Family Involvement Action Team (PBIS)

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We have the following parent committees: Family Involvement Action Team (FIAT), School Site Council, English Learner Advisory Council and Parents Empowering Parents (PEP).
We have the following school activities: ASES (After School Extra-Curricular and Safety) Program, Back to School Night, Campus Beautification Days, Winter, Spring and Fall Carnival, Parent and Community Appreciation Dinner, Parent Workshops, Read Across America, Red Ribbon Week Science Fair, Spelling Bee and Student Recognition Assemblies.
Teachers and paraprofessionals work in Professional Learning Communities. They analyze data, target students and their needs and discuss teaching modifications to meet their needs. Our school follows the PBIS (Positive Behavior Intervention …show more content…

However, there should also be an emphasis on cultural proficiency. With increasing numbers of students from different backgrounds in our schools, it is increasingly difficult to provide an appropriate education for all students. Many schools are having an excessive amount of special education referrals and placements. This seems particularly high among students from culturally and linguistically diverse backgrounds. Certain disabilities such as, learning disabilities, speech or language impairment and emotional disturbance may have a higher disproportionate representation than it is in other disabilities such as, hearing impairments, visual impairments, or physical/orthopedic impairments (Donovan & Cross, 2002). There could be several factors that contribute to the disproportionate …show more content…

Social and environmental factors that disproportionately affect minority students contribute to poor cognitive and behavioral outcomes. (Donovan & Cross, 2002) A variety of poverty-associated factors have been shown to predict academic and behavioral gaps. These factors may lead to special education referral. This might suggest that economic disadvantages make a contribution to minority disproportionality in special education.
A third factor could be limited access to general education curriculum. All students, including those with disabilities should have opportunities to learn the general education curriculum (Browder et al, 2004). The law requires access to general education for students with disabilities. IDEA laws require that every child with a disability have a:
• Statement describing how the disability affects the students involvement and progress in the general

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