Mental Health Presentation
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This document discusses a teacher's class maps project for their 4th hour fine arts class of 15 7th grade students. It provides details on the class overview, initial survey results which showed following class rules was the lowest at 2.8, and the teacher's goal to improve that score to a 3 by March. It outlines interventions taken by the teacher including building relationships, responding to rule violations, emphasizing rules, and maximizing positive interactions. By the end of the term, following class rules had increased to 2.9 on the survey though the original goal was not met. The teacher reflected that students built confidence and relationships over the term.
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Thank you for hosting our team of evaluators to better support your program’s educational success. We are looking forward to reviewing the results of the assessments the Connor Street Early Childhood Program participated in with the families, staff, and children. We will also be discussing how to create goals for the program and providing recommendations on how to implement those goals. This will also be a great opportunity to ask questions and discuss your ideas on how you as educators will implement these ideas into your classrooms.
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The document discusses establishing a partnership between families and the school to promote student success. It notes that some students are failing classes and attendance has become an issue. Research shows that parent involvement leads to higher grades, better attendance, and increased likelihood of continuing education. The school plans to increase parent contact and hold family nights in reading, math, and science. Teachers will provide contact information and the school will make automated absence calls. Parent-teacher conferences will be held each semester to discuss student progress, with home visits for parents unable to attend. The school asks parents to prioritize attendance and communicate with the school. [END SUMMARY]
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Allison Van Horn
Heather Lang
Katherine Gonzales
Welcome Connor Street Team!
Agenda
Strengths - Families
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Evaluation Results
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● Connor Street serves low-income and working-class families.
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(Walden University, 2022)
Connor Street Early Childhood Program is made up of 20% Hispanic students, 2 students are Asian, and 3 students are from the Caribbean. The school serves working-class and low-income families and as a result all but three of the students in the program are at school between 7 to 9 hours a day. The evaluation data is based on four classrooms of 4-year-olds with one teacher and one assistant teacher.
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Positive and respectful relationships with staff
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Staff feel supported by the program administration.
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Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
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View the recording: http://vimeo.com/61062729
Presentation Abstract:
How many of us have studied a language and then found ourselves unable to perform even the most basic daily tasks in the language? Integrating performance assessment into world language curricula is one way to minimize the likelihood of such an outcome. This webinar explores the purposes and uses for performance assessment in world language classrooms. Many language instructors and learners want to know the extent to which an assessment can capture how well a student will be able to complete real-life tasks when using the target language (Bachman & Palmer, 1996; Stoynoff & Chapelle, 2005). The webinar will begin with a description of performance assessment, how it aligns with learning and teaching purposes, and its uses for the classroom. Next, we will explore how to integrate performance assessment into language classrooms, including developing tasks and rubrics that will support such activities (Norris et al, 2008). During this part, we will examine one or more typical performance assessment tasks, and we will discuss how to adapt them to your needs. Finally, we will discuss the logistics of performance assessment and brainstorm ways to integrate meaningful performance assessment within the constraints of available resources.
Webinar Date: May 5, 2011Engage hub poster
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UK Undergraduate Education - Update re CPE SB1 project
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Mental Health Presentation
- 1. H I V E R Y 22nd Floor Covent Gardens, London The Event Place to be CLASS MAPS PROJECT kari lomax
- 3. 22nd Floor Covent Gardens, London Survey 1 Results - January Believing in me Taking charge Following the class rules My teacher My classmates Talking with my family I worry that Students in this class 2.8MANHATTANlowest class average
- 5. H I V E R Y 22nd Floor Covent Gardens, London Interventions building relationships strategies to respond to rule violations maximizing positive interactions
- 6. H I V E R Y 22nd Floor Covent Gardens, London Interventions Maximizing positive interactions Tracking 5:1 ratio within the class Responding to rule violations Emphasize & model classroom rules Focus in on transitions Maximizing positive interactions Providing multiple ways of feedback
- 7. H I V E R Y 4th hour earned a class incentive party after the 5th week together. Data Week by week game board
- 8. H I V E R Y Survey 2 Results - March FOLLOWING CLASS RULES Add a little bit of body text Although my goal was not met to increase the class average to a 3, the survey showed that following the class rules had increased to a 2.9.
- 9. H I V E R Y 22nd Floor Covent Gardens, London Reflection Students had built confidence with their artwork and their peers. They were rewarded for positive behavior at 5 weeks and at the end of the term. Built strong relationships, students were enrolled in my class again term 4.