.
This document provides information for parents about the full day kindergarten program at Ore Valley Elementary School. It outlines the daily schedule, which includes literacy activities like shared reading, writing, and centers. It also describes math, science, social studies, and specials classes. Snack time and transportation details are provided. The teacher lists materials students need and forms that need to be returned. Mini orientation sessions are scheduled for the first week of school.
The document presents a case study about a student named John whose family went through a divorce. This has negatively impacted John's studies, relationship with peers, and behavior. A root cause analysis identifies the broken family as the main root cause. Various issues are explored such as John being ostracized, lacking motivation, and engaging in violent conduct. Potential solutions discussed include the teacher being a role model, improving parent-teacher communication, teaching prosocial skills, and providing an after-school program with activities to build John's self-esteem and skills.
The document discusses student misbehavior in the classroom and its causes. It identifies several factors that can contribute to misbehavior, including issues with teachers (e.g. poor classroom management, lack of preparation), students (e.g. seeking attention, lack of confidence), and home environment (e.g. problems at home, lenient parenting). The document also discusses several theories on addressing misbehavior, such as focusing on actively engaging students, identifying the goals behind misbehavior, and addressing situations respectfully rather than character. Overall, the document aims to understand the root causes of misbehavior in order to help teachers minimize its occurrence.
The document discusses truancy, or unexcused absences from school. It notes that truancy can be due to family factors like financial issues, school factors like an unsupportive environment, or student factors such as a lack of motivation. Truancy is problematic because it can lead students to drop out of school and engage in risky behaviors. Some ways to reduce truancy mentioned are building relationships with students, making lessons more engaging, and involving parents.
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
- Chronic misbehavior problems that are unresponsive to typical classroom interventions may require assistance from outside experts like a multidisciplinary team.
- Students with persistent misbehaviors often have underlying vulnerabilities and experiences that make them resistant to normal classroom influences. Their behaviors are often reactions to failures outside the classroom environment.
- When problem behaviors continue despite hierarchical interventions or disrupt the learning process, outside consultation or referrals may be needed, involving counselors, administrators, and possibly psychologists or specialists. Careful planning is needed when involving and communicating with parents.
1. As a counselor, you cannot break Mary's confidentiality by discussing her concerns with her parents without her consent.
2. You should use an indirect approach to get Mary to openly express her feelings about the divorce news and how it may be impacting her treatment.
3. Cognitive behavioral interventions should be employed to help Mary develop skills to manage her emotions without risking relapse into substance abuse. Her feelings about the family situation need to be addressed in the next family counseling session.
Truancy is defined as an unexcused absence from school and is considered a status offence due to the young age of the truant student. There are four main factors that can contribute to truancy: school factors like inconsistent attendance policies or an unwelcoming environment; home factors such as financial problems or unsupportive parents; community factors such as unsafe neighborhoods or bullying; and personal factors including poor academic performance or unmet mental health needs.
This document provides tips and strategies for teaching students with special needs, including those with emotional/behavioral disorders, autism, and attention deficit hyperactivity disorder (ADHD). For each disorder, it discusses common behaviors, then provides instructional and behavioral strategies. The key recommendations are to evaluate each student's individual needs and strengths, provide clear and repeated directions using multiple modalities, maintain consistent routines, and reinforce positive behaviors. Special education support and behavior plans may also be needed.
The document provides biographical information about Angela Searcy, who has over 20 years of experience in education and specialized training in neurosciences. She is the owner of Simple Solutions Educational Services and works as an educational consultant, professor, and speaker. The document discusses her expertise in developing behavior modification programs and professional development related to adult learning and neuroscience research.
This document provides information about Ms. Melissa Kaplan, a 10th year teacher at Caroldale Learning Community. It outlines her educational background and credentials. It also details her classroom schedule, grading policy, homework policy, expectations for student work, curriculum covering ancient civilizations and English language arts, and an upcoming potential field trip to the Getty Villa museum.
This document discusses strategies for supporting "rising potential students" - those who are at higher risk of dropping out of college. It identifies several groups that are more likely to be rising potential students, such as first-generation students, underprepared students, and students of color. It then provides characteristics and strategies for supporting each group. The document emphasizes the importance of faculty and staff forming connections with students, acting as advocates, and intervening early if students begin struggling academically. Research cited found that personal encouragement and belief from faculty/staff strongly influenced students' ability to succeed.
The document provides an overview of the Center for Autism & Related Disorders (CARD) and their approach to Applied Behavior Analysis (ABA) therapy for children with autism. Some key points:
- CARD was founded in 1990 and uses ABA to teach skills to children with autism through one-on-one therapy. They have clinics across the US and internationally.
- ABA is based on scientific principles of learning and uses positive reinforcement to teach skills in small steps. It has been shown to significantly improve outcomes for children with autism.
- CARD's comprehensive ABA program incorporates techniques like discrete trial training, natural environment training, and teaching verbal behavior. It also addresses challenging behaviors and collects ongoing data
Blue Ridge Elementary met most of its achievement goals for the 2009-2010 school year. The school implements Positive Behavioral Support and Response to Instruction programs to support student behavior and academics. Key information about arrival, dismissal, cafeteria procedures and dress code is provided to parents. The school requests parent involvement through free and reduced lunch forms, summer photo submissions, and response to potential academic or behavioral concerns.
Educational psychology 1 pbl group assignemnt preseantationlaurahuang
Jeremy is unhappy due to excessive tutoring arranged by his overbearing mother, bullying by peers, and a dismissive teacher. He feels lonely as he has no friends and rarely sees his parents. This constant stress may cause Jeremy to develop low self-esteem and self-worth, believing he is incapable and causing him to give up. As beginning teachers, the group will examine how to build positive relationships between students, parents, and teachers through communication and understanding parenting styles and social environments to improve learning.
The document summarizes key points from chapters 11-14 of a textbook about children at risk.
Chapter 11 discusses Attention Deficit Hyperactivity Disorder (ADHD), including common symptoms and treatment options like medication and behavioral therapy. Teachers are advised to help identify ADHD, advocate for these students, and create supportive classroom environments.
Chapter 12 covers the effects of poverty, such as poor health and limited access to services. Teachers are encouraged to provide experiences, learning materials, after-school programs, and treat students and families with respect.
Chapter 13 summarizes homelessness issues like poor health and anxiety. Teachers should confront stereotypes, discuss various living situations sensitively, and help all students understand homelessness.
Major grades make up 50% of the final average in math, science, and technology classes. Major grades include assessments, projects, labs, and a technology project applying skills learned that quarter. Minor grades make up the other 50% and include quizzes, daily work, and science lab work. Late work will be accepted until the end of the grading period without points deducted, and students can retest to improve a failing grade. Attendance is taken at 9:45 am and more than 5 tardies will lower a student's conduct grade. Homework is assigned on Fridays and incentives include Trace's Treats and Fun Friday for completion.
The proposal outlines an 8-week art therapy group for middle and high school students experiencing trauma, anxiety, depression, or anger. The group uses various art mediums and activities to help participants express and process emotions, build life skills, and develop a collaborative mural. Each session incorporates check-ins, art projects tied to therapeutic themes, and group discussions to provide insight and coping strategies. Post-tests are administered to assess changes in participants' emotional states.
1. The document provides instructions for creating a website using NetObjects Fusion. It covers topics like adding pages, setting styles, previewing the site, and inserting images and videos.
2. Specific instructions include how to add new pages by clicking the new page button four times and renaming the pages, and how to set button navigation bar properties by selecting the navigation bar and enabling highlight and rollover effects.
3. Guidance is also given for inserting images by dragging the picture tab and adjusting properties, and inserting YouTube videos by dragging the media component and embedding the video ID code.
DISCUSSION ISSUES ON DISPARITIES IN ACHIEVEMENTFatin Amira
This document discusses disparities in educational achievement between rural and urban students in Malaysia. It begins by providing context on the importance of education for economic development but notes ongoing issues with rural-urban performance gaps. The Malaysian government has invested heavily in education to improve rural student achievement and reduce these disparities. However, perceptions of inferior rural school performance persist. The document then examines some factors contributing to differences in academic achievement between rural and urban students, including family background/support, teacher quality, and school resources.
Special needs for children and familiesLovley Afroza
Lee is a refugee child from Bosnia who lives with his single mother in Canada. He exhibits symptoms of post-traumatic stress disorder from his experiences in the refugee camp. His needs and those of his family include counseling, education supports, financial assistance, and help improving language skills. Several local organizations can help meet these needs, such as providing childcare, parenting supports, counseling, and connecting families to additional community resources and agencies. Meeting the child and family's needs requires collaboration between parents, teachers, care providers, and social service organizations in a supportive environment.
The document summarizes a seminar presented by the author's group on the difficulties faced by siblings of disabled children. The objectives of the seminar were to understand different childhood experiences in India, how upbringing varies in different circumstances, and how to help students from various backgrounds in the classroom. The author's group discussed how siblings of disabled children often feel responsible and independent at a young age, neglected by parents focused on the disabled child, and experience mixed emotions around their family situation. The seminar helped bring awareness to internalizing issues commonly faced by these siblings.
This document provides information for parents about the full day kindergarten program at Ore Valley Elementary School. It outlines the daily schedule, which includes literacy activities like shared reading, writing, and centers. It also describes math, science, social studies, and specials classes. Snack time and transportation details are provided. The teacher lists materials students need and forms that need to be returned. Mini orientation sessions are scheduled for the first week of school.
The document presents a case study about a student named John whose family went through a divorce. This has negatively impacted John's studies, relationship with peers, and behavior. A root cause analysis identifies the broken family as the main root cause. Various issues are explored such as John being ostracized, lacking motivation, and engaging in violent conduct. Potential solutions discussed include the teacher being a role model, improving parent-teacher communication, teaching prosocial skills, and providing an after-school program with activities to build John's self-esteem and skills.
The document discusses student misbehavior in the classroom and its causes. It identifies several factors that can contribute to misbehavior, including issues with teachers (e.g. poor classroom management, lack of preparation), students (e.g. seeking attention, lack of confidence), and home environment (e.g. problems at home, lenient parenting). The document also discusses several theories on addressing misbehavior, such as focusing on actively engaging students, identifying the goals behind misbehavior, and addressing situations respectfully rather than character. Overall, the document aims to understand the root causes of misbehavior in order to help teachers minimize its occurrence.
The document discusses truancy, or unexcused absences from school. It notes that truancy can be due to family factors like financial issues, school factors like an unsupportive environment, or student factors such as a lack of motivation. Truancy is problematic because it can lead students to drop out of school and engage in risky behaviors. Some ways to reduce truancy mentioned are building relationships with students, making lessons more engaging, and involving parents.
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
- Chronic misbehavior problems that are unresponsive to typical classroom interventions may require assistance from outside experts like a multidisciplinary team.
- Students with persistent misbehaviors often have underlying vulnerabilities and experiences that make them resistant to normal classroom influences. Their behaviors are often reactions to failures outside the classroom environment.
- When problem behaviors continue despite hierarchical interventions or disrupt the learning process, outside consultation or referrals may be needed, involving counselors, administrators, and possibly psychologists or specialists. Careful planning is needed when involving and communicating with parents.
1. As a counselor, you cannot break Mary's confidentiality by discussing her concerns with her parents without her consent.
2. You should use an indirect approach to get Mary to openly express her feelings about the divorce news and how it may be impacting her treatment.
3. Cognitive behavioral interventions should be employed to help Mary develop skills to manage her emotions without risking relapse into substance abuse. Her feelings about the family situation need to be addressed in the next family counseling session.
Truancy is defined as an unexcused absence from school and is considered a status offence due to the young age of the truant student. There are four main factors that can contribute to truancy: school factors like inconsistent attendance policies or an unwelcoming environment; home factors such as financial problems or unsupportive parents; community factors such as unsafe neighborhoods or bullying; and personal factors including poor academic performance or unmet mental health needs.
This document provides tips and strategies for teaching students with special needs, including those with emotional/behavioral disorders, autism, and attention deficit hyperactivity disorder (ADHD). For each disorder, it discusses common behaviors, then provides instructional and behavioral strategies. The key recommendations are to evaluate each student's individual needs and strengths, provide clear and repeated directions using multiple modalities, maintain consistent routines, and reinforce positive behaviors. Special education support and behavior plans may also be needed.
The document provides biographical information about Angela Searcy, who has over 20 years of experience in education and specialized training in neurosciences. She is the owner of Simple Solutions Educational Services and works as an educational consultant, professor, and speaker. The document discusses her expertise in developing behavior modification programs and professional development related to adult learning and neuroscience research.
This document provides information about Ms. Melissa Kaplan, a 10th year teacher at Caroldale Learning Community. It outlines her educational background and credentials. It also details her classroom schedule, grading policy, homework policy, expectations for student work, curriculum covering ancient civilizations and English language arts, and an upcoming potential field trip to the Getty Villa museum.
This document discusses strategies for supporting "rising potential students" - those who are at higher risk of dropping out of college. It identifies several groups that are more likely to be rising potential students, such as first-generation students, underprepared students, and students of color. It then provides characteristics and strategies for supporting each group. The document emphasizes the importance of faculty and staff forming connections with students, acting as advocates, and intervening early if students begin struggling academically. Research cited found that personal encouragement and belief from faculty/staff strongly influenced students' ability to succeed.
The document provides an overview of the Center for Autism & Related Disorders (CARD) and their approach to Applied Behavior Analysis (ABA) therapy for children with autism. Some key points:
- CARD was founded in 1990 and uses ABA to teach skills to children with autism through one-on-one therapy. They have clinics across the US and internationally.
- ABA is based on scientific principles of learning and uses positive reinforcement to teach skills in small steps. It has been shown to significantly improve outcomes for children with autism.
- CARD's comprehensive ABA program incorporates techniques like discrete trial training, natural environment training, and teaching verbal behavior. It also addresses challenging behaviors and collects ongoing data
Blue Ridge Elementary met most of its achievement goals for the 2009-2010 school year. The school implements Positive Behavioral Support and Response to Instruction programs to support student behavior and academics. Key information about arrival, dismissal, cafeteria procedures and dress code is provided to parents. The school requests parent involvement through free and reduced lunch forms, summer photo submissions, and response to potential academic or behavioral concerns.
Educational psychology 1 pbl group assignemnt preseantationlaurahuang
Jeremy is unhappy due to excessive tutoring arranged by his overbearing mother, bullying by peers, and a dismissive teacher. He feels lonely as he has no friends and rarely sees his parents. This constant stress may cause Jeremy to develop low self-esteem and self-worth, believing he is incapable and causing him to give up. As beginning teachers, the group will examine how to build positive relationships between students, parents, and teachers through communication and understanding parenting styles and social environments to improve learning.
The document summarizes key points from chapters 11-14 of a textbook about children at risk.
Chapter 11 discusses Attention Deficit Hyperactivity Disorder (ADHD), including common symptoms and treatment options like medication and behavioral therapy. Teachers are advised to help identify ADHD, advocate for these students, and create supportive classroom environments.
Chapter 12 covers the effects of poverty, such as poor health and limited access to services. Teachers are encouraged to provide experiences, learning materials, after-school programs, and treat students and families with respect.
Chapter 13 summarizes homelessness issues like poor health and anxiety. Teachers should confront stereotypes, discuss various living situations sensitively, and help all students understand homelessness.
Major grades make up 50% of the final average in math, science, and technology classes. Major grades include assessments, projects, labs, and a technology project applying skills learned that quarter. Minor grades make up the other 50% and include quizzes, daily work, and science lab work. Late work will be accepted until the end of the grading period without points deducted, and students can retest to improve a failing grade. Attendance is taken at 9:45 am and more than 5 tardies will lower a student's conduct grade. Homework is assigned on Fridays and incentives include Trace's Treats and Fun Friday for completion.
The proposal outlines an 8-week art therapy group for middle and high school students experiencing trauma, anxiety, depression, or anger. The group uses various art mediums and activities to help participants express and process emotions, build life skills, and develop a collaborative mural. Each session incorporates check-ins, art projects tied to therapeutic themes, and group discussions to provide insight and coping strategies. Post-tests are administered to assess changes in participants' emotional states.
1. The document provides instructions for creating a website using NetObjects Fusion. It covers topics like adding pages, setting styles, previewing the site, and inserting images and videos.
2. Specific instructions include how to add new pages by clicking the new page button four times and renaming the pages, and how to set button navigation bar properties by selecting the navigation bar and enabling highlight and rollover effects.
3. Guidance is also given for inserting images by dragging the picture tab and adjusting properties, and inserting YouTube videos by dragging the media component and embedding the video ID code.
This resume is for Fagurudeen Mohamed, an Assistant Professor of Civil Engineering with over 5 years of experience in teaching and 2 years of experience as a site engineer in Saudi Arabia. He has a B.E. in Civil Engineering, M.Tech in Structures, and PG Diploma in Quantity Surveying. He is seeking a position as a Cost Engineer/Estimating Engineer with experience in construction project management. He is available for a face-to-face interview with Aramco in Chennai.
Since 1990 Alpine Housing & builders builds apartments in Bangalore for all those with an eye for detail and has responsibilities to enhance the environment, Alpine Housing policies for managing the environmental aspects across our business are priority No.1. Alpine constructions commitment to quality Property Development encompasses Apartment and Commercial Complexes.
EMSYK UniPapua Academy adalah akademi sepak bola yang didirikan pada tahun 2011 untuk membina bakat anak muda Papua, memberikan pendidikan karakter, dan mempersiapkan mereka menjadi pemain profesional. Akademi ini telah meraih prestasi dan banyak memasok pemain untuk tim nasional dan klub sepak bola Papua.
This document contains information about code and egress requirements for a proposed four story academic library building project located at 305 N Main Street in Fort Worth, Texas. It provides details on construction type, fire resistance requirements for building elements, occupancy classifications, egress requirements and occupancy loads calculated based on the function of each space. Floor area summaries and a breakdown of circulation space is also included.
Power Point from 2nd City Disability studies in Education COnference, CHicago...Jane Strauss
This document provides background information on Jane Strauss and her experience navigating the educational system with her son who has multiple disabilities. It details her son's early interventions, preschool, grade school, and home school experiences. It then describes the challenges of his transition to public high school, including lack of appropriate class options and untrained staff. The document outlines accommodations provided, IEP goals for school staff, and the progression of developing his IEP plan over his first two quarters in high school. It concludes with basic principles of engagement for parents of children with complex needs.
This document provides background information and context for a case study of a student named Santosh Pokhrel. It discusses Santosh's academic performance, family background, social profile, and educational trends. Specifically:
- Santosh is from a middle-class family in Pokhara, Nepal. His father works abroad and his mother is a housewife. He comes from a family that can meet his basic needs but his parents are not highly involved in his education.
- Academically, Santosh is performing below average. His grades are among the lowest in the class and he does not seem interested in studying or participating in class.
- The case study aims to understand what is causing Santosh's poor
This document outlines a study on the impact of parental involvement on student academic performance. The study will involve three third grade boys whose reading scores are low, despite tutoring. The researcher hypothesizes that lack of parental involvement may be contributing to their low grades. Over eight weeks, the students will complete weekly reading packets with their parents. Student grades and parent/student surveys will be used to assess whether parental involvement improves academic performance.
John Henry Newman Catholic College (JHNCC) requests information from primary schools about incoming Year 7 pupils who may need additional support. JHNCC then assesses these pupils to determine if they will require individual provision plans (IPPs). Six weeks before the end of the primary school term, potential pupils visit JHNCC once a week for induction activities and assessments. All teachers at JHNCC are provided the list of pupils joining Year 7 who have additional learning needs. IPPs are created and shared for these pupils to outline teaching strategies and set targets. Pupils' progress toward targets is regularly reviewed.
Pd 3 only: Best Practices in the Classroom & Service Providersmarisa1217
The document discusses a professional development session for teachers on special education practices and laws. It includes a review of topics from the previous PD, results of a teacher survey on inclusion and special education, and an overview of the special education population at Plasencia Elementary including common disabilities, impacted grade levels, service providers, and the students served by each provider.
The document provides research-based tips for paraeducators to work effectively with families. It discusses 6 tips: 1) Know your role and boundaries as a paraeducator. 2) Build a strong relationship with the teacher. 3) Demonstrate professional and ethical behaviors. 4) Develop healthy professional relationships with parents. 5) Foster independence among students and families. 6) Follow privacy and confidentiality policies. The tips are meant to help paraeducators be a "connector" between the family and school.
The document provides information about a learning episode involving studying factors that influence learner development. It will focus on early experiences and learner characteristics as described by family and others. The goals are to describe home environment factors affecting learning and identify strategies for teachers to work with families. Performance will be evaluated on observation quality, analysis depth, reflection clarity, portfolio organization and timeliness. The episode also discusses Urie Bronfenbrenner's ecological model of environmental layers influencing learners. The teacher's role is to work with families and communities to nurture learners, not replace what is missing at home.
The document provides information from an interview with the parent of a 9-year-old student named Renjie P. Jordan. It includes details about the student's family, physical development, social development, emotional development, cognitive development, and the parent's expectations. The parent reported that the student is healthy, friendly, and does well in math and English but struggles in Filipino. The parent aims for the student to do well in school and has rules around studying and playing.
This document provides guidelines and information for parents of students in Mrs. Leachman's third grade class for the 2011-2012 school year. It outlines policies and procedures regarding arrival/dismissal, transportation, medications, lunches, snacks, field trips, birthdays, discipline, homework, reading, writing, math, language, spelling, social studies and science. It also discusses communication with parents, volunteering, assessments, conferences, and makes requests for signed forms and notes for absences. The overall purpose is to inform parents of classroom expectations and encourage communication between home and school to support student learning and development.
This document outlines a study that will examine the impact of parental involvement on the academic performance of three 9-year-old students who are failing multiple subjects. Over eight weeks, the students will complete homework packets with their parents that cover various academic topics. Tests will be given each week to track any changes in the students' grades. Data will be collected through surveys of parents and students, observations, and focus groups. The purpose is to determine if increased parental involvement helps improve and maintain academic standing.
The document discusses the link between poverty and educational attainment. Children from poorer backgrounds are much less likely to do well in school, with gaps emerging as early as age 3. High quality preschool and primary education can help compensate for this gap, especially when combined with programs that provide parents support and advice. While aspirations are generally high among low-income families, many do not believe their children will attain higher education. Effective parental involvement programs focus on equipping parents with skills to support early learning at home and help older children with schoolwork.
The document discusses homework, including its purpose and importance. It provides guidelines for how much homework students should receive each day and notes that homework allows students to review and reinforce skills, prepare for future lessons, and extend their learning. The document also discusses the role of parents in supporting their child's homework and communicating with teachers. Students were asked about homework and responded that they find homework most useful when it allows investigation and application of skills without assistance, and they prefer it not be too difficult or take up weekends.
The document discusses co-teaching in kindergarten classrooms. It defines co-teaching as two or more teachers sharing teaching responsibilities within a general education classroom. The benefits of co-teaching include developing respect for differences, creating more opportunities for differentiated instruction, and increasing student achievement and pro-social behaviors. Teachers also benefit from co-teaching through developing collaborative skills and increasing their instructional knowledge. Parents see benefits like a more rigorous curriculum and increased communication with teachers. The presentation measures the success of co-teaching through student and parent surveys and analyzing academic growth.
The document describes observing a learner's home environment and community. It provides instructions for selecting a learner, interviewing their teacher and parents, and conducting a home visit. The learner's profile includes information on their physical, social, emotional, and cognitive development gathered from interviews. Recommendations are made to continue supporting the learner academically and strengthening their family bond. Effective home-school collaboration involves maintaining open communication channels and involving parents in decision making.
This document discusses the impact of poverty on student achievement and what teachers can do to help students in poverty. It defines poverty and notes that poverty rates vary significantly by race. Children in poverty often face challenges like delayed language development and higher rates of behavioral issues. However, teachers can make a difference through strategies like building hope, engaging lessons, adjusting instruction to student needs, and focusing on skill development rather than deficits. High-performing schools implement many of these practices.
This document provides biographical information about the teacher, Mrs. Maus. It outlines her education and teaching experience, as well as information about her family. It also provides an overview of classroom policies and procedures, such as homework expectations, grading practices, and communication methods.
This document provides biographical information about a teacher named Mrs. Maus who teaches 3rd grade at Veterans Elementary School. It discusses her educational background, teaching experience, personal life, classroom policies and procedures, communication methods with parents, and upcoming school events. The document is intended to inform parents about Mrs. Maus and her classroom at the beginning of the school year.
This document summarizes disciplinary policies and programs at Crescent Academy for the 2014-2015 school year. It includes data on suspensions over three years, descriptions of the Conscious Discipline program used to teach social-emotional skills, classroom management routines, and a student referral form outlining the process for addressing minor and major behavioral issues. The goal is to reduce suspensions by building positive relationships and teaching students skills to regulate their emotions and behavior.
Instructions Read the case study to inform the assignment that foll.docxlanagore871
Instructions: Read the case study to inform the assignment that follows.
Case Study: Ana
9th grade, Age 14
Background Information
Ana's mother, who became pregnant while in high school, is a single parent who completed her GED after Ana's birth. Her mother works full-time. Ana's parent never married and her biological father has had very limited contact with her. Ana has no siblings, but does have two male same-age cousins. Her mother wants Ana to finish school, as she wants her to be different from other family members.
Medical Information
Ana had delayed physical growth from second grade to eighth grade. Her mother took her to a physician during that time and no medical problems were reported. She has received regular medical check-ups with no noted medical concerns and no significant medical history.
School History
Ana entered kindergarten at age 5 after one year of preschool as a model student in the developmental preschool program at the neighborhood school. Her daycare was provided by her maternal grandmother prior to starting kindergarten. Ana has attended schools in her grandmother's neighborhood and has had no grade retentions.
Attendance
Ana has missed an average of 10 days of school from grades K through 7. She had 50 days of absence in grade 8 and missed the first several weeks of grade 9. Ana has had no disciplinary referrals in any grades up to present time.
Grade 8 (last academic year)
Ana was absent at least 1 day per week starting mid-first quarter in the eighth grade. Her absences increased to two or more each week by winter break. By this time, a pattern of tardiness to school in the morning also began. Ana's mother reported to the guidance counselor, “She’s refusing to get up in the mornings…lags in getting dressed…complains of tiredness and lethargy.” Ana then arranged to stay in the guidance office to complete work independently, two hours per day in the afternoon.
Soon she was absent as many days as she attended and by April, Ana rarely attended school at all.
Grade 9 (current academic year)
Ana's physical growth seems to have stopped. At 5’1”, Ana is petite and smaller than most of her peers. She attended the first two days of classes, and then did not attend again for two weeks. She is interested in playing high school sports. She has trouble making friends and keeping connections with peers, but does like teachers and converses easily with them. She has no behavior problems or referrals. She does have trouble completing homework and keeping up with notes in classes and has failing grades in several classes.
Testing and Evaluation
Ana was given both verbal (WISC) and non-verbal (UNIT) IQ testing. Both tests placed her in the average intelligence range with an IQ of 105.
Woodcock-Johnson III Tests of Achievement
Please see attachment.
Classroom Teacher Input
Ana’s English teacher reports that Ana is able to write complete sentences, but is unable to complete a paragraph that f ...
The PTA plays an important role in student learning and addressing factors that discourage learning. Students may struggle due to their home environment, lack of motivation, lack of leadership skills, or issues with classroom environment. To help students, the PTA can work to increase parent involvement in education, provide support and encouragement at home, help develop students' interpersonal skills, and create a positive classroom setting. With cooperation between parents and teachers, many issues affecting student performance can be addressed.
Similar to Angela Houseknecht ABA Intervention Presentation copy (20)
2. Meet the Student
Student: Nicole Grade: 6, Caucasian School: Sinking Springs
Elementary School
Teacher: Mr. H (homeroom)
Family: Parents in process of separation. Mother is seeking
support from teachers, graduate student consultation, counselor,
and medical doctors. Has older sister attending York College.
Medical History: Headaches, stomach cramps/ nausea, possible
IBS/ anxiety. Mother has history of migraines.
Important Variables: According to mother, child has no school
friends, student “dreads” “feels too sick” to go to school. Student
denies being bullied but parent suspects that bullying was an issue
in the past. Long history of difficulty with social interactions.
Mother wants child involved in solution. Mother is optimistic about
teacher/ consultation support.
3. Meet the Student
…More important variables:
No IEP or interventions used or used in the past
Shy, quiet, and prefers independent activities over
social activities
Absent* 16 days
- September 5, 2012- November 23, 2012
- Blocks of 3 or 4 days at a time
Previous help with reading and math
Bothered by her lack of friends
4. Meet the Student
Strengths:
Respectful of teachers,
homework completion,
following directions,
teachers like her,
friendly and kind disposition,
agreeable, and communicates well with adults
Likes:
Enjoys video games, the computer, her sister’s
help, and pizza, soccer, she mentioned a new class
mate and another girl as potential friends
5. Absences:
Date AM/PM Reason
9/5/12 AM/ PM Illness (exc)
9/6/12 AM/ PM Illness (exc)
9/14/12 AM/ PM Illness (exc)
9/19/12 AM/ PM Illness (exc)
10/10/12 AM/ PM Medical (exc)
11/5/12 AM/ PM DR Note (exc)
11/6/12 AM/ PM DR Note (exc)
11/7/12 AM/ PM DR Note (exc)
11/8/12 AM/ PM DR Note (exc)
11/12/12 AM/ PM DR Note (exc)
11/13/12 AM/ PM DR Note (exc)
11/14/12 AM/ PM DR Note (exc)
11/27/12 AM/ PM
11/28/12 AM/ PM
11/29/12 AM/ PM
11/30/ 12 AM/ PM
6. Setting
Sinking Springs Elementary School Grade 6 Demographics
(2011):
- Student/ Teacher 16:1
- Preforms above state average in Math (94%) and
Reading (90%)
- 702 students
- 78% white, 7% black, 6% 2 or more races 5%
Asian, 3% Hispanic 0% Native American
- 13% eligible for free/ reduced lunch (state wide
38%
- District spends $9,753 per pupil (62% instruction,
32% support services, 5% other)
www.education.com
7. Setting
Mr. H: - MA ED 2010 & 8th year teaching elementary ED
- Successful track record/ parents request this
teacher
- Afterschool running club and volunteers in the
summer with team building exercises
Mr. H’s Homeroom Class:
- 4 tables of approx. 6 students
- Rules, schedules, expectations, assignments
clearly posted
- Orderly, high rate of student participation, very few
call outs, little to no behavioral issues (verbal redirections)
- Majority of students are preforming average or
above average, a few students with support services
- Team teaching system
8. Anecdotal Report
Antecedent: The teacher verbally prompts the
class to find a partner or for a group.
Behavior: The student does not seek out a
group or partner. She tends to wonder around
the room. If she does speak to a student it’s so
quiet and with no eye contact that her peers do
not react. The student then goes to the teacher
and requests that she be placed in a group/
partner.
Consequence: The teacher assigns her a
partner.
9. Target Behavior (PII/ PAI)
- Avoids peer interaction, specifically during group/ or
partner assignments or games
- Avoids attending school “feels sick”
- Often “floats around the room” when confronted with a
group/ partner assignment that requires peer
interaction
- Student will either ask the teacher to assign her to a
group/ partner or wait until all groups/ partners are
formed
- Consistently opts out of voluntary group activities such
as games
- Possible long history of avoidance
10. Anecdotal Report
The perceived function of the behavior is
avoidance. The student is avoiding initiating
contact with her peers. The behavior is
reinforced when the teacher initiates contact for
her.
11. Conjoint Behavioral Consultation
Multidisciplinary meeting: Principal, HR teacher, Sci teacher,
Math teacher, Mother, Father, Sister, Student, Myself
The Parent’s main concerns:
- Physical Symptoms/ IBS/ Headaches, Sensory Integration
disorder, diet, loosing hair,
- Stress and family changes
- Student feels school is “too hard” particularly science
- Possible learning disability
- Often seen “zoning out”
- Social skill deficit
- Attendance
12. Conjoint Behavioral Consultation
Multidisciplinary meeting: Principal, HR teacher, Science
teacher, Math teacher, Mother, Father, Sister, Student, Myself
The Parent’s main concerns:
Physical Symptoms-- Currently seeing MD
Stress and family changes – Counselor scheduled
Student feels school is “too hard” particularly science--
teacher will give her extra help and attendance will make it
easier
Possible learning disability –Principal examined record and
attendance is the primary issue affecting her academics
Often seen “zoning out” -- teacher will call on student more
Social skill deficit -- grad student ABA intervention
Attendance-- grad student CB intervention
13. Behavioral Objectives
1. Nicole will attend 4 out of 5 school days or
80% of the school week for 2 weeks.
1. When given a verbal prompt by Mr. H to join
a group/ partner Nicole will ask a peer “will
you be my partner/ in my group?” 100 % of
the opportunities for 2 weeks.
14. Dimension and Rationale
Frequency
- Goal 1: is to increase the number of days the
student is in attendance
- Goal 2: is to increase the number of times she
asks a peer to join a group or form partnership
15. Dimension and Rationale
Event Recording: Data Collection Sheet
• Directions: In table 1, please mark the student’s daily
attendance by writing “X” Yes student is in attendance or “O”
No the student is absent. In table 2 for each opportunity for
group or partner formation, write a brief description of the
activity (ex. writing with partner) and mark “X” Yes the
student initiated group/ partner formation or “O” No the
student did not initiate group/ partner formation.
• Student: Nicole
• Observer: Mr. H
• Behavior: Daily attendance and initiating partner/ group
formation for partner/ group activities in Mr. H classroom
16. Single Subject Research Design
Multiple Baseline
- Measuring the same person with 2 behaviors
in the same setting
- PEI Possible goal of generalization to
additional settings such as math (Mrs. P) and
science (Mrs. C) where group/ partner
interaction opportunities are even more
frequent
17. Treatment Integrity Issues with
Baseline Data
Delays due to chronic absences and a delay in beginning the
project (one clearance arrived very late).
Student was absent 16 days (did not return after thanksgiving
break until 12/3/12)
According to PII, PAI (checked today), and anecdotal report
the student consistently avoids every opportunity to initiate
partnership or group formation (not known to be successful)
Since the student and parents have become aware of my role,
the student has been in attendance for the last 3 days
including today. The student also made one attempt to find a
partner. Parental-influence may be a powerful enough
reinforcer.
Teacher became confused with definition of behavioral
objective and data sheet was corrected after a brief email
exchange.
18. Intervention
Meeting with parents, teachers, counselor, principal,
and student Friday 12/7/12 8:00am
Behavioral Contract: presented to teacher, parents,
and administrator
Student Version
Teacher Version
Team Tickets
Pizza Party
19. Interventions and Rationale
Antecedent/ Consequence control
- Teacher prompt
- Teacher removes reinforcement of avoidance by
directing the student to engage with peers
- Teacher provides more opportunities
Behavioral Contracting
- Student understands and complies with written
instructions
- Acquire social skills through practice
- Also parents want to be involved
Token Economy
- Team ticket system is already in place
- Expanded team tickets to reinforce behavioral
contract goals
- Pizza party for class if she choses
21. Results:
• Nicole attained 15 tickets
• Nicole attained 2 tickets from initiated peer
interactions and 13 for attendance
• She kept the tickets and did not want to do the
pizza party
22. Intervention and Treatment
Integrity Issues:
• The teacher forgot to give the student her first week’s
attendance on the predetermined date. Student
reminded teachers and received reinforcement the
following Monday. This issue did not occur again.
• The teacher forgot to present the student with the
option of the pizza party at the predetermined date.
The student took an additional 3 weeks to decide
against the pizza party.
24. Discussion:
The Successes of the Intervention:
• Increased/ consistent attendance
• Teacher reports a positive change in mood and an
increase in social interactions with peers in the form of
short casual conversations.
• Teacher reports a more receptive attitude towards
peers and is seen smiling with friends
• The staff and parents were able to share concerns and
address the students needs and make
accommodations.
• The student’s teachers and parents remain in
communication and share information.