Parent Involvement Module on Home-School Notes
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Home-School Notes
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Homework Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Homework Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on UnitName
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Math Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Reading Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
Notes on the presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Home-School Notes
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Homework Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Homework Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on UnitName
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Math Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Reading Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
Notes on the presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Parent-Friendly IEPs
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Six Pillars, Five Mistakes, and The Top Ten Best Practices for Building a Str...ohedconnectforsuccess
June 27
2 – 3pm
Room: Deleware C
President Obama set an ambitious goal for education: All students should graduate from high school prepared for college and a career—no matter whom they are or where they come from. The President’s statement rings true in the Ohio Appalachian Collaborative (OAC), an initiative aimed at implementing a successful reform model that can be scaled across rural Ohio and the country. This presentation will showcase the best practices from 22 OAC districts, enabling participants to learn how to build economies of scale, collaborative networks, leverage existing strengths, and partner to align with state and federal priorities to maximize student success.
Main Presenter: Pamela Noeth, Battelle for Kids
Co-Presenter(s): Mark Glasbrenner, Battelle for Kids
Building on a slide deck from Kim Cofino at the International School in Bangkok,. this deck looks at what are the mindsets we need 21st century learners to have, what does this mean for schools and how it links to accountability. The focus is Alberta..
Parent Involvement Module on Behavioral Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Improving Relationships & Results: Building Family School Partnerships
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships
THREE STEPS TOWARDS GLOBAL DISASTER RESILIENCE in 2014. Continuation of a renewed emphasis on promoting our 2014 paradigm of global disaster resilience.
Step 1: Integrating Today’s Global Knowledge Into Global Books of Knowledge
Step 2: From Today’s Books of Knowledge to Innovative Capacity Building
Step 3: From Today’s Paradigm to Tomorrow’s
Presentation courtesy of Dr. Walter Hays, Global Alliance for Disaster Reduction
Parent Involvement Module on Parent-Friendly IEPs
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Six Pillars, Five Mistakes, and The Top Ten Best Practices for Building a Str...ohedconnectforsuccess
June 27
2 – 3pm
Room: Deleware C
President Obama set an ambitious goal for education: All students should graduate from high school prepared for college and a career—no matter whom they are or where they come from. The President’s statement rings true in the Ohio Appalachian Collaborative (OAC), an initiative aimed at implementing a successful reform model that can be scaled across rural Ohio and the country. This presentation will showcase the best practices from 22 OAC districts, enabling participants to learn how to build economies of scale, collaborative networks, leverage existing strengths, and partner to align with state and federal priorities to maximize student success.
Main Presenter: Pamela Noeth, Battelle for Kids
Co-Presenter(s): Mark Glasbrenner, Battelle for Kids
Building on a slide deck from Kim Cofino at the International School in Bangkok,. this deck looks at what are the mindsets we need 21st century learners to have, what does this mean for schools and how it links to accountability. The focus is Alberta..
Parent Involvement Module on Behavioral Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Improving Relationships & Results: Building Family School Partnerships
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships
THREE STEPS TOWARDS GLOBAL DISASTER RESILIENCE in 2014. Continuation of a renewed emphasis on promoting our 2014 paradigm of global disaster resilience.
Step 1: Integrating Today’s Global Knowledge Into Global Books of Knowledge
Step 2: From Today’s Books of Knowledge to Innovative Capacity Building
Step 3: From Today’s Paradigm to Tomorrow’s
Presentation courtesy of Dr. Walter Hays, Global Alliance for Disaster Reduction
Serial Shoppers - Webinar N° 1- 10/2016 - Le consommateur du futur va choisir...Serial Shoppers
Le comportement d'achat des consommateurs en matière d'habillement ne cesse d'évoluer. Les consommateurs de demain seront de plus en plus exigeants, ils alterneront entre des moments de consommation "Fast" et des moments "Slow", les marques de vêtements devront s'adapter aux différents besoins en devenant omnicanales, globales, sociales et proposer des expériences shopping personnalisables. Comprendre les besoins des consommateurs du futur est un enjeu stratégique pour assurer la pérennité des entreprises du prêt-à-porter.
Le XXIème siècle, des avancées en dents de scie pour les femmes au travailGroupe Alpha
Créée à l’initiative du mouvement socialiste au début du XXème siècle, la journée internationale pour les droits des femmes, célébrée le 8 mars, est l’occasion de s’interroger sur leur condition, passée, actuelle et à venir.
Ferienimmobilien in Ibiza kaufen - 5 Gründe warum die Balearen so interessant...Thomas Langenberg
Sie interessieren sich für Ferienimmobilien auf den Balearen? Sie fragen sich, ob in eine Immobilie auf Ibiza zu investieren eine gute Idee ist? Ich habe Ihnen hier fünf Argumente zusammengestellt, die für ein Investment auf Ibiza sprechen.
Conceptualización de la instrucción basada en Web. Definición de los aspectos...HendersonSP
Conceptualización de la instrucción basada en Web. Definición de los aspectos tecnológicos que debe conocer un diseñador de cursos Web: elementos de hardware y software
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
AHDS Conference November 2014 - Workshop; Poverty, Attainment & LeadershipAHDScotland
AHDS Annual Conference 2014 'Teaching Scotland's Future: Whate you need to know and do. Workshop bt Graeme Young, HT at St Bartholomews Primary School and Susan Hannah, Scottish Government
9 Instructional Strategies that Work in the ClassroomAmmar A. ElMerhbi
Based on Marzano's essential 8, this is the workshop presentation for k12 teachers on all 9 research based instructional strategies that,when implemented right, will improve students academic achievement. The presentation is long, so in every session teachers were given the opportunity to self-assess their needs for improvement in 3 strategies only and so each workshop focused on different strategies to cater for the need of the attendees.
Throughout New England middle and high schools have successfully incorporated a daily period of time for remediation and/or enrichment for all students. With great results. Learn how an easy to use web based software application called Enriching Students makes the the process possible. Teachers like it. Students love it. Parents support it. IT staffs appreciate it's minimal impact on their department. It's a win all around. Join us to learn more about how personalizing education is possible at the secondary level.
Effective Home-School Partnerships- A strength based approach.2018JanetArnold8
As educators, you interact daily not only with your students but with their families as well. The type of relationships you form will help set the stage for optimal learning and growth, especially when a family is going through or has gone through the process of receiving a diagnosis of a learning disability for their child. Establishing an effective strength-based partnership allows you to help families navigate through what can be a very overwhelming time. This collaboration leads to co-operation and support that can make a real difference to how children see themselves as learners and engage in the learning process.
Many students with learning disabilities (LDs) are not aware of their individual learning needs or of a possible diagnosis and the behaviour associated because of this lack of knowledge can have a severe impact on their academic and social skills. It is important for both parents and educators to work collaboratively to bridge the gap between home and school to create a positive school climate.
Dr.Martin o’brien & Carol Allen - Evidence Based Practice methods and ideas i...IEFE
Presenters:
1- Martin O’Brien
Assistant Director Maryland School for the Deaf / USA
Coordinator of International Education Programs
2- Carol Allen
Advisory Teacher for ICT and SEN, North Tyneside Local Authority (UK)
Topic:
Evidence Based Practice
methods and ideas in planning and teaching deaf students
IEFE Forum 2014
A handy short guide for what makes great formative assessment (focussed on Primary / K-12), bringing together insights from the Commission for Assessment without Levels, serving Headteachers, Ofsted, Parents and Pupils.
Just a brief slide show that demonstrates the levels of questioning you can use for online discussions in order to facilitate deeper learning and student engagement.
Overview of the Next Generation Science Standards and how they fit into NH College and Career Ready Standards as of May 2013. Presentation to Curriculum, Instruction, and Assessment group.
This workshop will explore what the environmental literacy plan and why it is important to have it. We will discuss how it will be implemented as well as topics as student and teacher environmental literacy competencies. This is an opportunity for you to help guide us in planning the implementation of the plan. We will also talk about connections to Common Core and the Next Generation of Science Standards.
Presentation for New Hampshire Science Teachers Association Spring Conference, 2013
This presentation is part of the Pacific Education Institute's content for the STEM Project Based Learning tutorial available through NH e-Learning for Educators as part of the Conservation Education series supported by the Association of Fish and Wildlife Agencies.
This presentation is part of the Pacific Education Institute's content for the STEM Project Based Learning tutorial available through NH e-Learning for Educators as part of the Conservation Education series supported by the Association of Fish and Wildlife Agencies.
The Pacific Education Institute's Project Based Learning model is introduced in this presentation for the Conservation Education tutorial on Project Based Learning. The tutorial is hosted on NH e-Learning for Educator's OPEN NH platform and sponsored by the Association of Fish and Wildlife Agencies.
This slideshow will guide you through getting into an OPEN NH tutorial. The NH e-Learning for Educators Initiative is a program of the NH Department of Education, administered through the Office of Educational Technology.
Progression of skills: Introductory, Intermediate and Advanced organized by age level. This serves as a guide to align appropriate level skills with age groups, as well as for multi-skill trainings and programming. This is a work in progress and will be revised as skills programs/series are developed and field tested.
This slide show presents the importance of the partnering of informal programs with formal education organizations to advance the outdoor skills education of our children. Part of a Conservation Education tutorial set on OPEN NH.
The New Hampshire Environmental Literacy Plan working group requested endorsement of the plan by the New Hampshire Department of Education. This is the presentation the group made to the New Hampshire Board of Education on 21 March 2012.
More from OPEN NH / NH e-Learning for Educators (20)
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Normal Labour/ Stages of Labour/ Mechanism of Labour
Unit 5: Home-School Notes - Parental Involvement Presentation
1. Improving Relationships & Results: Building Family School Partnerships National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships Home-School Notes
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22. Sample Home School Note Used with permission of William F. Pelham, Jr, @ CTADD. Available for downloading at no cost in expanded format at http://ccf.buffalo.edu
23. Sample Home-School Note (Center for Effective Parenting, 2000) Used with permission of Mark C. Edwards, @ CEP. Available for downloading at no cost in expanded format at http://www.parenting-ed.org .
24. Daily Progress Report – Alex = 3 Points received___ = 2 Daily goal reached: = 1 Yes No GOAL READING 0-30 min READING 30-60 min READING 60-90 min MATH 0-30 min I will complete my work I will stay in my assigned area
25. Name: _________________ Date: ___________ I can earn smiley faces for reaching my goals. If I get at least 7 smiley faces –I can choose a special activity. I can do it! Time I stayed in my work area. I completed my work. I had safe hands. I used an inside voice.
Today we are going to focus on discussing the importance of family involvement We will be discussing specific strategies that if applied correctly can improve the school’s approach to family friendly practices Finally we will discuss how these strategies impact our environment & how we can take steps towards improving partnerships with families in our schools.
Review the definition of Indicator 8 of Part B of the Individuals with Disabilities Education Act (IDEA). Focus on the importance of involving families in the education process and strengthening partnerships between families and schools. Every state is responsible for taking positive steps to include families. The Department of Education monitors parents perception of how well schools reach out to families and how this improves services for their students.
More information is contained in the PowerPoint presentation at the end of this document* For flourishing family-school partnerships to occur, certain condition should be met. These include: An approach that invites and expects family involvement Positive attitudes educators hold regarding family involvement A welcoming atmosphere created by educators. Once these conditions are in place, effective family-school partnerships can take place ( actions ).
Discuss how the approach, attitude and atmosphere must be appropriate before parent friendly “action” can be taken. Conduct a discussion with the audience of suggestions of how these areas can be improved within your school environment. This is a schematic to better understand how the 4 A’s connect
Paint a picture of anyone of these typical children who happens to be struggling with either an academic of behavior problem.
Imagine this is the note sent home to “inform” the parents of the child’s academic difficulty. What problems do you see with this method? Consider the approach (impersonal), attitude (“attention”) and atmosphere (the school is the expert and is going to solve the problem without family support) of this note.
Imagine this is the note sent home to “inform” the parents of the child’s behavior difficulty. What problems do you see with this method? Consider the approach (impersonal), attitude (“attention”) and atmosphere (the school is the expert and is going to solve the problem without family support) of this note.
Let’s discuss an improvement for this note! Home School Notes are also referred to as Daily Behavior Report Card These 2 slides outline the evidence based steps necessary to design and implement a home school note
Let’s discuss an improvement for this note! These 2 slides outline the evidence based steps necessary to design and implement a home school note
Convenient time – when setting up a conference with the parent, ask the parent about a convenient time for them to meet. Establishing meetings should not always be about when it fits best into the teacher’s schedule. Convenient location – perhaps the school building is not easily accessible for a parent (due to location, transportation issues, etc.). Consider a meeting place outside the school (e.g. a local library, coffee shop, restaurant, any other convenient location). Mutual input – be sure that parent opinion and input is sought. Make sure not to act as the expert in this conference. Parents know their children as well as the teacher so be sure to ask for their input.
Be aware of issues a child may be having in either behavior or academics. Discuss possible areas for improvement with family members and agree upon those which should appear on the home school note. IEP goals should also be considered. This is an especially good method for constant communication on progress towards these goals. This is relevant for both record keeping on the school’s behalf and information rather than just at quarterly reports for the family.
Measurable – target behaviors must be able to be observed and counted by the teacher Mutually understood - target behaviors must be very clearly defined in a way that the child, teacher, & parents all understand. Meaningful – goals should have relative importance for the child’s educational career. They should not be things that are not ultimately important in assisting for overall improvement for educational purposes, be it in the area of behavior or academics. Some examples: Academic Productivity Completes X assignments within the specified time Starts work X or fewer reminders Behavior Outside the Classroom Follows rules of the bus with X or fewer violations Walks in line appropriately Following Classroom Rules Follows directions with X or fever repetitions Raises hand to speak with X or fewer reminders Homework Brings completed homework to class DRC is returned signed the next day by parent Peer Relationships Shares/helps peers when appropriate with X or fewer reminders Fewer than X fights with peers Responsibility for Belongings Has materials necessary for class/subject area Brings DRC to teacher for feedback before leaving for next class/activity Teacher Relationships Appropriately asks an adult for help when needed Respects adults (talks back fewer than X times per period)
2-8 goals (2-3 goals is best to start with) – the number od goals selected to appear on the home school note should be limited to between 2-8. It is important that when beginning and especially for younger children to limit the number of goals. Overwhelming students with too many goals to focus on, makes the home school note less potent and confuses the student, often resulting in less than desirable results. Frequent monitoring – monitoring of goals is critical to the success of this intervention. Monitoring should take place at least twice a day (e.g. lunch time & end of school day). When first beginning the program, monitoring at least once per class period will likely be necessary. For younger students frequent feedback is critical and may need to take place about every 10 minutes. This is also true for high frequency behaviors (i.e. behaviors that occur a lot during a short period of time, e.g. calling out, not raising hand, etc.). Reasonable targets – It is of great importance not to set targets too high for students. Data collection to inform where these goals should be set is vital. These goals should be something the student is able to obtain and experience success with the program, most especially at its outset.
Layout – a design in which the goals are easy to read and the way in which it is rated is easy to understand is important to consider. The child, student and teacher all must be able to easily interpret the home school note. Perhaps picture cues will be necessary for younger students who are not able to read yet. There should also be discussion about a place for written feedback between the teacher and parent. Rating schedule – easy systems for interpretation and understandability for the student are necessary. Some examples of different rating systems include: yes/no; 1 – 2 – 3; smiley face rating system (very effective with younger students); 1-2-3-4-5; not at all-a little bit-sometimes-all the time. Transportation logistics – How will the note find its way to the parent? Will it go home with the child everyday (consider any issue that may be associated with this; will the child want to bring it home if they haven’t had a good day? Will a special folder be necessary? What about another sibling at the school? Consider email. ments/Communication
Teacher – what role does the teacher play? (creating note; providing to child each morning; data collection; feedback; etc.) Child –what role does the child play? (remind teacher for note each morning; bring with them between classes; try their best on goals; etc.) Parent – what role does the parent play? (asking child for the home school note each evening; providing rewards based on success; feedback for the child and teacher, etc.)
What’s the home school note for? Explain that the DRC will be used to help him/her focus on important things during the day. How does the home school note work? Explain the procedure that will be used with the report card. Child’s opinion counts! Explain that he/she will be earning rewards for behavior and academic performance at school, based on their goals. Ask the child what they are interested in earning? What do they want to work for?
The rewards provide motivation for the child to work towards a good DRC, and they are thus a necessary component. Rewards must be selected by the child (in consultation with the parents). What gets rewarded? Mutual decision making between teacher and parent about how many “yeses” or successful ratings in a day should be rewarded. What is the criteria? Daily vs. weekly – level of rewards are necessary. The same reward should not be used for 100% performance and 60% success although both efforts should be applauded. There should also be a difference between items or activities a child may earn on a daily basis versus a weekly reward for meeting all targets all week. Consideration of these differences is necessary. Level of desirability - Rewards should be arranged such that less preferred rewards can be earned for fewer positive ratings, and more desired rewards are earned for better performance. Some examples (additional examples are provided in handouts and at the websites www.interventioncentral.org and www.ccf.buffalo.edu ) Daily Rewards Snacks Choosing radio station in car Daily or Weekly Rewards Going over to a friend’s house to play Weekly Rewards Renting movie video Going shopping/going to the mall School Rewards: Children should be given a menu of rewards from which to choose. The following rewards* can be added to the home-based rewards system: Free time for X minutes Eat lunch outside on a nice day Be teacher’s helper Grade papers
Baseline data – It is difficult to know exactly where to start targets for students when data has not been collected on the specific goal. This target should not be “guessed” about rather the teacher needs to collect baseline data (i.e. data collected before any intervention has been put into place) to base a starting point on. Tweak as necessary - Gradually shape the child into increasingly better performance by making the targets harder once the child has begun to meet the established target regularly. All decisions should be based on data collection.
Child – should receive frequent verbal feedback from both the teacher & parent Parent – should hear about any changes that are necessary on the school’s end. How could this system be improved? Teacher – should hear from the parent about how it’s working at home and any modifications that may be necessary
Judging success – if a child is routinely meeting goals consider making the targets more rigorous or adjusting the note to reflect other goals if those initially selected have been mastered. When to stop? – if all goals have been explored and met with success perhaps it is time to stop the note. This is a process that should take place over time and should not be stopped abruptly. The feedback from the teacher should gradually become less frequent, eventually getting down to once at the end of the day. Goals may be removed after child is still successful with this infrequent feedback. With the less frequent feedback and eventual removal of goals, the home school note will gradually fade away, becoming nonexistent. Troubleshooting FAQs: http://ccf.buffalo.edu – this website provides many answers to the most common questions and problems with the home school note. A simple chart with some suggestions for troubleshooting is also included in your handouts.
Several examples of home school notes, including different rating schedules, layouts and formatting (i.e. picture cues for younger children who cannot read).
Several examples of home school notes, including different rating schedules, layouts and formatting (i.e. picture cues for younger children who cannot read).
Several examples of home school notes, including different rating schedules, layouts and formatting (i.e. picture cues for younger children who cannot read).
Several examples of home school notes, including different rating schedules, layouts and formatting (i.e. picture cues for younger children who cannot read).
This is a sample of the resource available for home school notes on www.interventioncentral.org Selections pertaining to the goals (and unique goals can be typed in – you are not restricted to the pre-made goals); rating schedules; font size; directions, etc are available. Daily, weekly and monthly progress monitoring forms are available.
Selections pertaining to the goals (and unique goals can be typed in – you are not restricted to the pre-made goals); rating schedules; font size; directions, etc are available. Daily, weekly and monthly progress monitoring forms are available.
Selections pertaining to the goals (and unique goals can be typed in – you are not restricted to the pre-made goals); rating schedules; font size; directions, etc are available. Daily, weekly and monthly progress monitoring forms are available.
Selections pertaining to the goals (and unique goals can be typed in – you are not restricted to the pre-made goals); rating schedules; font size; directions, etc are available. Daily, weekly and monthly progress monitoring forms are available.
Selections pertaining to the goals (and unique goals can be typed in – you are not restricted to the pre-made goals); rating schedules; font size; directions, etc are available. Daily, weekly and monthly progress monitoring forms are available.