There are three components of accountability: 1. Results Reports: These include evaluation of programs run by school counselors as well as evaluation of changes in students over time throughout the school. Such results are used to make programs more effective and should be shared with stakeholders. 2. Performance Standards: This involves evaluating the school counselor through a rating system designed to assess if the counselor has effectively implemented a comprehensive program and met the goals specified in the management agreement.
During Week Two, participants involved in the study were required to complete a Learning Styles Assessment, as well as a Classroom Climate Survey. Both formal and informal observations were conducted, as well as a group discussion that centered around the results received from the Learning Styles Assessment and Classroom Climate Survey. Lastly, the researcher conducted an interview whereby both teachers involved in the study were surveyed to determine which of the following seven literacy strategies, proven effective with high school
I will make A’s in all my classes. 2/17/2017 I will use TCC electronic systems to help accomplish this goal. I will also have to set short and long term goals as well as practice writing essay exams. I will create study/homework blocks of time for myself and my son. 08/21/2017 I will have to plan a weekly schedule, make informed choices, and use different learning styles to achieve this.
Lynsie and I went to Washington Irving Elementary School every Thursday this semester from 8:45 until 9:45 in the mornings. While at the school, we worked with a first-grade student named Reid. The first two weeks at the school, we spent time getting to know Reid and testing him using the Informal Reading Inventory. We used this test to see what we needed to work on with him to help him master each area. After we tested Reid and analyzed the information, we created lesson plans that addressed his needs and we picked out books that were at the appropriate reading level for him.
• Congress and school officials should work together, creating policies requiring individual school and building safety plans, as well as district-wide safety plans that will serve as a guide to address the various safety needs in the school. For instance: lockdown procedures, evacuations, drills and safety protocols, and personnel assignments. This includes monthly drills that allow for practice and preparedness if an event
LU6 Assignment: Using the information provided from the videos, MTSS information and previous slide, please respond to Question 1 Chapter 9 on pages 88 and 90. LU6 Question 1:“Meaningful Monitoring” by Joy Dye, Chapter 9 p. 88: What are some of the changes Mr. Lind can make in order to achieve his desire to have a more visual and accurate system of monitoring how his students are progressing toward their goals? (CC854)? Response: Mr. Lind, a two year special education teacher (junior high students), prepares for his parent report card conferences. He is seeking more than samples of work from the students to show the parents.
The author explains that multiple means of data collection must be used to identify students. Additionally, assessments tools used by educators must be reliable and valid. Furthermore, educators need to frequently gather data on students who are considered at risk several times per year in the areas of reading and math. The author further explains that a team of educators should identify evidence-based instructional strategies the general education teacher should apply before making a special education referral for services. Finally, the author states that data should be collected to determine if the student is responding to
There is an orientation for students with Autism Spectrum Disorder, this transition program is called Fall ASD Carleton Transition to Success. Students with Autism Spectrum Disorder are given the opportunity through the to go on personalized tour that relate do their schedule, meet upper year students with ASD and the option for early residence move in. Professors and teacher assessments are made aware through PMC about the possible supports that a student who has ASD might need made necessary to participate in class and successfully complete the assigned classwork. PMC also has a step by step documents to make the students aware on how to set up there
Interested parents can choose to participate on an advisory council. This committee works with GATE resource teachers, school administrators, general education teachers, and other school personnel to receive updates, provide feedback, and ask questions related to GATE programs. The advisory council meets at least three times a year in order to ensure that the education of every child is enhanced by assisting with program planning and assessment. The role of parent representatives is to serve as a liaison between the school’s GATE program and the school community. Parents may find information about joining the local advisory council by meeting with a school administrator or the GATE coordinator.
Mansfield Summit’s budget allocation procedures follow specific campus guidelines, follows the federal guidelines for Title I spending, and the principal along with campus committees determines campus monies allocation. In MISD, the district shapes campus budgets based on snapshot data from the previous school year. In her second year as Mansfield Summit’s principal, Dr. Charlotte Ford next works closely with the Campus Leadership Team (CLT) and the Site Based Decision Making Committee (SBDM) in spending of allotments. In MISD, the district controls salaries, however salaries purchased by Title 1 funds can be controlled at the campus level. Once the district assigns campus monies,