This document provides an overview of student discipline for the Omak School District for the 2021-22 school year. It discusses the history of discipline policies in Washington state, recent changes to state laws, and current discipline challenges being faced both in Omak and more broadly due to the pandemic. These challenges include increased misbehavior, mental health issues, staff shortages, and changes to the role of law enforcement. The document then outlines the proactive solutions and supports each school in the district has implemented to address discipline, such as social-emotional learning programs, counseling services, increased supervision, and staff training. It concludes with informing the school board that there will be a question and answer period.
The document discusses efforts in the Spokane School District to reform disciplinary policies and practices that rely too heavily on suspensions and expulsions. It summarizes that:
- A coalition called the Every Student Counts Alliance is pushing the district to adopt alternative disciplinary approaches like restorative practices and positive behavioral supports to help keep students in school.
- North Central High School has implemented Positive Behavioral Intervention Support (PBIS) with success, focusing on teaching life skills rather than punishment and seeing improved student behavior and reduced discipline issues as a result.
- The Smith-Barbieri Progressive Fund recently awarded a $25,000 grant to support the coalition's work in transforming the district's approach to discipline
Academic Stress in Relation to Academic Performance of High School Students i...AJHSSR Journal
ABSTRACT : This study aimed to determine the academic stress in relation to academic performance of high
school students in the new normal education. The researcher utilized the descriptive research design
withquestionnaire as the instrument in gathering data from the 392 students who were randomly selected.
Statistical analysis shows that the assessment on academic stress was ―Moderately Stressful‖ and on
well-being was ―Sometimes‖. The academic performance the students was rated ―Very Satisfactory‖. There is
significant difference on sex towards academic undertaking and parental pressure while significant on age
towards academic undertaking. There is significant difference according to learning modality on emotional,
social, intellectual and spiritual well-being; significant on sex towards physical well-being and grade level
towards intellectual well-being. There is negligible correlation between the level of academic stress and
academic performance and positive slight correlation between the well-being and academic performance.
It is recommended thatparents are encouraged not to force children to have good academic
performance. Need to assessed and understand the intellectual ability of the children. Students are encouraged to
participate in activities promoting health, social, and spiritual wellness and further study be conducted on the
design of a curriculum which optimizes the balance between the ‗push‘ factors bringing out the students,
maintaining standards, etc.), and inducing undue and unproductive stress.
In a recent report released by the Department of Public Instruction (DPI), alarming trends in Wisconsin’s education workforce have come to light, painting a bleak picture of teacher retention and compensation.
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
The DuPage County IASB dinner meeting in October 2018 featured a presentation by Glenn W. "Max" McGee titled "From Distress to Success". The presentation discussed the high rates of anxiety and mental health issues among students and their negative outcomes like disengagement, truancy, and substance abuse. However, McGee noted there is hope, sharing successful practices from schools that have made academics, culture, and definitions of success more humane and healthy. The presentation covered practices schools can stop or do less of, like excessive homework and grading practices, as well as practices to start or enhance, such as social-emotional learning, access to wellness supports, and incorporating student choice and voice.
NASSP Advocates for Students and EducatorsDaryl Roselle
A leading voice for education leadership, namely principals, the National Association of Secondary School Principals (NASSP) focuses on transforming educational leadership positively impact students. The NASSP offers research-based and peer-tested tools and resources to its members and the academic community. At the same time, it supports student excellence through its National Honor Society, the National Junior Honor Society, National Student Council, and the National Elementary Honor Society.
The NASSP spent the latter half of 2021 advocating for both educators and students. In September 2021, administrators around the country faced backlash after instituting regulations regarding wearing masks, quarantines, vaccines, and other health-related protections. In addition to dealing with non-compliant students and their parents, school administrators dealt with threats related to their safety and school and out-and-out hostility from the community.
School administrators are in a hard place because they have not created these rules, but these were directives by the Centers for Disease Control and state and local health departments. Even so, they are being treated as if they did. The NASSP immediately activated and called on federal officials to provide these educators with some protection in response to these threats.
In early October 2021, the federal government answered the NASSP’s call. The Justice Department announced the Federal Bureau of Investigation's intention to work with federal attorneys and state and local leaders to devise strategies for addressing threats against educators. The NASSP was grateful for the government intervention, noting that being faced with threats and hostility from the community changes the tone of education, making the environment not conducive for learning.
ECJ_p34-41_4 Education-Engaging the disengagedLouise Kinnaird
This document discusses ways to engage disengaged students in learning. It begins by outlining some of the risks of disengagement, such as lower academic achievement and economic success. It then discusses that disengagement can stem from a combination of internal and external factors. The document provides data on the prevalence of disengagement in the UK. It discusses approaches schools have taken to reengage students, such as building relationships, improving teaching quality, using mentors, and adapting curriculum. Case studies highlight using leadership, working with parents, giving students responsibility, and incorporating arts. The document concludes that high-quality teaching and leadership are especially important for reengaging disengaged students.
The document discusses efforts in the Spokane School District to reform disciplinary policies and practices that rely too heavily on suspensions and expulsions. It summarizes that:
- A coalition called the Every Student Counts Alliance is pushing the district to adopt alternative disciplinary approaches like restorative practices and positive behavioral supports to help keep students in school.
- North Central High School has implemented Positive Behavioral Intervention Support (PBIS) with success, focusing on teaching life skills rather than punishment and seeing improved student behavior and reduced discipline issues as a result.
- The Smith-Barbieri Progressive Fund recently awarded a $25,000 grant to support the coalition's work in transforming the district's approach to discipline
Academic Stress in Relation to Academic Performance of High School Students i...AJHSSR Journal
ABSTRACT : This study aimed to determine the academic stress in relation to academic performance of high
school students in the new normal education. The researcher utilized the descriptive research design
withquestionnaire as the instrument in gathering data from the 392 students who were randomly selected.
Statistical analysis shows that the assessment on academic stress was ―Moderately Stressful‖ and on
well-being was ―Sometimes‖. The academic performance the students was rated ―Very Satisfactory‖. There is
significant difference on sex towards academic undertaking and parental pressure while significant on age
towards academic undertaking. There is significant difference according to learning modality on emotional,
social, intellectual and spiritual well-being; significant on sex towards physical well-being and grade level
towards intellectual well-being. There is negligible correlation between the level of academic stress and
academic performance and positive slight correlation between the well-being and academic performance.
It is recommended thatparents are encouraged not to force children to have good academic
performance. Need to assessed and understand the intellectual ability of the children. Students are encouraged to
participate in activities promoting health, social, and spiritual wellness and further study be conducted on the
design of a curriculum which optimizes the balance between the ‗push‘ factors bringing out the students,
maintaining standards, etc.), and inducing undue and unproductive stress.
In a recent report released by the Department of Public Instruction (DPI), alarming trends in Wisconsin’s education workforce have come to light, painting a bleak picture of teacher retention and compensation.
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
The DuPage County IASB dinner meeting in October 2018 featured a presentation by Glenn W. "Max" McGee titled "From Distress to Success". The presentation discussed the high rates of anxiety and mental health issues among students and their negative outcomes like disengagement, truancy, and substance abuse. However, McGee noted there is hope, sharing successful practices from schools that have made academics, culture, and definitions of success more humane and healthy. The presentation covered practices schools can stop or do less of, like excessive homework and grading practices, as well as practices to start or enhance, such as social-emotional learning, access to wellness supports, and incorporating student choice and voice.
NASSP Advocates for Students and EducatorsDaryl Roselle
A leading voice for education leadership, namely principals, the National Association of Secondary School Principals (NASSP) focuses on transforming educational leadership positively impact students. The NASSP offers research-based and peer-tested tools and resources to its members and the academic community. At the same time, it supports student excellence through its National Honor Society, the National Junior Honor Society, National Student Council, and the National Elementary Honor Society.
The NASSP spent the latter half of 2021 advocating for both educators and students. In September 2021, administrators around the country faced backlash after instituting regulations regarding wearing masks, quarantines, vaccines, and other health-related protections. In addition to dealing with non-compliant students and their parents, school administrators dealt with threats related to their safety and school and out-and-out hostility from the community.
School administrators are in a hard place because they have not created these rules, but these were directives by the Centers for Disease Control and state and local health departments. Even so, they are being treated as if they did. The NASSP immediately activated and called on federal officials to provide these educators with some protection in response to these threats.
In early October 2021, the federal government answered the NASSP’s call. The Justice Department announced the Federal Bureau of Investigation's intention to work with federal attorneys and state and local leaders to devise strategies for addressing threats against educators. The NASSP was grateful for the government intervention, noting that being faced with threats and hostility from the community changes the tone of education, making the environment not conducive for learning.
ECJ_p34-41_4 Education-Engaging the disengagedLouise Kinnaird
This document discusses ways to engage disengaged students in learning. It begins by outlining some of the risks of disengagement, such as lower academic achievement and economic success. It then discusses that disengagement can stem from a combination of internal and external factors. The document provides data on the prevalence of disengagement in the UK. It discusses approaches schools have taken to reengage students, such as building relationships, improving teaching quality, using mentors, and adapting curriculum. Case studies highlight using leadership, working with parents, giving students responsibility, and incorporating arts. The document concludes that high-quality teaching and leadership are especially important for reengaging disengaged students.
Michael, There are two major flaws here, the first being that yourDioneWang844
Michael, There are two major flaws here, the first being that your survey is both a quantitative survey and a qualitative questionnaire. You must stick with the quantitative survey as this is a mixed-methods study, therefore, you need an entire approach to be quantitative, which the survey is fully there. Please re-phrase those questions and provide participants with Likert choices. Second, you must provide a citation in all question explanations. The Focus-Group questions need citations AND the procedures for that approach need to be fully explained. Please make sure you do this for both aspects prior to submitting your paper in EDUC887. God bless, Dr. Van Dam
1
Recommendations for Solving Low Rates of College Readiness at James Monroe
High School, West Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 880
Author Note:
Michael Whitener
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Michael Whitener
Email: [email protected]
Chapter 1: Introduction
Overview
The purpose of this study was to provide Recommendations for Solving Low Rates of College Readiness at James Monroe High School, West Virginia. The problem was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). This chapter of the report presents the Organizational Profile, an Introduction to the Problem, the Significance of the Research, the Purpose Statement, the Central Research Question, and the Definitions for this research. Comment by Van Dam, Drew (Doctor of Education): APA errors - capitalization
Organizational Profile
The education site for this study was James Monroe High School in West Virginia. Its mission is to educate its student population with a rigorous, multifaceted curriculum that empowers students to express personal histories, build meaningful connections to the outside world, and become lifelong learners. Its vision is to motivate every student to achieve academic and personal success through a dynamic academic program, personalized relationships, and meaningful connections to the outside world. The school is in Monroe County and serves students from various backgrounds (white, black, low-income). It has 524 students from the 9th to 12th grade, ranking it the 76th in West Virginia and 10416th nationally (James Monroe high school, n.d).
Introduction to the problem
The problem at the school was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). College readiness indicators at the school include placement tests and GPA, among others. States can establish school-specific standards to measure college readiness rates (Leeds & Mokher, 2019). The total minority enrollment is 3%, and in terms of National Rankings, it is ranked at 9379 according to how we ...
Analysis Of School Dropout Among Secondary School Students Case Of Sammanthu...Kelly Lipiec
The document analyzes the causes of school dropout among secondary students in Sammanthurai, Sri Lanka. It finds that dropout rates are higher for girls due to early marriage. Through a survey of 80 students, it identifies several factors that contribute to dropout: lack of parental education and family poverty, an unsupportive home environment, lack of interest in education, and early marriage for girls. Both student-related factors like academic performance as well as external factors like family income level, large family size, and lack of community support influence the likelihood of students dropping out before completing their education. Addressing the multifaceted causes will be needed to reduce dropout rates in the rural community.
A Study Of The Effects Of Participation In An After-School Homework ClubPedro Craggett
The document describes a study that investigated the effects of participation in an after-school homework club on 122 secondary school students' academic self-concept, sense of school belonging, future aspirations, and academic performance. The study found that students who participated in the homework club had a higher psychological sense of school belonging and made more effort with their schoolwork compared to non-participants. There were no significant differences found between the two groups in future aspirations or academic performance.
WHAT DO WE KNOW ABOUT SCHOOL DISCIPLINE REFORMASSESSING THE ALTER.docxjane3dyson92312
WHAT DO WE KNOW ABOUT SCHOOL DISCIPLINE REFORM?
ASSESSING THE ALTERNATIVES TO SUSPENSIONS AND EXPULSIONS
THE U.S. DEPARTMENT OF EDUCATION'S OFFICE for Civil Rights announced this spring that the number of suspensions and expulsions in the nation’s public schools had dropped 20 percent between 2012 and 2014. The news was welcomed by those who oppose the frequent use of suspensions and expulsions, known as exclusionary discipline. In recent years, many policymakers and educators have called for the adoption of alternative disciplinary strategies that allow students to stay in school and not miss valuable learning time. Advocates for discipline reform contend that suspensions are meted out in a biased way, because minority students and those with disabilities receive a disproportionate share of them. Some also assert that reducing suspensions would improve school climate for all students. Government leaders have taken steps to encourage school discipline reform. The Obama administration has embarked on several initiatives to encourage schools to move away from suspensions and toward alternative strategies. In 2011, the Department of Education (DOE) and the Department of Justice (DOJ) launched the Supportive School Discipline Initiative to coordinate federal efforts in this area. In January 2014, the DOE released a resource package with a variety of informational materials designed to support state and local efforts to improve school climate and discipline. The package
included a “Dear Colleague” letter, issued jointly by DOE and DOJ, warning against intentional racial discrimination but also stating that schools unlawfully discriminate even “if a policy is neutral on its face—meaning that the policy itself does not mention race—and is administered in an evenhanded manner but has a disparate impact, i.e., a disproportionate and unjustified effect on students of a particular race.” Discipline reform efforts are also underway at the state and school-district levels. As of May 2015, 22 states and the District of Columbia had revised their laws in order to require or encourage schools to: limit the use of exclusionary discipline practices; implement supportive (that is, nonpunitive) discipline strategies that rely on behavioral interventions; and provide support services such as counseling, dropout prevention, and guidance services for at- risk students. And as of the 2015-16 school year, 23 of the 100 largest school districts nationwide had implemented policy reforms requiring nonpunitive discipline strategies and/or limits to the use of suspensions. In an April 2014 survey of 500 district superintendents conducted by the School Superintendents Association (AASA), 84 percent of respondents reported that their districts had updated their code of conduct within the previous three years. What evidence supports the call for discipline reform?
by MATTHEW P. STEINBERG and JOHANNA LACOE
44 EDUCATION NEXT / W I N T E R 2 0 1 7 educationnext.org
PHOTOGRAPH /.
This article discusses the importance of school connectedness, which refers to students believing that adults in their school care about their learning and them as individuals. Research shows that as many as 40-60% of high school students feel chronically disconnected from school. The article advocates for strategies to reconnect these students and argues that connectedness is especially important during adolescence, as it can reduce risky behaviors and increase academic success. While much research has studied connectedness, the findings span multiple fields and concepts, so the topic would benefit from a more clearly defined empirical base.
This document provides an overview of the Encouraging Students to Excel Professionally (e-STEP) program, which aims to reduce dropout rates in Atlanta Public Schools. The program targets high school counselors and will teach them how to identify at-risk students and provide resources to help motivate students to graduate. It analyzes factors contributing to dropout rates and reviews theories and research on the issue. The program goals are for counselors to better recognize at-risk students, understand existing dropout prevention resources, and take more initiative in motivating students. A needs assessment will be conducted to design the program based on counselors' schedules and schools' needs.
SLT_p12-17_Trends Why have children become so violentLouise Kinnaird
This document discusses the increasing issue of pupil violence towards teachers in UK schools. It provides statistics showing that 4 in 10 teachers have been physically assaulted by pupils, including being pushed, kicked, punched or hit with objects. The violence is having detrimental impacts on teacher stress, anxiety, and retention. Possible factors contributing to the violence include troubled home lives, lack of parenting, and cuts to mental health support services. Schools are struggling to effectively manage violent behaviors without adequate support. More coordinated support between schools and mental health services is needed to address this issue.
interventions for students who are at riskmekimber2
The document discusses interventions that can help students who are at risk of dropping out of high school. It suggests attacking outside forces that influence students, providing more intensive instructional time and support, implementing early intervention strategies, increasing family involvement, and ensuring all those involved with a student work as a team. Specific early interventions discussed include identifying behaviors like peer rejection and partnering with community organizations.
The committee identified three key issues contributing to high attrition rates in developmental writing courses: lack of time and money, lack of institutional supports, and lack of motivation among learners. To address these, the committee proposed: (1) increasing financial assistance and childcare support for students, (2) enhancing social integration and curriculum structure, and (3) performing needs assessments, using culturally responsive teaching, and employing motivational models in instructional design. The goal of these solutions is to better support diverse adult learners and engage them as partners in the learning process.
Surname 1
Name
Professor
Subject
Date
Increasing Number of School Dropouts
Introductions
Individuals who abscond school prior to high commencement can be described as school dropouts. In the current years, there has been a swift increase in the number of dropout in United States (Rumberger, p. 68). Each year, approximately one third of the students in public schools, fail to finish their high school education. According the researches, the majority of these dropouts leave school while remaining two years to complete. This disturbing trend has actually deteriorated over the past decades regardless of the fact that education was prioritized in the public agenda. Currently, the public is well informed of the seriousness of the matter of school dropout, and this has been due to lack of precise data (Bruce, p. 112).
Nonetheless, the results of these dropouts have been devastating. The notion of dropping out of school is dangerous for a student, this is because in most circumstances, that particular student is most likely to live poverty stricken life, end up unemployed, be a liability to public assistance, end up in jail, or be divorced or single parent. In this state of affairs, the nation greatly suffers from these issues of dropout due to increased costs associated with increased social services, increased cases of imprisonment and healthcare costs (Marcus & Green, p. 123). Due to these detrimental personal and economic costs, the purpose of this scholarly paper will seek to understand, why students tend to drop out of school, the extent of the problem, and how the educators, policy makers, and government have assisted them to complete their studies.
Extent of the Problem
The rate of dropouts has been scrutinized from various perspectives. Event dropout rates gauge the proportion percentage of students who drop out of school every year before completing a certain stage of schooling (Lexander et al., p. 129) Status dropout rates estimate the percentage of the whole population of a given age, who failed to complete a certain level of schooling and currently not enrolled (Lexander, et al. p. 138). Cohort dropout measures dropping in the midst of a single group of students over a given period (Caterall, p. 321). High school achievement rates gauges the percentage of a total population of a given age who left high school and obtained a diploma or certificate (NCES, p. 43). According to the U.S. National Center for Education Statistics (NCES), that defines the percentage of young adults between ages fourteen to twenty four, who dropped school by 2000, they reported the rate that ranged between 4% to 6%. This, rate rose from 1972 through 1990. From 1990 to 2000, there was yearly fluctuation but the overall pattern range seemed to be stable ranging between 4% to 6% (NCES, p. 88).
Status dropout rates reported by NCES, as the proportion of young adults ranging between 16-24, and presently enrolled, and have obtained a diplom ...
The document provides an overview of a research proposal that aims to study the coping strategies utilized by grade 12 STEM students at Isulan National High School in dealing with academic stress in general physics. It introduces the background and significance of the study, presents a literature review on stress and coping strategies, and outlines the research methodology which will involve distributing questionnaires to students to understand their stress levels and coping approaches. The study aims to identify stress sources, examine coping strategies used, and determine how stress impacts physics learning to help address issues faced by students.
Ewa 4
Vincent Ewa Topic: What do we know about school discipline reform?
February 11, 2017
Article Review # 1
Bibliography entry:
Steinberg, Matthew P., and Johanna, Lacoe. "What do we know about school discipline reform?." Education Next 17, no. 1 (Winter2017 2017): 44-52. Education Research Complete, EBSCOhost.
Purpose: The U.S. Department of Education’s Office for Civil Rights announced this spring that the number of suspensions and expulsions in the nation’s public schools had dropped 20 percent between 2012 and 2014.
Authoraffiliations:
· Steinberg – The University Pennsylvanian’s Graduate School of Education
· Lacoe - Researcher at Mathematica Policy Research
Summary:
According to the department of Education office for civil rights, there has been a drop of suspensions and expulsions in public schools between 2012 and 2014. There have been moves to abolish the use of suspensions and expulsion by some policy makers. Furthermore, there have also been complains that suspensions and expulsions where used in a way that was not fair and discriminative of other students. Others do also believe that the abolishment of such punishment would result to a better working environment. There has also been a push by politicians including Barak Obamas government, which advocated for an alternative kind of punishment for students found on the wrong line of the school rules. This involved a joint venture by the Department of Education and the Department of Justice who eventually arrived on measures to improve the school climate and the discipline among students. They also send a strict warning of racism when it comes to disciplining of students at school. It is evident also that the move for discipline reforms has gone to the grassroots, which is the state and school district levels. Example is the District of Colombia.
A critical look on the effects of this alternative ways of suspension should be made. Various statistical reports have brought out variety of evidences. Example is the documentation in disparities in school in school discipline and race. In addition is the statistical report by the National Centre for Education show a downward trend in suspensions, student victimization and reports of bullying. It also shows decline in suspensions and expulsions. There has also been more that 30% if teachers reporting of disruption to studies due to behavior and tardiness. Evidence of exposure to extreme harsh conditions such has students exposed to Hurricanes tend to be out of school for a given time while dealing with the disaster. Finally, exposure to disruptive peers tends to affect students later in their studies.
Statistics also show disproportionate rates of suspension with it mainly affecting students of a specific race and also students with disabilities. Most of these being racial especially among the blacks in preschool, primary, middle and high schools. This has also created gaps between blacks ...
School exclusion rates in England are rising, disproportionately impacting students with special needs, from disadvantaged backgrounds, or ethnic minorities. Exclusions often result from minor misbehaviors but have severe consequences, linking to issues like knife crime and drug trafficking. Vulnerable students feel their voices are disregarded in schools, where a zero-tolerance approach dominates over understanding the trauma many experience. Alternative approaches that train former excluded students to mentor current ones and address underlying needs through relationship-building may be more effective than exclusionary practices at reengaging students in learning and achieving social justice through education.
Sample 2 writing - charfauros, e. Copyright 2013 Edward F. T. Charfauros. R...Edward F. T. Charfauros
This is one of many of my University of Phoenix writing essay papers for achieving my Bachelor Science of Business Administraion (concentraion in Management) degree~
Edward F. T. Charfauros, inspiring author, assists fellow students with their presentation for a successful grade. He also blogs upon his own inspiring blog, where you'll discover life changing stuff. Sign up for his blog by sending him an email~
Copyright 2013 Edward F. T. Charfauros. Reference, www.YourBlogorResume.net.
ACADEMIC PRESSURE EXPERIENCES OF SENIOR HIGH STUDENTS PURSUING DISTANCE EDUCA...Joshua Gorinson
This document provides a rationale and proposal for a research study on the academic pressure experienced by senior high school students pursuing distance education amidst the COVID-19 pandemic. It discusses how the pandemic has increased academic demands and caused stress. The study aims to determine the factors causing academic pressure, how it affects performance and well-being, how students deal with pressure, and how they manage it in distance learning. The review of related literature discusses both the advantages and disadvantages of academic pressure on performance. The proposal significance is that it will help students, parents, teachers and future researchers understand and address academic pressure.
EDD614ASSIGNMENTCASE2Trident International University .docxbudabrooks46239
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
Indiscipline, parenting style and attitude to learning of students in seconda...Alexander Decker
This document summarizes a study that examined the influence of parenting styles and student attitudes toward learning on student indiscipline in secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria. The study found that parenting styles significantly influence student behavior, with students from autocratic parenting styles exhibiting more indiscipline than those from democratic parenting styles. It also found a significant relationship between student attitudes toward learning and indiscipline, with more disciplined students having more positive attitudes toward learning. The study concluded that parenting styles and home environment impact student discipline and attitudes toward school. It recommended that parents take primary responsibility for disciplining children from a young age to help teachers promote discipline in schools.
When thinking about issues impacting education today, I thought of.docxjolleybendicty
When thinking about issues impacting education today, I thought of bullying, high stakes testing, and technology use in and outside of the classroom. After furthering my reading and researching the three topics, I realized that my topics were too broad. I had to narrow my focus. I had to ask myself what bothered me most or what did I have a connection with in each topic.
Bullying is a violent behavior that occurs when a person or group of people disturbs or threatens the safety and health of others both physically and psychologically, threatens one's property, reputation, or social acceptance and is carried out repeatedly and continuously (Bernard & Milne, 2008). On April 20, 1999, America was shocked by the first massive school shooting at Columbine High School in Colorado. Then there was the shooting at Sandy Hook Elementary School on December 12, 2012 in Newtown, Connecticut. It seemed as though school shootings were happening more and more creating a numbness across America. It was these incidents that led to states drafting and passing anti-bullying laws. Recognizing that this topic is still too broad; I had to narrow the focus even more. Bullying has become a worldwide problem and is experienced by thousands of children every day (Carney & Marrel, 2001). In a study conducted by on 1,588 third through fifth graders who completed a survey regarding their perceptions of bullying in schools the key findings were that 40 % of third through fifth graders reported being bullied, while girls reported being victims of bullying more often than boys.
In recent years, bullying has grown and been found prevalent in many schools across the United States of America. It has moved from mass shootings to children taking their own lives due to bullying experiences. I recalled the story of a 9 year old African-American fourth grade girl in Alabama committing suicide because of the bullying she endured from her classmates. It was this headline that assisted me in narrowing this topic and refining my research even further.
Problem One
Suicide on the Rise Among Youth in the United States of America
All children have the right to a free public school education and should be able to attend schools without the fear of being bullied or harmed; however, recent studies indicate suicide as the second leading cause of death for teens. It is also noted that the suicide rate for African-American children ages 5-12 is two times higher than that of Caucasian children (Christensen, 2019). To address this problem, this study will investigate leading causes of bullying among elementary students grades 2-4. Based on the findings, schools will be asked to lead bullying prevention seminars for faculty and staff and develop anti-bullying campaigns for student awareness.
References
Christensen, J. (2019, October 14). Suicide attempts by black teens are increa.
When thinking about issues impacting education today, I thought of.docxhelzerpatrina
When thinking about issues impacting education today, I thought of bullying, high stakes testing, and technology use in and outside of the classroom. After furthering my reading and researching the three topics, I realized that my topics were too broad. I had to narrow my focus. I had to ask myself what bothered me most or what did I have a connection with in each topic.
Bullying is a violent behavior that occurs when a person or group of people disturbs or threatens the safety and health of others both physically and psychologically, threatens one's property, reputation, or social acceptance and is carried out repeatedly and continuously (Bernard & Milne, 2008). On April 20, 1999, America was shocked by the first massive school shooting at Columbine High School in Colorado. Then there was the shooting at Sandy Hook Elementary School on December 12, 2012 in Newtown, Connecticut. It seemed as though school shootings were happening more and more creating a numbness across America. It was these incidents that led to states drafting and passing anti-bullying laws. Recognizing that this topic is still too broad; I had to narrow the focus even more. Bullying has become a worldwide problem and is experienced by thousands of children every day (Carney & Marrel, 2001). In a study conducted by on 1,588 third through fifth graders who completed a survey regarding their perceptions of bullying in schools the key findings were that 40 % of third through fifth graders reported being bullied, while girls reported being victims of bullying more often than boys.
In recent years, bullying has grown and been found prevalent in many schools across the United States of America. It has moved from mass shootings to children taking their own lives due to bullying experiences. I recalled the story of a 9 year old African-American fourth grade girl in Alabama committing suicide because of the bullying she endured from her classmates. It was this headline that assisted me in narrowing this topic and refining my research even further.
Problem One
Suicide on the Rise Among Youth in the United States of America
All children have the right to a free public school education and should be able to attend schools without the fear of being bullied or harmed; however, recent studies indicate suicide as the second leading cause of death for teens. It is also noted that the suicide rate for African-American children ages 5-12 is two times higher than that of Caucasian children (Christensen, 2019). To address this problem, this study will investigate leading causes of bullying among elementary students grades 2-4. Based on the findings, schools will be asked to lead bullying prevention seminars for faculty and staff and develop anti-bullying campaigns for student awareness.
References
Christensen, J. (2019, October 14). Suicide attempts by black teens are increa ...
Teacher Education Students Living in Boarding House/DormitoriesAJHSSR Journal
ABSTRACT : Living inside the campus guarantees all sorts of good facilities will be readily and quickly
access from the gym, dining hall, classrooms, and library. This descriptive research study was aimed to
determine the factors affecting the students who live in the boarding houses/dormitories towards their academic
performance related to their financial; personal and boarding house security and if the gender of the individual
affects the performances of the students who live in the boarding house or dormitories of President Ramon
Magsaysay State University, Iba Campus, Iba, Zambales, A.Y. 2018-2019. Sixty (60) teacher education students
were chosen to be the respondents of the recent researches. The method used in this research study was a
descriptive survey questionnaire. Results revealed that Student –respondents were typically females, Academic
Performance of the student respondents is at the average level. Moderately agree on the financial, personal, and
boarding house factors affecting boarding student respondents. There is no significant difference in the factors
affecting boarding student respondents in terms of sex. There is no significant relationship between factors
affecting the boarding student – respondent in terms of the financial, personal, and boarding house. The result
of the study will be the baseline information that the Electricity supply, potable and running water must be
prioritize by the school administration. Parents should ensure enough allowance given to their children.
Boarding house/dormitories must have enough space for the study area. Conduct another study to deepen the
information provided specifically on focusing boarders privacy .
KEYWORDS : Boarding house, Financial, Personal, Academic Performance, Dormitories
Michael, There are two major flaws here, the first being that yourDioneWang844
Michael, There are two major flaws here, the first being that your survey is both a quantitative survey and a qualitative questionnaire. You must stick with the quantitative survey as this is a mixed-methods study, therefore, you need an entire approach to be quantitative, which the survey is fully there. Please re-phrase those questions and provide participants with Likert choices. Second, you must provide a citation in all question explanations. The Focus-Group questions need citations AND the procedures for that approach need to be fully explained. Please make sure you do this for both aspects prior to submitting your paper in EDUC887. God bless, Dr. Van Dam
1
Recommendations for Solving Low Rates of College Readiness at James Monroe
High School, West Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 880
Author Note:
Michael Whitener
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Michael Whitener
Email: [email protected]
Chapter 1: Introduction
Overview
The purpose of this study was to provide Recommendations for Solving Low Rates of College Readiness at James Monroe High School, West Virginia. The problem was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). This chapter of the report presents the Organizational Profile, an Introduction to the Problem, the Significance of the Research, the Purpose Statement, the Central Research Question, and the Definitions for this research. Comment by Van Dam, Drew (Doctor of Education): APA errors - capitalization
Organizational Profile
The education site for this study was James Monroe High School in West Virginia. Its mission is to educate its student population with a rigorous, multifaceted curriculum that empowers students to express personal histories, build meaningful connections to the outside world, and become lifelong learners. Its vision is to motivate every student to achieve academic and personal success through a dynamic academic program, personalized relationships, and meaningful connections to the outside world. The school is in Monroe County and serves students from various backgrounds (white, black, low-income). It has 524 students from the 9th to 12th grade, ranking it the 76th in West Virginia and 10416th nationally (James Monroe high school, n.d).
Introduction to the problem
The problem at the school was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). College readiness indicators at the school include placement tests and GPA, among others. States can establish school-specific standards to measure college readiness rates (Leeds & Mokher, 2019). The total minority enrollment is 3%, and in terms of National Rankings, it is ranked at 9379 according to how we ...
Analysis Of School Dropout Among Secondary School Students Case Of Sammanthu...Kelly Lipiec
The document analyzes the causes of school dropout among secondary students in Sammanthurai, Sri Lanka. It finds that dropout rates are higher for girls due to early marriage. Through a survey of 80 students, it identifies several factors that contribute to dropout: lack of parental education and family poverty, an unsupportive home environment, lack of interest in education, and early marriage for girls. Both student-related factors like academic performance as well as external factors like family income level, large family size, and lack of community support influence the likelihood of students dropping out before completing their education. Addressing the multifaceted causes will be needed to reduce dropout rates in the rural community.
A Study Of The Effects Of Participation In An After-School Homework ClubPedro Craggett
The document describes a study that investigated the effects of participation in an after-school homework club on 122 secondary school students' academic self-concept, sense of school belonging, future aspirations, and academic performance. The study found that students who participated in the homework club had a higher psychological sense of school belonging and made more effort with their schoolwork compared to non-participants. There were no significant differences found between the two groups in future aspirations or academic performance.
WHAT DO WE KNOW ABOUT SCHOOL DISCIPLINE REFORMASSESSING THE ALTER.docxjane3dyson92312
WHAT DO WE KNOW ABOUT SCHOOL DISCIPLINE REFORM?
ASSESSING THE ALTERNATIVES TO SUSPENSIONS AND EXPULSIONS
THE U.S. DEPARTMENT OF EDUCATION'S OFFICE for Civil Rights announced this spring that the number of suspensions and expulsions in the nation’s public schools had dropped 20 percent between 2012 and 2014. The news was welcomed by those who oppose the frequent use of suspensions and expulsions, known as exclusionary discipline. In recent years, many policymakers and educators have called for the adoption of alternative disciplinary strategies that allow students to stay in school and not miss valuable learning time. Advocates for discipline reform contend that suspensions are meted out in a biased way, because minority students and those with disabilities receive a disproportionate share of them. Some also assert that reducing suspensions would improve school climate for all students. Government leaders have taken steps to encourage school discipline reform. The Obama administration has embarked on several initiatives to encourage schools to move away from suspensions and toward alternative strategies. In 2011, the Department of Education (DOE) and the Department of Justice (DOJ) launched the Supportive School Discipline Initiative to coordinate federal efforts in this area. In January 2014, the DOE released a resource package with a variety of informational materials designed to support state and local efforts to improve school climate and discipline. The package
included a “Dear Colleague” letter, issued jointly by DOE and DOJ, warning against intentional racial discrimination but also stating that schools unlawfully discriminate even “if a policy is neutral on its face—meaning that the policy itself does not mention race—and is administered in an evenhanded manner but has a disparate impact, i.e., a disproportionate and unjustified effect on students of a particular race.” Discipline reform efforts are also underway at the state and school-district levels. As of May 2015, 22 states and the District of Columbia had revised their laws in order to require or encourage schools to: limit the use of exclusionary discipline practices; implement supportive (that is, nonpunitive) discipline strategies that rely on behavioral interventions; and provide support services such as counseling, dropout prevention, and guidance services for at- risk students. And as of the 2015-16 school year, 23 of the 100 largest school districts nationwide had implemented policy reforms requiring nonpunitive discipline strategies and/or limits to the use of suspensions. In an April 2014 survey of 500 district superintendents conducted by the School Superintendents Association (AASA), 84 percent of respondents reported that their districts had updated their code of conduct within the previous three years. What evidence supports the call for discipline reform?
by MATTHEW P. STEINBERG and JOHANNA LACOE
44 EDUCATION NEXT / W I N T E R 2 0 1 7 educationnext.org
PHOTOGRAPH /.
This article discusses the importance of school connectedness, which refers to students believing that adults in their school care about their learning and them as individuals. Research shows that as many as 40-60% of high school students feel chronically disconnected from school. The article advocates for strategies to reconnect these students and argues that connectedness is especially important during adolescence, as it can reduce risky behaviors and increase academic success. While much research has studied connectedness, the findings span multiple fields and concepts, so the topic would benefit from a more clearly defined empirical base.
This document provides an overview of the Encouraging Students to Excel Professionally (e-STEP) program, which aims to reduce dropout rates in Atlanta Public Schools. The program targets high school counselors and will teach them how to identify at-risk students and provide resources to help motivate students to graduate. It analyzes factors contributing to dropout rates and reviews theories and research on the issue. The program goals are for counselors to better recognize at-risk students, understand existing dropout prevention resources, and take more initiative in motivating students. A needs assessment will be conducted to design the program based on counselors' schedules and schools' needs.
SLT_p12-17_Trends Why have children become so violentLouise Kinnaird
This document discusses the increasing issue of pupil violence towards teachers in UK schools. It provides statistics showing that 4 in 10 teachers have been physically assaulted by pupils, including being pushed, kicked, punched or hit with objects. The violence is having detrimental impacts on teacher stress, anxiety, and retention. Possible factors contributing to the violence include troubled home lives, lack of parenting, and cuts to mental health support services. Schools are struggling to effectively manage violent behaviors without adequate support. More coordinated support between schools and mental health services is needed to address this issue.
interventions for students who are at riskmekimber2
The document discusses interventions that can help students who are at risk of dropping out of high school. It suggests attacking outside forces that influence students, providing more intensive instructional time and support, implementing early intervention strategies, increasing family involvement, and ensuring all those involved with a student work as a team. Specific early interventions discussed include identifying behaviors like peer rejection and partnering with community organizations.
The committee identified three key issues contributing to high attrition rates in developmental writing courses: lack of time and money, lack of institutional supports, and lack of motivation among learners. To address these, the committee proposed: (1) increasing financial assistance and childcare support for students, (2) enhancing social integration and curriculum structure, and (3) performing needs assessments, using culturally responsive teaching, and employing motivational models in instructional design. The goal of these solutions is to better support diverse adult learners and engage them as partners in the learning process.
Surname 1
Name
Professor
Subject
Date
Increasing Number of School Dropouts
Introductions
Individuals who abscond school prior to high commencement can be described as school dropouts. In the current years, there has been a swift increase in the number of dropout in United States (Rumberger, p. 68). Each year, approximately one third of the students in public schools, fail to finish their high school education. According the researches, the majority of these dropouts leave school while remaining two years to complete. This disturbing trend has actually deteriorated over the past decades regardless of the fact that education was prioritized in the public agenda. Currently, the public is well informed of the seriousness of the matter of school dropout, and this has been due to lack of precise data (Bruce, p. 112).
Nonetheless, the results of these dropouts have been devastating. The notion of dropping out of school is dangerous for a student, this is because in most circumstances, that particular student is most likely to live poverty stricken life, end up unemployed, be a liability to public assistance, end up in jail, or be divorced or single parent. In this state of affairs, the nation greatly suffers from these issues of dropout due to increased costs associated with increased social services, increased cases of imprisonment and healthcare costs (Marcus & Green, p. 123). Due to these detrimental personal and economic costs, the purpose of this scholarly paper will seek to understand, why students tend to drop out of school, the extent of the problem, and how the educators, policy makers, and government have assisted them to complete their studies.
Extent of the Problem
The rate of dropouts has been scrutinized from various perspectives. Event dropout rates gauge the proportion percentage of students who drop out of school every year before completing a certain stage of schooling (Lexander et al., p. 129) Status dropout rates estimate the percentage of the whole population of a given age, who failed to complete a certain level of schooling and currently not enrolled (Lexander, et al. p. 138). Cohort dropout measures dropping in the midst of a single group of students over a given period (Caterall, p. 321). High school achievement rates gauges the percentage of a total population of a given age who left high school and obtained a diploma or certificate (NCES, p. 43). According to the U.S. National Center for Education Statistics (NCES), that defines the percentage of young adults between ages fourteen to twenty four, who dropped school by 2000, they reported the rate that ranged between 4% to 6%. This, rate rose from 1972 through 1990. From 1990 to 2000, there was yearly fluctuation but the overall pattern range seemed to be stable ranging between 4% to 6% (NCES, p. 88).
Status dropout rates reported by NCES, as the proportion of young adults ranging between 16-24, and presently enrolled, and have obtained a diplom ...
The document provides an overview of a research proposal that aims to study the coping strategies utilized by grade 12 STEM students at Isulan National High School in dealing with academic stress in general physics. It introduces the background and significance of the study, presents a literature review on stress and coping strategies, and outlines the research methodology which will involve distributing questionnaires to students to understand their stress levels and coping approaches. The study aims to identify stress sources, examine coping strategies used, and determine how stress impacts physics learning to help address issues faced by students.
Ewa 4
Vincent Ewa Topic: What do we know about school discipline reform?
February 11, 2017
Article Review # 1
Bibliography entry:
Steinberg, Matthew P., and Johanna, Lacoe. "What do we know about school discipline reform?." Education Next 17, no. 1 (Winter2017 2017): 44-52. Education Research Complete, EBSCOhost.
Purpose: The U.S. Department of Education’s Office for Civil Rights announced this spring that the number of suspensions and expulsions in the nation’s public schools had dropped 20 percent between 2012 and 2014.
Authoraffiliations:
· Steinberg – The University Pennsylvanian’s Graduate School of Education
· Lacoe - Researcher at Mathematica Policy Research
Summary:
According to the department of Education office for civil rights, there has been a drop of suspensions and expulsions in public schools between 2012 and 2014. There have been moves to abolish the use of suspensions and expulsion by some policy makers. Furthermore, there have also been complains that suspensions and expulsions where used in a way that was not fair and discriminative of other students. Others do also believe that the abolishment of such punishment would result to a better working environment. There has also been a push by politicians including Barak Obamas government, which advocated for an alternative kind of punishment for students found on the wrong line of the school rules. This involved a joint venture by the Department of Education and the Department of Justice who eventually arrived on measures to improve the school climate and the discipline among students. They also send a strict warning of racism when it comes to disciplining of students at school. It is evident also that the move for discipline reforms has gone to the grassroots, which is the state and school district levels. Example is the District of Colombia.
A critical look on the effects of this alternative ways of suspension should be made. Various statistical reports have brought out variety of evidences. Example is the documentation in disparities in school in school discipline and race. In addition is the statistical report by the National Centre for Education show a downward trend in suspensions, student victimization and reports of bullying. It also shows decline in suspensions and expulsions. There has also been more that 30% if teachers reporting of disruption to studies due to behavior and tardiness. Evidence of exposure to extreme harsh conditions such has students exposed to Hurricanes tend to be out of school for a given time while dealing with the disaster. Finally, exposure to disruptive peers tends to affect students later in their studies.
Statistics also show disproportionate rates of suspension with it mainly affecting students of a specific race and also students with disabilities. Most of these being racial especially among the blacks in preschool, primary, middle and high schools. This has also created gaps between blacks ...
School exclusion rates in England are rising, disproportionately impacting students with special needs, from disadvantaged backgrounds, or ethnic minorities. Exclusions often result from minor misbehaviors but have severe consequences, linking to issues like knife crime and drug trafficking. Vulnerable students feel their voices are disregarded in schools, where a zero-tolerance approach dominates over understanding the trauma many experience. Alternative approaches that train former excluded students to mentor current ones and address underlying needs through relationship-building may be more effective than exclusionary practices at reengaging students in learning and achieving social justice through education.
Sample 2 writing - charfauros, e. Copyright 2013 Edward F. T. Charfauros. R...Edward F. T. Charfauros
This is one of many of my University of Phoenix writing essay papers for achieving my Bachelor Science of Business Administraion (concentraion in Management) degree~
Edward F. T. Charfauros, inspiring author, assists fellow students with their presentation for a successful grade. He also blogs upon his own inspiring blog, where you'll discover life changing stuff. Sign up for his blog by sending him an email~
Copyright 2013 Edward F. T. Charfauros. Reference, www.YourBlogorResume.net.
ACADEMIC PRESSURE EXPERIENCES OF SENIOR HIGH STUDENTS PURSUING DISTANCE EDUCA...Joshua Gorinson
This document provides a rationale and proposal for a research study on the academic pressure experienced by senior high school students pursuing distance education amidst the COVID-19 pandemic. It discusses how the pandemic has increased academic demands and caused stress. The study aims to determine the factors causing academic pressure, how it affects performance and well-being, how students deal with pressure, and how they manage it in distance learning. The review of related literature discusses both the advantages and disadvantages of academic pressure on performance. The proposal significance is that it will help students, parents, teachers and future researchers understand and address academic pressure.
EDD614ASSIGNMENTCASE2Trident International University .docxbudabrooks46239
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
Indiscipline, parenting style and attitude to learning of students in seconda...Alexander Decker
This document summarizes a study that examined the influence of parenting styles and student attitudes toward learning on student indiscipline in secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria. The study found that parenting styles significantly influence student behavior, with students from autocratic parenting styles exhibiting more indiscipline than those from democratic parenting styles. It also found a significant relationship between student attitudes toward learning and indiscipline, with more disciplined students having more positive attitudes toward learning. The study concluded that parenting styles and home environment impact student discipline and attitudes toward school. It recommended that parents take primary responsibility for disciplining children from a young age to help teachers promote discipline in schools.
When thinking about issues impacting education today, I thought of.docxjolleybendicty
When thinking about issues impacting education today, I thought of bullying, high stakes testing, and technology use in and outside of the classroom. After furthering my reading and researching the three topics, I realized that my topics were too broad. I had to narrow my focus. I had to ask myself what bothered me most or what did I have a connection with in each topic.
Bullying is a violent behavior that occurs when a person or group of people disturbs or threatens the safety and health of others both physically and psychologically, threatens one's property, reputation, or social acceptance and is carried out repeatedly and continuously (Bernard & Milne, 2008). On April 20, 1999, America was shocked by the first massive school shooting at Columbine High School in Colorado. Then there was the shooting at Sandy Hook Elementary School on December 12, 2012 in Newtown, Connecticut. It seemed as though school shootings were happening more and more creating a numbness across America. It was these incidents that led to states drafting and passing anti-bullying laws. Recognizing that this topic is still too broad; I had to narrow the focus even more. Bullying has become a worldwide problem and is experienced by thousands of children every day (Carney & Marrel, 2001). In a study conducted by on 1,588 third through fifth graders who completed a survey regarding their perceptions of bullying in schools the key findings were that 40 % of third through fifth graders reported being bullied, while girls reported being victims of bullying more often than boys.
In recent years, bullying has grown and been found prevalent in many schools across the United States of America. It has moved from mass shootings to children taking their own lives due to bullying experiences. I recalled the story of a 9 year old African-American fourth grade girl in Alabama committing suicide because of the bullying she endured from her classmates. It was this headline that assisted me in narrowing this topic and refining my research even further.
Problem One
Suicide on the Rise Among Youth in the United States of America
All children have the right to a free public school education and should be able to attend schools without the fear of being bullied or harmed; however, recent studies indicate suicide as the second leading cause of death for teens. It is also noted that the suicide rate for African-American children ages 5-12 is two times higher than that of Caucasian children (Christensen, 2019). To address this problem, this study will investigate leading causes of bullying among elementary students grades 2-4. Based on the findings, schools will be asked to lead bullying prevention seminars for faculty and staff and develop anti-bullying campaigns for student awareness.
References
Christensen, J. (2019, October 14). Suicide attempts by black teens are increa.
When thinking about issues impacting education today, I thought of.docxhelzerpatrina
When thinking about issues impacting education today, I thought of bullying, high stakes testing, and technology use in and outside of the classroom. After furthering my reading and researching the three topics, I realized that my topics were too broad. I had to narrow my focus. I had to ask myself what bothered me most or what did I have a connection with in each topic.
Bullying is a violent behavior that occurs when a person or group of people disturbs or threatens the safety and health of others both physically and psychologically, threatens one's property, reputation, or social acceptance and is carried out repeatedly and continuously (Bernard & Milne, 2008). On April 20, 1999, America was shocked by the first massive school shooting at Columbine High School in Colorado. Then there was the shooting at Sandy Hook Elementary School on December 12, 2012 in Newtown, Connecticut. It seemed as though school shootings were happening more and more creating a numbness across America. It was these incidents that led to states drafting and passing anti-bullying laws. Recognizing that this topic is still too broad; I had to narrow the focus even more. Bullying has become a worldwide problem and is experienced by thousands of children every day (Carney & Marrel, 2001). In a study conducted by on 1,588 third through fifth graders who completed a survey regarding their perceptions of bullying in schools the key findings were that 40 % of third through fifth graders reported being bullied, while girls reported being victims of bullying more often than boys.
In recent years, bullying has grown and been found prevalent in many schools across the United States of America. It has moved from mass shootings to children taking their own lives due to bullying experiences. I recalled the story of a 9 year old African-American fourth grade girl in Alabama committing suicide because of the bullying she endured from her classmates. It was this headline that assisted me in narrowing this topic and refining my research even further.
Problem One
Suicide on the Rise Among Youth in the United States of America
All children have the right to a free public school education and should be able to attend schools without the fear of being bullied or harmed; however, recent studies indicate suicide as the second leading cause of death for teens. It is also noted that the suicide rate for African-American children ages 5-12 is two times higher than that of Caucasian children (Christensen, 2019). To address this problem, this study will investigate leading causes of bullying among elementary students grades 2-4. Based on the findings, schools will be asked to lead bullying prevention seminars for faculty and staff and develop anti-bullying campaigns for student awareness.
References
Christensen, J. (2019, October 14). Suicide attempts by black teens are increa ...
Teacher Education Students Living in Boarding House/DormitoriesAJHSSR Journal
ABSTRACT : Living inside the campus guarantees all sorts of good facilities will be readily and quickly
access from the gym, dining hall, classrooms, and library. This descriptive research study was aimed to
determine the factors affecting the students who live in the boarding houses/dormitories towards their academic
performance related to their financial; personal and boarding house security and if the gender of the individual
affects the performances of the students who live in the boarding house or dormitories of President Ramon
Magsaysay State University, Iba Campus, Iba, Zambales, A.Y. 2018-2019. Sixty (60) teacher education students
were chosen to be the respondents of the recent researches. The method used in this research study was a
descriptive survey questionnaire. Results revealed that Student –respondents were typically females, Academic
Performance of the student respondents is at the average level. Moderately agree on the financial, personal, and
boarding house factors affecting boarding student respondents. There is no significant difference in the factors
affecting boarding student respondents in terms of sex. There is no significant relationship between factors
affecting the boarding student – respondent in terms of the financial, personal, and boarding house. The result
of the study will be the baseline information that the Electricity supply, potable and running water must be
prioritize by the school administration. Parents should ensure enough allowance given to their children.
Boarding house/dormitories must have enough space for the study area. Conduct another study to deepen the
information provided specifically on focusing boarders privacy .
KEYWORDS : Boarding house, Financial, Personal, Academic Performance, Dormitories
Similar to Omak SD Discipline Presentation 2.15.22 (3).pptx (20)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
2. School Board
WorkSession
Purpose
School BoardWork Session
Discipline is complex and cannot be fully addressed in a single
meeting
The intent is an overview, not comprehensive
3. School Board
WorkSession
Outline
BriefWA State Discipline History
Recent DisciplineChanges inWA state
Current DisciplineChallenges in Omak
Omak’s Proactive Solutions at Each Building
Q & A / Comments (Board &Audience)
4. Washington
State
Discipline
History
Historical Context – left to individual schools, slowly adding RCW’s
to address discipline expectations throughout the entire state
Big Change in 1994 – corporal punishment was outlawed
Most Recent Change in 2019 – why?
5. Disproportionality – Address disciplinary discrimination in
administration of discipline (SpEd and minorities)
Administer discipline in ways that support students in meeting
behavioral expectations and keep students in class to maximum
extent possible
Move away from zero-tolerance policies (except guns) and ensure
due process for students
Facilitate collaboration between staff, student and parents to
ensure successful re-entry following suspension/expulsion
Washington
State
Discipline
WhyChange
8. As the pandemic drags on toward the end of its second year, many educators say they are
facing an uptick in student misbehavior that appears to be associated with challenges
related to the return to in-person learning after extended periods of remote or hybrid
instruction.
Nearly half of all school and district leaders (44 percent) say they are receiving more threats of violence by students now
than they did in the fall of 2019, according to the most recent EdWeek Research Center monthly survey.
More generally, two out of three teachers, principals, and district leaders say students are misbehaving more these days
than they did in the fall of 2019.
The findings of the survey—which was administered Dec. 15-29 to 286 district leaders, 199 principals, and 725 teachers—
echo anecdotal reports this fall that pointed to an increase in student threats and discipline problems….
9. A 14-year-old in the CentralValley was arrested Monday after he allegedly threatened to kill two classmates. On Sunday
night, police arrested a Buena Park High School student after he allegedly shared a photo of a person holding a gun and
captioned it with a warning to classmates to stay away from school “if you wanna live.”
And after a social media threat was investigated at Santa Monica High School and campus was deemed safe, Supt. Ben Drati
sent a message to the school community clarifying a recent spate of high school threats to his worried community: “There
were other threats in the area that were confused with the (Santa Monica High School) threat that was determined to be an
isolated incident, not related to any other threats you may have heard about at Palisades, Hamilton or Fairfax High School.”
Months after students returned to campuses — and a week after four were killed in a shooting at Michigan high school —
multiple schools in Southern California and elsewhere have reported receiving threats of
violence, compounding campus tensions at a time when school administrators and teachers
say students are increasingly acting out in class, showing aggressive behavior and fighting.
10. Jan. 2, 2022, 6:01 AM PST / Updated Jan. 3, 2022, 10:09 AM PST
By Erin Einhorn
The list of challenges facing school administrators as they head into the new year is long and
daunting: staff shortages, battles over mask-wearing, academic deficits, terrifying sickness
and disruptive quarantines.
On top of that, administrators are also navigating difficult questions about how best to respond to student discipline issues,
including violence, which some educators say has been a growing concern this school year.
“In the first nine weeks of school, we had more physical aggression in terms of fights than we
probably had in the last maybe three or four years combined,” said CrystalThorpe, the principal of
Fishers Junior High School in suburban Indianapolis, who said her students had difficulty transitioning back to full-time in-
person classes…..
11. “There has to be this grace and compassion that’s extended to young people who have lived through the world since March
2020, this unparalleled event that all of us are still kind of sitting with and fully understanding,” said Andrew Hairston, the
education justice director atTexas Appleseed, a civil rights organization. “It is a perilous moment for young people. If you’re
approaching it with the same zero tolerance philosophy that has guided schools for 70 years, then you’re certainly going to
see a number of fallouts from it.”
Ronn Nozoe, the CEO of the National Association of Secondary School Principals, said he’s heard from members around the
country that they’re seeing higher-than-usual rates of fights, drug use and other discipline issues
and are struggling with how to respond.
His members don’t want to suspend or expel students, he said, but they have limited resources to address the emotional
causes of students’ behavior while also keeping their buildings safe. “These are deep problems,” Nozoe said. “You know, ‘We
don’t have a place to live,’ or ‘My parents lost their job,’ or ‘My uncle died,’ or ‘I don’t have hope.’These are not issues that
you’re going to go to a counselor for 30 minutes and be done with.These are issues that are deep, and some of those issues
are not resolvable at the school level.”
Page 2
12. Some kids have returned to in-person learning only to be kicked right back out
by TARA GARCÍA MATHEWSON January 20, 2022
The Hechinger Report is a national nonprofit newsroom that reports on one topic: education
January 20, 2022
The Oakland Unified School District in California logged 768 suspensions through mid-November, according to the district’s
chief of staff, Curtiss Sarikey.At that pace, Sarikey said the district will probably have more suspensions this year than it did
pre-pandemic. In Charlotte-Mecklenburg, North Carolina, 4,402 students were suspended from the start of school through
Dec. 1.
In some ways, the return to exclusionary discipline is a predictable outcome of the chaos of the pandemic.Teachers and
administrators nationwide are stretched especially thin. Staffing shortages are contributing to and being compounded by
teacher and administrator burnout. At all grade levels, veteran teachers describe worse student behavior than they’ve ever
seen.
Most students went a year and a half without regular interaction with large numbers of their
peers.Their social skills atrophied or, at the very least, stagnated. And they were thrust back
into learning environments full of rules. Students always require an element of re-
socialization following long summer breaks, but pandemic school closures created an
unprecedented challenge. Add to that the trauma of the pandemic itself — the fear and anxiety, the closeness to
illness and death, and the financial strain on families caused by a disrupted economy and society.
14. Symptoms of depression and anxiety have doubled during the pandemic, with 25% of
youth experiencing depressive symptoms and 20% experiencing anxiety symptoms, according to Murthy’s 53-page
advisory.There also appear to be increases in negative emotions or behaviors such as impulsivity and irritability —
associated with conditions such as attention deficit hyperactivity disorder or ADHD.
And, in early 2021, emergency department visits in the United States for suspected suicide attempts
were 51% higher for adolescent girls and 4% higher for adolescent boys compared to
the same time period in early 2019, according to research cited in the advisory.
16. Industries across the world are struggling to find employees
Omak SD open positions - teachers, paras, specialists, counselor
Shortage of substitutes (even with increased pay)
More absences create a lack of consistency for students
Principals are regular substitutes
17. Months after the academic year began, districts across the country have yet to solve crippling staff shortages that have
forced a range of drastic adjustments.
InVermont, school board members are grabbing sponges and buckets to help the short-staffed custodial crew. In Nevada,
principals are covering classrooms and vacuuming hallways — one is even cleaning toilets. In Massachusetts, National
Guard troops have climbed behind the wheel to get kids from home to school. Around the country, teachers
are missing planning periods to cover for absent colleagues, principals are covering classes,
and the demand for substitutes has skyrocketed.
But shortages in staff that some call unprecedented are creating chaos at a time when educators are already struggling
with public health imperatives: coronavirus testing, contact tracing, quarantining, mask requirements, vaccine mandates,
cleaning.
“This is not a recovery year,” said Libby Bonesteel, superintendent ofVermont’s Montpelier Roxbury Public Schools
District. “This is a survival year.”
18. Current
Discipline
Challenges
Additional
Issues
Pandemic has created inconsistency for students
Remote Learning or Face-to-Face
Social media
TikTok Challenges
Some students became addicted to vaping
More vaping/marijuana use than ever before
Society has added to the challenges that schools face
Political/Civil unrest across the country
Do we have to follow all rules? If not, which ones do we follow?
20. Effective Jan 1, 2022, HB 1140 requires that law enforcement must provide a juvenile
with access to an attorney, in person or by phone or video, before the juvenile waives
any constitutional rights if a law enforcement officer:
1. questions a juvenile during a custodial interrogation;
2. detains the juvenile based on probable cause of involvement in criminal activity; or
3. requests the juvenile provide consent to an evidentiary search of the juvenile or the
juvenile's property, dwellings, or vehicles under the juvenile's control.
23. When a student in special education gets suspended or expelled, the
school district must follow Washington State laws and regulations
governing discipline that apply to all students. At the same time,
however, there are additional special education discipline protections
for when school districts remove a student who is eligible, or deemed
eligible, for special education from their educational placement.
24. Thus, a student in special education may be involved in two processes
simultaneously:
1.General education discipline process, following the rules and
procedures to address whether the student actually engaged in the
misconduct, including any decisions about the length and type of
removal; and
2. Special education discipline rules and procedures to make decisions
about whether a student will be removed from their current special
education placement, and if so, the services that will be provided to the
student.
25. Students eligible for special education, in general, may not be
removed from their educational placement for more than 10 school
days in a row or be subjected to a series of removals that total more
than 10 school days in a year.
When a student is removed from their educational placement for more
than 10 school days, a manifestation determination meeting must be held
within 10 days of the removal. This meeting is to determine whether the
student’s behavior was a manifestation of their disability.
A Manifestation Determination is a distinct process only for students in
Special Education that is separate from any other general education
disciplinary meetings or procedures.
26. The exception to the rule, however, is when a student's
misbehavior involves Special Circumstances – weapons, illegal
drugs, or serious bodily injury. A manifestation determination
meeting must still occur, but, the student may be removed for up
to 45 school days regardless of whether the student’s behavior
was a manifestation of their disability.
An Interim Alternative Educational Setting (IAES) must then be
established so that the student continues to be provided service.
27. Any questions regarding Special Education discipline,
please contact me:
John Holcomb
Director of Special Programs
(509) 826-8342
johnholcomb@omaksd.org
31. Second Step
All students receive weekly lessons from their
classroom teacher
Lessons focus on:
• Emotion Management
• Problem Solving
• Empathy & Communication
• Impulse Control
32. Mr. Miller reteaching recess
expectation
Teachers teach and reteach the
expectations for each learning activity
33. Some students may need a little more…
Here are some things we might do to help a student struggling with
behavior, lagging social skills or social-emotional needs.
• Student Support Team
• Check in with the counselor
• Social emotional groups
• Behavior intervention plans
• Check in, check out
• Incentive charts
• Zones of Regulation
41. OMS January Plan
January 4th Welcome Back Assemblies in the PAC
Reiterate expectations and introduction of Character Strong
6th Grade ~ 8:10AM
7th Grade ~ 9:57AM
8th Grade ~ 9:44AM
Behavior Strategies
Defiance & Disrespect Definitions
10/10 Rule. No students out of class during the first and last 10 minutes
Buckskin Bucks. Reward system
Kahoot Activity: Reteach Rules, Procedures and Expectations
Character Strong Rollout
Lessons will begin Tuesday January 5th
Training will be January 10th during PDM
Calendar of lessons taught each day for each grade level shared with all staff
Website: http://curriculum.characterstrong.com/
Parent Volunteers Wanted!
46. Omak’s
Proactive
Solutions
Additional
Increased student supports – AP’s, Counselors, Mental Health
fromTribe and OBHC
Staff training to support students (2nd Step, Character Strong)
Ongoing meetings with parents, Chief of Police, County
Prosecutor
Increased security – vaping/marijuana sensors, additional
cameras, exploring school safety personnel
Increased staffing in schools and on buses and provided smaller
class sizes
47. Q &A /
Comments
Ground Rules
3 minutes per person
Civility in questions and responses
We will not discuss personnel or specific students in a public
meeting
Each of us are available for further meetings
School Board or Superintendent or Principals can respond
Each school has a parent committee that has regular meetings
and frequently discuss discipline