Recent legislation requires schools to implement a Response to Intervention (RTI) model that is based on multi-tiered systems of support (MTSS). The goal of RTI is to identify students early who are struggling academically or behaviorally and provide appropriate interventions to prevent these challenges from becoming more serious and detrimental to their success. Under the traditional system, students may not receive extra services until a problem becomes severe, and they meet criteria for a special education qualification. RTI helps schools identify children earlier using systematic and scientific universal screeners of all children. Therefore, RTI gives students who are at-risk the opportunity to receive less intensive intervention services,
WHAT ARE THE ADVANTAGES? According to the American Association of School Administrators (AASA), the National Association of Elementary School Principals (NAESP), the National Association of Secondary School Principals (NASSP), and
An RTI tier level approach in schools would focus on evidence-based services available to students, monitoring of students for progress, based on progress a decision collaboration, if necessary more intensive use of interventions, and evaluations (Saeki, Jimerson, Earhart, Hart, Renshaw, Singh, & Stewart 2011). The decision making and collaboration must include the parents and those directly in contact with the child (Brown, Pryzwansky, & Schulte, 2011). I think confidentiality would be a problem with the administrative staff, those who may file student’s records, or rather flaws in record keeping within the school system. Additionally, I feel the school counselor, teacher, and parent should have access to information about the student, so I would hope those records are kept confidential. Furthermore, if the teacher is responsible for monitoring the child day to day, it is their responsibility to keep the student’s log private (Rollins, Mursky, Shah-Coltrane, & Johnsen, 2009).
Harpo Allen Middle School Scenario Reflection 1. Describe some approaches that could be used to establish a culture of high expectations for students and staff performances at Harpo Allen Middle School. • First, as a new principal, you will need to acquire an understanding of and appreciation for the culture of the school, then, use your leadership style (such as being a team leader) in order to gain the trust and respect of the staff and students. • Conduct a school climate survey of faculty, parents, and students to gauge how much of the learning process I taking place and what measures need to be incorporated insure that high quality teaching/learning is taking place for the entire school. • Create PLCs to promote high expectations among
The ASCA National Model is an important tool that supports school counselors and defines their specific role in the school counseling program. The ASCA National Model (2012) provides guidelines for a comprehensive counseling program and defines focus, student standards, and professional competencies. The ASCA National Model unifies school counselors with one vision and voice motivated by improving student success. The purpose of this paper is to reflect on my total program experience, field experience, and how these experiences align with the ASCA National
The goal is to restructure both of them to maximize the talents of both extroverts and introverts. I’m going to use chapter 1 as an example to describe the overall text structure and writing expectations of the book. The writing is very thought-provoking, because it
The author gave a general back ground of literacy coaching by giving information on literacy coaching as a progression. According to statistics given by the author article. “Middle School Literacy coaching from the coach’s perspective” literacy coaching has become an increasingly popular profession. It also gives a major fact of literacy coaching, ”a major draw of coaching is its potential to impact teacher learning and improve classroom practice, providing an instructional link between standards and increased students achievements (Elements Rothman,2000).” The researched allowed the coach’s to develop their perspective on these roles; coaching roles, teacher change, and student learning.
Quantifiable information may include showing the frequency of inviting community members in the classrooms; various communication channels between school and home; recognizing student success by displaying trophies; and use of a team approach to monitor student progress. By measuring and reporting on these efforts, we can see the influence of outside factors in the classroom. An optimal accountability system is a collective effort. All stakeholders - students, teachers, parents, administrators in schools, districts and states - take responsibility by telling their story and by opening up the possibility of being scrutinized for their role in supporting student achievement.
He focuses on how “students come to school with many stereotypes…negative attitudes toward racial and ethnic groups” (Banks) and how multicultural textbooks and other school materials can educate students to reduce this irrational thinking. By getting students to “voluntarily participate” in activities with other
Race and Ethnicity Reflection The article, “Another inconvenient truth: Race and ethnicity,” discusses important aspects that can aid teachers in understanding students from different cultures (Hawley & Nieto, 2010). To increase children’s academic knowledge, educators need to understand that children are unique. Thus, not all children learn the same way. The article provides insight of how race and ethnicity impacts the learner. It is vital for educators to understand these aspects in a student.
The authors continue to affirm that in closing the achievement gap, schools are required to use accountability methods to show student performance. Using data can aid in this process. When implementing great management skills, policy makers and other counseling leaders acknowledge the power of data to demonstrate academic achievement, and to promote counselor’s role in school reform. As a result of data collection and analysis, student will enhance their performance and close the achievement gap.
Hi Joy, I appreciated your post regarding the benefits of using a model, such as the American School Counselor Association (ASCA) national model, to support a school counseling program. Further, you have identified a way in which you feel that you may struggle with the model. It is important for school counselors to be self-aware in order for them to improve in areas of need. As a school counselor, data collection will be an important part of the job requirement. For instance, a school counselor will collect data for a variety of reasons such as to identify if what is being done by the counselor is making a difference for the students and to find out the needs of the school (ASCA, 2012).
It becomes the blueprint for the student’s education for the current school year.” I think looking at the IEP in this light is so incredibly important. If teachers and parents understand that it is both the “blueprint” and an accountability tool, the IEP will be more effective and meaningful. Every student deserves to have the best possible education, and the IEP helps to ensure that this happens among students with disabilities.
Schools that once faced massive disciplinary problems are now finding more and more students striving to enhance their learning skills. All of the research points to the importance of sustainability, support, and data collection as ways to effectively implement a discipline program such as PBIS in school (Anderson et al., 2010; Cressey et at., 2015; Gonzalez, et al., 2008; Lewis et al., 2002; McIntosh et al., 2013; Safran, 2006; Stoiber & Gettinger, 2011). The unavoidable challenges teachers will face in the upcoming years are astronomical when attempting to manage challenging behaviors in the classroom, especially among younger students. Stoiber and Gettinger (2011) cite that when negative behaviors are left unaltered the behaviors may lead to significant academic, work, and social-emotional difficulties during adolescence and adulthood. In other words, when schools adopt a proactive and efficient approach to intervention, they have been able to pursue other initiatives and further improve the quality of education provided to students (Simonsen et al., 2008).
And the population they serve. Understanding more in depth about the job function and performance responsibilities of a school social worker I started to brainstorm how I can fulfill some of those responsibilities during my field experience. Some of the responsibilities I want to assist in was developing positive behavioral intervention strategies and helping the child develop appropriate social interaction