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Peer support arrangements provide encouragement and assistance to students with disabilities to help them progress on IEP goals, participate in class activities, and interact with classmates. Peers are oriented to their supportive roles and shown strategies to help students academically and socially, such as sitting together during class and providing feedback. The basic steps involve monitoring, assistance, and feedback between peers and their partners throughout academic tasks.
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The document discusses strategies for supporting students with behavioral challenges. It introduces the Behavior Support Specialist Team (BSST) which aims to help all students develop social and engagement skills and support staff working with students with challenging behaviors. The BSST uses research-based practices like Positive Behavior Support which takes an ecological approach to behavior and focuses on replacing problem behaviors with prosocial skills. The BSST provides consultation, training, and direct support to students, staff, and school teams.
BSST
The document discusses the Behavior Support Specialist Team (BSST) and its goals of supporting student success and behavior. The BSST aims to implement research-based practices to help all students develop social skills and engagement. It also supports staff working with students experiencing challenges. The BSST uses data-driven interventions and a team approach, including consultation, individual support, and school-wide positive behavior systems, to address behaviors impacting learning.
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This document outlines a proposed Positive Behavior Support System and community mentorship program for a school. It aims to reduce behavior issues and discipline referrals through positive involvement from community partners. Volunteers will be trained to mentor students and provide tutoring. Implementing this program along with Positive Action and Caring School Community curricula is expected to improve student achievement by creating a supportive environment. A timeline is provided for drafting guidelines, training mentors, and ongoing professional development for staff. Student data on behavior, discipline, and academic performance will be analyzed to evaluate the program's effectiveness. Community participation and support for students is requested to help ensure the success of this initiative.
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PBIS (Positive Behavioral Interventions and Supports) is a framework used in schools to improve student behavior and academic outcomes through a team-based approach involving teachers, parents, and the community. It focuses on preventing misbehavior by explicitly teaching and modeling positive social skills. Involving parents and the community is important for PBIS because it provides students with optimal support outside of school, allows relationships to be leveraged in times of crisis, and surrounds students with community services to support their success. Effective communication methods include classroom newsletters, direct invitations, phone conferences, and creating parent volunteer groups.
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The document discusses starting a mentoring program to help students who are struggling academically. It notes that 8% of students failed one class and 5% failed two or more in the first semester. Research shows mentoring programs can improve academic performance, work quality, attendance, and discipline. The proposed program would match weekly student mentors to help with homework, study skills, and be a positive influence. Next steps outlined are obtaining funding, recruiting mentors and students, training, matching, and evaluating the program.
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The document discusses strategies for supporting students with behavioral challenges. It introduces the Behavior Support Specialist Team (BSST) which aims to help all students develop social and engagement skills and support staff working with students with challenging behaviors. The BSST uses research-based practices like Positive Behavior Support which takes an ecological approach to behavior and focuses on replacing problem behaviors with prosocial skills. The BSST provides consultation, training, and direct support to students, staff, and school teams.
BSST
The document discusses the Behavior Support Specialist Team (BSST) and its goals of supporting student success and behavior. The BSST aims to implement research-based practices to help all students develop social skills and engagement. It also supports staff working with students experiencing challenges. The BSST uses data-driven interventions and a team approach, including consultation, individual support, and school-wide positive behavior systems, to address behaviors impacting learning.
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This document outlines a proposed Positive Behavior Support System and community mentorship program for a school. It aims to reduce behavior issues and discipline referrals through positive involvement from community partners. Volunteers will be trained to mentor students and provide tutoring. Implementing this program along with Positive Action and Caring School Community curricula is expected to improve student achievement by creating a supportive environment. A timeline is provided for drafting guidelines, training mentors, and ongoing professional development for staff. Student data on behavior, discipline, and academic performance will be analyzed to evaluate the program's effectiveness. Community participation and support for students is requested to help ensure the success of this initiative.
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PBIS (Positive Behavioral Interventions and Supports) is a framework used in schools to improve student behavior and academic outcomes through a team-based approach involving teachers, parents, and the community. It focuses on preventing misbehavior by explicitly teaching and modeling positive social skills. Involving parents and the community is important for PBIS because it provides students with optimal support outside of school, allows relationships to be leveraged in times of crisis, and surrounds students with community services to support their success. Effective communication methods include classroom newsletters, direct invitations, phone conferences, and creating parent volunteer groups.
Edld 5326 week 4 presentation
The document discusses starting a mentoring program to help students who are struggling academically. It notes that 8% of students failed one class and 5% failed two or more in the first semester. Research shows mentoring programs can improve academic performance, work quality, attendance, and discipline. The proposed program would match weekly student mentors to help with homework, study skills, and be a positive influence. Next steps outlined are obtaining funding, recruiting mentors and students, training, matching, and evaluating the program.
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The document outlines a project to create a Parent Resource Room at Sandalwood Elementary School. The goals were to increase parent involvement to boost student achievement, as previous measures had not been effective. Surveys were conducted and needs were identified. The room provides materials for parents to help students at home, including explanations of Common Core standards. Workshops were held and well-attended. Teachers received training and support. The resource room allows for ongoing parent involvement and support of the home-school relationship. Reflections note the importance of developing school leaders, shared responsibility, and revisiting the vision.
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This document discusses bullying and cyberbullying in schools. It defines bullying as aggressive behavior involving threats or intimidation that occurs repeatedly over time. It notes the various roles in a culture of bullying, including bullies, bystanders, and targets. It also lists common beliefs students have about bullying and the impact of adult responses. Effective responses that make students feel supported include listening, providing guidance, checking on well-being, and intervening with bullies. Integration of social-emotional learning and positive behavior support programs is recommended to comprehensively address bullying through teaching skills, monitoring, and rewarding positive behaviors.
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The document provides an overview of Beaumont Unified School District's Positive Behavioral Interventions and Supports (PBIS) program. It introduces PBIS team members and describes why the district embraced PBIS, including high suspension rates. It outlines the multi-tiered PBIS framework including Tier I daily classroom supports, Tier II targeted social skills groups, and Tier III intensive services. It also summarizes the process for referring students between tiers and integrating PBIS with IEPs for students with special needs.
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This document discusses behavioral and emotional disorders and creating effective behavior plans for students. It defines behavioral disorders and lists common characteristics. The author then outlines their process for studying behavior plans, which included researching plans currently used in schools and incorporating technology-based incentives. The proposed model emphasizes identifying problem behaviors, setting short and long-term goals, using rewards, and getting student input to create plans they are invested in and allowing self-reflection. The goal is to improve student behavior and access to education.
Pbis presentation 5 12-14
The document discusses Positive Behavior Interventions and Support (PBIS), which is a framework for behavioral interventions in schools based on applied behavior analysis. PBIS uses a multi-tiered approach including school-wide, classroom, and individual systems to define, teach, and reward appropriate behaviors. The goals are to enhance academic achievement and social behaviors for all students through team-based leadership, data-driven decisions, professional development, and a positive school culture.
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The document discusses the American School Counselor Association's National Model for School Counseling Programs, which aims to connect school counseling to educational reform movements focusing on student achievement and success. The model has four main components: foundation, delivery system, management system, and accountability. It represents an effort to unify the school counseling profession and address longstanding problems by shifting the focus from entitlement and measuring effort, to performance and measuring outcomes and results for students.
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The document proposes reforms to the traditional education system to improve graduation rates and student outcomes in Detroit schools. It argues the current system lacks student interest, parental involvement, and equitable standards. It leads to low teacher morale and an apathetic administration. The reforms focus on making the education student-centered by involving students in curriculum and goal-setting, reducing class sizes, increasing teacher autonomy, and mandating parental involvement through signed commitments. It proposes a pilot "150 Club" program to test these reforms and evaluate their viability through metrics like attendance, test scores, and parental involvement.
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The document discusses systematic supervision of common areas in schools. It outlines the key features of an effective common area supervision program, including establishing clear rules and expectations, actively supervising areas through movement and scanning, providing positive contact and reinforcement to students, and responding appropriately to both appropriate and inappropriate behaviors. It emphasizes the importance of a team-based approach to implementing and maintaining the supervision program.
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The Dean of Students helps students develop responsibility and accountability, counsels students, and supports them. The Dean collaborates with faculty to develop behavior management systems and interventions for at-risk students. Key responsibilities include researching discipline issues, coordinating the resolution of student problems, providing documentation for suspensions and expulsions, and assisting with attendance, testing, and required reports. The Dean also works with outside agencies on issues like drugs and truancy and disseminates information to parents and the community.
Concepts of assessment
Assessment is a central part of the learning process that measures student performance and achievement of learning outcomes. It provides feedback to students to improve their learning and feedback to teachers to evaluate their effectiveness. Assessment methods have a greater influence on how and what students learn than any other factor, according to David Boud. If we want to understand an educational system, we must examine its assessment procedures, as stated by Rowntree. Constructive alignment between learning goals, teaching methods, and assessment is important. The document provides examples of how to assess students' understanding of group and team concepts, contribution, respect for others, commitment, and reflection on their role within a group.
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This document discusses the importance of early learning experiences and parenting on children's social-emotional development and behavior. It emphasizes that parents are the first and most important influence on children. It also outlines developmental stages of parenting, risk factors for mental health problems, and prevention and intervention strategies for challenging behaviors in educational settings, including nurturing classrooms, functional behavior assessment, and individualized clinical interventions.
PBIS powerpoint
The document discusses the implementation and assessment of Positive Behavior Intervention Supports (PBIS) at Portage Park Elementary School. PBIS is designed to promote positive behavior and eliminate challenging behaviors. The school implements PBIS through a goals matrix, rewarding good behavior with tickets, using the Second Step curriculum, and providing point sheets for students who need extra support. To assess PBIS effectiveness, the author surveyed 80 students in grades 2-5 about how safe and welcoming they feel at school and if PBIS is improving the environment. Preliminary results found students feel safe and have good relationships with teachers, but more specific PBIS-focused questions should be asked. The author concludes there has been positive change since PBIS but room for improvement
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The document discusses culturally responsive teaching and its role in academic success. Culturally responsive teaching incorporates symbols, language, art, and customs that are relevant to students' cultures into the curriculum. Key factors that affect academic success include pre-school learning experiences, school attendance, school climate and resources, teaching quality and curriculum choices, and student characteristics. The document recommends that teachers set high expectations, manage implicit bias, use explicit instruction coupled with active engagement, legitimize student voices, build family and community alliances, and adapt evidence-based practices to classroom cultures.
PortilloTeacherResume
Anai Portillo is seeking a middle school English Language Arts position where she can utilize her organizational skills, education background, and ability to work well with others. She has experience as an 8th grade ELAR teacher where her students had an 84% passing rate on STAAR. She also has experience as an ESL teacher and LPAC chair where she evaluated language needs, administered assessments, and ensured proper student placement and accommodations. She is fully certified in English Language Arts and Reading 7-12, ESL Supplemental, and Pedagogy and Professional Responsibilities.
Jamie Bray resume 2016
Jamie Bray has over 20 years of experience as a special education teacher and behavioral consultant working with individuals with autism and developmental disabilities. She holds multiple certifications including BCBA and teaches in both school and home settings. Currently she is the sole behaviorist for a school district, supervising classrooms and developing behavior plans. She has extensive training in applied behavior analysis and regularly attends workshops to expand her skills.
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PBIS is a framework for assisting schools in establishing a positive social culture and behavior supports for all students. It emphasizes prevention of problem behaviors, data-driven decision making, and a multi-tiered system of support. PBIS has been implemented in over 14,000 schools across the US, with research showing reductions in problem behaviors and improved academic outcomes. It utilizes positive reinforcement of appropriate behavior over negative consequences and provides increasingly intensive intervention supports for students based on individual needs.
CV Nikki McIntosh
Nikki McIntosh has over 10 years of experience working directly with children and families in behavioral healthcare settings. She has a Masters in Psychology and provides behavioral assessments, treatment programs, and case management for clients with conditions like ADHD, ARD, and ADD. Her strengths include establishing relationships, meeting deadlines, problem solving, and managing client care. Currently, she is seeking a direct position in behavioral healthcare to utilize her clinical skills and experience serving clients and families.
Engaging students in active learning 2009
The document discusses engaging students in active learning. It states that engaging students is the responsibility of faculty, staff, and administration. The campus environment should create opportunities for collaborative knowledge construction, skill building, and critical thinking. When considering learning environments, adult learners and underrepresented students benefit from faculty interaction and peer projects. Commuter students are less involved in extracurricular activities but work as hard as other students. The document recommends collaborating across departments to implement workshops, learning communities, service learning, internships, and programs to support student leadership development and career opportunities.
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The document discusses action research conducted by teachers at a middle school to improve teaching quality and student learning. It describes how the teachers engaged in action research projects over several years, learning that teachers need to see the necessity for change themselves and that data is needed to support modifying practices. Teachers now collaborate to set clear curriculum, assess student learning, and provide evidence of quality teaching through improved student achievement, engagement, and teacher engagement in a community of learning.
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Decision Support System(DSS)
A decision support system (DSS) is a computer-based information system that supports business or organizational decision-making activities. A DSS can provide suggestions or solutions to help decision makers, and allows modification of suggestions before validation. DSS can be classified based on their relationship with the user as passive, active or cooperative, and based on their scope as enterprise-wide or desktop. The objectives of a DSS are to increase effectiveness of decision making and improve directors' effectiveness. A DSS has components like inputs, user knowledge, outputs, and decisions.
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Adolescent Literacy Intervention Programs, Dr. Patricia Fioriello
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Functions Of The Counselor
The document discusses the various views and functions of school counselors from the perspectives of different groups. Students and teachers generally see counselors' primary role as helping with educational and vocational planning. Administrators also expect counselors to assist with school-related problems and activities like curriculum planning. Counselors view their main function as counseling but also take on other supportive roles. An ideal calendar of counselor activities is provided showing recurring duties and sample monthly activities throughout the school year.
Proud to Be a Para Because I Make a Difference!
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http://www.nrcpara.org/
Roldan Eyo Soc Stud Portfolio.pptx
This social studies portfolio contains information about the author and various teaching resources and strategies. It includes sections on learner-centered strategies like inquiry-based learning, project-based learning, role-playing, small group discussions, and open-ended questioning. It also outlines formative assessment tools such as quizzes, homework, oral recitation, group discussions, and individual reporting. Summative assessment tools covered include periodical examinations, Venn diagrams, collage making, graphic organizers, journaling, and final reporting. The portfolio also provides examples of learning plans, sample videos, and discusses inclusive strategies like understanding students, varied instruction, collaborative planning, and developing a respectful classroom environment.
Student power point presentation1 advisory program
The document introduces a new advisory class program and provides details about its goals and structure. It discusses that advisory programs [1] help ensure each student is known by at least one adult advocate and belongs to a peer group, [2] aim to aid students' educational and career development through self-awareness and decision-making skills, and [3] seek to improve students' school experience and performance. The advisory class will meet three days a week for 30 minutes, led by teachers on various topics. Students are expected to actively participate while teachers and administrators will support and evaluate the program.
FSIEDL8.pptx
The document discusses principles of effective inclusion in education. It advocates for including students with disabilities in general education classrooms, with support services provided within the classroom. This improves the system for all students. Successful inclusion also requires teachers to modify their practices to accommodate individual student needs and collaborate with others. It is important for teachers to help all students feel a sense of belonging and facilitate positive social interactions and relationships through strategies like cooperative learning groups.
Service and guidance in education
Guidance services provide 3 key functions: 1) individual inventory services to collect and analyze student data, 2) information services to disseminate educational, career, and personal-social resources, and 3) counseling and placement services to help students with academic planning, career exploration, and social-emotional development. The document outlines various guidance activities that fulfill these functions and aim to promote student growth.
Helping Students Self-Regulate for Success - Teachers
This document discusses strategies for helping students take responsibility for their own learning through self-regulated learning. It defines self-regulated learning as when students are metacognitively, motivationally, and behaviorally active in their own learning. The document outlines that self-regulated learners set goals, use learning strategies, self-monitor progress, and adapt their efforts. It then discusses specific strategies like helping students set meaningful goals, develop organizational skills, engage in authentic learning experiences, and reflect on their own progress. The overall aim is to give students ownership of their learning so they can achieve their full potential.
Chapter 4
This document provides guidance for educators on promoting positive learning environments, managing learner behavior, addressing difficult situations, and providing academic advisement. It discusses establishing credibility and respect, setting clear expectations, focusing on positive reinforcement, addressing both minor and chronic misconduct, dealing with barriers to learning like shyness or distraction, and having strategies for common issues like tardiness, side conversations, or overparticipation. The key principles are maintaining professionalism, consistency, effective communication, and addressing issues without ridicule through tailored interventions for different learner needs and behaviors.
Chapter 4
This document provides guidance for educators on promoting positive learning environments, managing learner behavior, addressing difficult situations, and providing academic advisement. It discusses establishing credibility and respect, setting clear expectations, focusing on positive reinforcement, addressing both minor and chronic misconduct, dealing with barriers to learning like shyness or distraction, and having strategies for common issues like tardiness, side conversations, or overparticipation. The key principles are maintaining professionalism, consistency, effective communication, and addressing issues without ridicule through tailored interventions for different learner needs and behaviors.
Chapter 4
This document provides guidance for educators on promoting positive learning environments, managing learner behavior, addressing difficult situations, and providing academic advisement. It discusses establishing credibility and respect, setting clear expectations, focusing on positive reinforcement, addressing both minor and chronic misconduct, dealing with barriers to learning like shyness or distraction, and having strategies for common issues like tardiness, side conversations, or overparticipation. The key principles are maintaining professionalism, consistency, effective communication, and addressing issues without ridicule through tailored interventions for different learner needs and behaviors.
Inclusion & Mainstreaming 1
Dr. Kristine Strong, gives best practices in Inclusion and Mainstreaming. Dr. Strong is a Licensed Educational Psychologist in Northern California.
Paraeducator Perspectives: Factors that Help or Hinder their Effectiveness
Paraeducator Perspectives: Factors that Help or Hinder their EffectivenessNational Resource Center for Paraprofessionals
Presentation from the 2007 National Resource Center for Paraprofessionals Conference by Ritu V. Choprafundamentals of collaboration.ppt
This document defines key terms related to consultation and collaboration between general education teachers and special education teachers. It discusses the importance of defining roles, preparing teachers, and evaluating outcomes. Effective school consultation requires team ownership, recognition of individual differences, application of reinforcement, and data-based evaluation. General education teachers and special education teachers must understand their distinct but overlapping roles and responsibilities in serving students with disabilities. The ultimate goal of collaboration should be a "win-win" outcome where all parties are satisfied.
Working With Teaching Assistants - Session Sixteen
Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses
Classroom Management
The document discusses effective classroom management strategies. It identifies the "Big Five" strategies as rules, routines, praise, consequences for misbehavior, and engagement. Rules should be clearly established and taught to students. Routines help structure classroom activities and situations. Praise should be specific and used to reinforce positive behavior. Consequences for misbehavior must be consistently enforced. Engagement is important for preventing misbehavior and fostering learning. A tiered system of intervention is recommended to support the varying needs of students.
How Can A Teacher Support Weak Students in the Class?
Encourage stronger students to help weaker ones. Peer tutoring can be a valuable tool for both the tutor and the tutee. It promotes a collaborative learning environment and reinforces understanding. Rama Devi International School is the best school in Noida extension for class 11 to adopt peer tutoring to motivate weaker students.
Inclusion - Foundation of Education
File Presentasi Inclusion untuk mata kuliah Foundations of Education (2 SKS) - Rudi Hartono - S2 Pendidikan Bahasa Inggris Universitas Negeri Semarang
Paraprofessional’s Path to Bridging the Gaps in the Inclusive Classroom
Paraprofessional’s Path to Bridging the Gaps in the Inclusive ClassroomNational Resource Center for Paraprofessionals
This document summarizes a presentation about the role of paraprofessionals in inclusive classrooms. It discusses how paraprofessionals are valuable assistants who help teachers meet the needs of diverse students. The presentation covers strategies for student success, validating paraprofessionals' skills, and their significant role in facilitating inclusion.Classroom Management and Organization
Effective classroom management consists of establishing clear rules and procedures, maximizing student engagement, and minimizing disruptions. An effective teacher understands child development, issues affecting adolescents, and recognizes student diversity. They promote high expectations, get to know their students, engage all learners, and organize the classroom in a way that facilitates learning. Developing fair rules, routines, and consequences while planning purposeful instruction helps manage student behavior proactively. Consistently following procedures and seeking support contributes to an optimal learning environment.
E learning -teacher leaders
This document provides guidelines for effective e-learning implementation from the perspective of several educational standards and policy briefs. It discusses that teachers should:
1) Commit to students and their learning by knowing their subjects, how to teach them using relevant software and tools, and managing student learning through differentiation and feedback.
2) Think systematically about their practice through addressing student needs, understanding how students learn with technology, and participating in online learning communities.
3) Remain lifelong learners by staying up-to-date on materials, approaches, and technology, sharing their work, getting feedback, focusing on student relevance, and taking responsibility for professional development.
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Student power point presentation1 advisory program
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P si l_ link 2
- 1. Peer support arrangements Support goals and progress related to IEP. Support behavioral intervention plans. Encourage student participation in class activities Enable interaction with other classmates. Provide frequent feedback and positive reinforcement. Model communication and other skills.
- 2. Basic steps… Monitoring, feedback, and assistance to peers and their partners throughout the semester, project, or task Orienting peers to their roles, explaining the rationale for their involvement, and showing them basic strategies for supporting the academic and social participation of their classmate Arranging for students to sit next to each other during class activities. Recruiting peers from within the same classroom to help provide some of these supports. Identifying students with disabilities who need assistance to participate in class activities. Who will provide these things? What supports and adaptations need to be provided? How will the student participate? What are the common classroom routines and expectations? Identifying Classroom Expectations and Needed Supports
- 3. Teachers Classmates Friends Parents Psychologists Service providers Family Peers People we socialize with Para’s
- 4. Peer Support in Action