Focus: Anthony and family will learn and demonstrate increased honesty, compliance with rules, control over impulses, and acceptance of responsibility for his behaviors and actions. Ms. Smalls (MHP), Ms. Givens (MHS) and Anthony discuss disruption of placement.
Intervention: MHP and MHS discuss school incidents that were recorded, however were not reported to her from the school. MHP review the school documents for SAFY records. MHP, Anthony, and MHS had a discussion about honesty and compliance. MHP encourage Anthony to gain more awareness of his actions towards self and others.
Response: MHS expresses concern that Anthony does not care about the long term effects of his choices and decisions. MHS report Anthony’s teachers reported
Focus: Ms. Smalls (MHP), Ms. Givens (MHS) and Antazia review the draft treatment plan and progress school behaviors. Intervention: MHP, MHS and Antazia review the draft treatment plan. MHP answered MHS and Antazia questions about the goals and interventions. MHP answered Antazia questions about kinship care and updates from her DSS worker. MHP progress and role-play different ways to communicate with school officials.
Focus: Samantha will respect authority figures. Ms. Smalls (MHP), Ms. Smith (MHS), and Samantha process several incidents of noncompliance and defiance in the home. Intervention: MHP, MHS and Samantha discuss several reported incidents of defiance, refusal to comply and aggressive communication towards MHS. MHP educated Samantha of several possible outcomes because of her choices to disrespect MHS.
Goal 1: Phillip will improve his behavior at home and in the community. Phillip has not returned home since his elopement on Friday. Phillip 's mother reported, "I was on my way to take him to Lakeview to serve his suspension when Phillip got verbal aggressive; therefore, I told him to get out." Phillip called his mother the B word and threw a rock at her car when they both calm down Phillip refused to get back in the car as well as refused to wait for IIH team member to pick him. The IIH team members informed the team after the incident occur everyone went searching for Phillip at 3 different times.
A) Renee with reach out to key participants for information regarding the impact it will have if youth is not attending school B) Renee and Asa will evaluate other alternatives for an appropriate school placement (Charter school) C) Renee and Asa will have started the the process of registering him in a school A,B) MSTT encourage Renee to inform JPO of the youth lack of school placement and inqurier information on how it may impact is probation status. Renee struggled with the idea because she believed JPO should not have a say in school but a few days later informed MSTT she did reach out to JPO and explained the situation and was informed how this could effect Asa probation status. MSTT educated the family on other school placements to take
Abigail has always attended school at Clintwood. Academic records indicate she has not repeated a grade, but has noted struggles with Speech and Language and reading. Her attendance history has been poor. In kindergarten she missed 18 days and was tardy 2 times (11%). In first grade she missed 21 days and was tardy 44 times (13%).
Behavior Progress: During this review period, Tyler has continued to participate in all aspects of the program with some difficulty. Early in the review period, Tyler presented some struggle with interacting appropriately with his peers and staff. For example, on 5/24/17, Tyler received 8 hour of room restriction and a MRT set back to step 3 for arguing with staff and disrespectful display. On 5/26/17, Tyler received 13 hours of room restriction for engaging in a verbal altercation during class. During this incident, Tyler and his peer were both overheard by staff making inciting and challenging comments towards each other.
A) MSTT will seek to understand Jay's understanding of MSTT approach for the family for Franklin's academic success B) Jay will identify his understanding of MSTT approach C) Jay will assess what works better for him to be assessed during next session with MSTT A, B, C) The caregivers expressed to MSTT they received a phone call from the school informing them that Franklin has failed four classes this year but they will be moving him forward once he completes one class for summer school.
Free and Appropriate Public Education (FAPE) will be acceptable for Michael because he will be able to become successful because he will get his education that would prepare him for his future as well as for further education, in addition to being employed and living independently (Latham, 2014). If Michael school district does not pay for the therapeutic day placement and his parents or guardians cannot afford it, what would he do? Unfortunately, he would be force to attend a school where he will not receive his required education needs. This would not be fear for Michael. This could also cause more behavioral
Prompt # 2: For many students, discrimination and unfair treatment due to their social location can cause difficulty to an individual’s developmental process and outcome in school. A developmental alliance is a teacher, counselor, volunteer or anyone who can provide support for the student. Characteristics of a strong developmental alliance include, (1) using the scaffolding approach to support the student’s learning, (2) providing a safe classroom/after-school setting for the students to foster the development of each individual, (3) serving the students rather than attempting to fix, and (4) assisting the youth find and develop their interests. A strong developmental alliance should use scaffolding in the classroom or the after-school
This is were working with the mental health professionals has been extremely important to this students ongoing progress. Before we can make significant progress on his IEP goals, these mental health issues need to be supported and coping skills put into practice. This takes time, however the relationship building and trust that has developed will help us make progress faster, as these other issues get
Families that live in at risk areas often experience stressors such as increased crime in the surrounding areas. Increased crime is often a reason families relocate and search for new housing. Due to relocating children are often uprooted from school and required to start over in a new school environment. Children experience stress due to their family suddenly moving and as a result their grades suffer below state standards therefore they are required to repeat a grade (Mueller and Tighe,
Using this model would allow Mr. Miller to review the mission of the school, determine whether ability grouping is aligned with the mission, and select an alternative that reflects the mission. 3. What action, if any, should Principal Miller take to demonstrate that he is an educational leader who treats people fairly, equitably, and with dignity and respect? Following Standard 3, Principal Miller should involve families and other stakeholders in the decision-making process. Mr. Miller should select and utilize a group decision technique will allow the opinions of the groups of parents, as well as other individuals and groups, to be heard and present their point of
This contract between Matthew Smith, hereas known as “Child” and Pansy Fox, hereas known as “Parent”, outline a strategic way on improving Child’s behaviour. This month, the Child will be working on; being respectful to peers and elders, cleaning his/her room and being able to find genuine friends to hang around with. This doesn’t mean that Child doesn’t need to behave well overall, but rather that Child needs to focus particularly on these behaviours. Previously Child has been working on taking up responsibility at home, respecting the family and having good grades.
Also, he knows many alternative solutions and strategies to handling student misbehavior. Mr. Brown’s growth objective is time management. He wants to develop effective ways to decrease the special education’s departmental paperwork and spend more time helping his students in the
The school enrolls over 400 students. Laura is in the 7th grade; there are 40 students in her grade. In Laura’s student file she has a current psychological-academic evaluation. She has a history of anxiety, depression, ADHD, and Social Pragmatic Communication Disorder. In addition she has superior intellectual functioning and language abilities.