In reviewing the scores from the SESDS questionnaire completed by the teachers from Lacy Elementary, the SESDS score is 2.4. The scales that is used to measure the readiness for PBSS ranges from “1” indicating excellent readiness to “5” indicating poor readiness. This scale is an ascending scale from 1 to 5. This survey and scale can be useful in determining the readiness of the staff at Lacey Elementary to implement a Positive Behavior Support System.
The average score from Scale 1 is 2.2 which indicates on the readiness scale that teachers are between very good and good with regards to readiness in implementing a PBSS. Scale 1 had the lowest average score on the readiness scale and considered many different factors such as the number
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Rath, T. & Clifton, D.’s research shows us that students need to have many positive experiences in order to “fill their bucket” (p. ). This scale also takes into consideration the amount of praise students are receiving from teachers, the rules and classroom routines are explicitly taught, and that students are being rewarded for following the rules. The staff that completed this questionnaire were also asked about the school culture and whether or not teachers set high expectations for academics as well as behaviors, whether or not all teachers accept responsibility for all students and some very specific questions about using data, monitoring behaviors, appropriate incentives, and appropriate consequences. The idea that all students are “our students” comes from the professional learning community model and the work of Eaker, DuFour, and DuFour (2002). “Teachers often refer to students as “our” students instead of “my” students, reinforcing the collective atmosphere. Teachers work together to identify at-risk students, and team’s problem-solve to intervene for each …show more content…
The questions in this area focused more on peer to peer interactions, respectful behavior between students, and respectful behaviors between students to school staff. One of the questions on the survey asked if the teachers felt that students at Lacy care about the school. The average score for this question was 2.2 which indicated that teachers do feel like students care about their school. However, the questions that asked about academic engagement and discipline issues received high scores. The average response to the question “Class is rarely interrupted to discipline students” was a 3.4 which shows a significant need compared to other areas of readiness. Another high need area was in response to the question “Students participate appropriately in all learning activities until the end of each instructional period”. This question also had an average score of 3.4. The staff was in agreement that students were taught the rules with an average score of 1.2 which indicates excellent on the scale. These scores would indicate that Lacy Elementary is ready to implement a PBSS but would want to focus on the high scoring areas of scale 2 mentioned
The most favorable response was to the question, “Staff at this school share a common understanding of instructional best practices” with a 92% agreement score. Conversely, the least favorable response was to the question, “I meet regularly and often with colleagues to plan for instruction,” with a 38% agreement score. Hence, the professional practices of the staff are considered to be superior but the organization of the schedule have not allowed for collaborative practices. Additionally, is in strong agreement (85%) that the staff does a good job identifying students who struggle
Grade-based normative information was obtained for Fall and Spring administrations, with interpolated performance for Winter norms, allowing for more precise measurement. Each score is a standard score with a mean of 100 and standard deviation of 15. Qualitative descriptors for examinee performance may be based on a 10-point or a 15-point classification system, allowing the user to match descriptors across cognitive and other achievement measures. Additional age and grade equivalents, percentile ranks, normal curve equivalents, growth scale values, and stanines may also be
Carol Gerber Allred (Allred, 2008) describes strategies for improving classroom climate related to learning for the students, while enforcing a set of classroom expectations, informing students of their positive actions, infusing intrinsic motivation, encouraging positive behavior, connecting with students’ families and community, and being positive yourself (Allred, 2008). These strategies align with the attributes described in indicator 1a to foster respect for diversity, establish rapport, promote risk-taking and establish high
The BASC-2 is comprised of five components. They can be used collectively are individually. These components included: 2 rating scales (teacher rating scale and parent rating scale), self-report scale, structured developmental history form, and a form for observing in the classroom. The teac...
Nelsen, J., Lott, L., & Glenn, S. (2000). Positive discipline in the classroom developing mutual respect, cooperation, and responsibility in your classrooms, 3rd ed. (p. 120). Roseville, Califonia: Prima Publishing.
To help students to feel capable, connected and contributing (or the three C’s) Linda Albert asks us to make five fundamental changes to our classrooms, or what she calls “Paradigm Shifts in Cooperative Discipline” (see figure 2). Firstly, we need to move away from a “hands-on” or “hands-clenched” approach to discipline, which is an authoritarian style of classroom discipline, to a “hands-joined” or democratic style of classroom management. Secondly, we need to recognize that student behavior is a choice, and not caused by some outside force, though these forces may influence student behavior it is ultimately the student’s decision on how they will act in your classroom. Thirdly, she asks us to abandon our long list of classroom rules and replace it with a concise code of conduct; shifting the classroom atmosph...
An effective school leader possesses skills to create, implement, evaluate, improve and share a staff development plan. I met with Ben Rhodes, Sandy Creek Middle School’s principal, to interview him on the specific elements of his yearly staff development plan. We began with the design process focusing on the district and school goals. District goals include improving literacy across the content areas in reading and writing, Guaranteed and Viable Curriculum (GVC). Guaranteed and Viable Technology (GVT), and Closing the Achievement Gap (Equity in Excellence). Using a variety of assessments to focus on specific needs, Ben Rhodes and Mary Sonya, our Pupil Achievement Specialist, examined CSAP, Explore, MAP, and RAD data. They use the Colorado Growth Model to help guide them to determine if students have made adequate yearly progress. Together, they created the plan that included the district goals mentioned above as well as continuing to include new technology skills, information on special education changes with Response to Intervention (RTI), maintaining current staff implementation of literacy goals and a new goal of raising achievement in math.
In the 21st century, teachers experience many behavioral issues with students in the classroom and face challenges that are very difficult to resolve. School districts have different expectations about how students must behave during school and teachers have their own expectations about how students must behave in their classroom. Every educator has different classroom expectations and students must follow specific standards; therefore, the responsibility of the teacher is to discuss the standards with all students and make sure those expectations are clear. According to Jones and Jones (2016), teachers whose students made greater achievement gains were observed establishing rules and procedures, and carefully monitoring student’s work. In
Benjamin Franklin said “An investment in knowledge pays the best interest.” Education opens the door for everyone to excel in life. To become a strong nation, its people, especially children, must have a good education so the nation can continue to excel and become stronger. Nevertheless, America is suffering through an education crisis today. The current statistics show that the United States is falling behind in education compared to other countries. The illiteracy rate is high, and the graduation rates for inner city children are low. The causes of this crisis are everyday problems such as lack of interest in school, poverty, and standardized testing. There are many solutions to the problem, but one solution, Professional Learning Communities, is more effective because teachers, administrators, and parents come together as a whole, to help the children. Despite the child’s background, the school community comes together to help the school. The method used to test Professional Learning Communities is a previous case study of PLCs in Twin Falls Idaho school district. The entire school district consists of mostly white middle class families. The school created a Quality School Committee to create and implement new ideas to improve the school district, and standardized the main subjects. In the end, the entire student body improved in test scores and other assessments. Other cases studies have been done on PLCs and other solutions are mentioned in this research paper. Nevertheless, Professional Learning Communities make a difference.
Haberman’s star teachers exhibit warmth, fairness, and discipline. They understand that their role is to teach; love and compassion are not enough. The teachers that Haberman views as quitters/failures blame academic underachievement on student’s backgrounds, home environment, and observe personal limitations rather than recognize their responsibility to provide a safe, and undisruptive environment for students to learn.
Sadker, D.M., Sadker, M.P., and Zittleman, K.R.,(2008) Teachers, Students, and Society (8th ed.).New York, NY: McGraw-Hill.
Initially, the teachers interviewed were concerned about then new evaluation system – especially after being flogged by negative, media induced hysteria that stated, “SBA and other test scores are used to measure student achievement growth under PED’s model and are supposed to count for 50 percent of the overall evaluation” [emphasis added] (Last, 2013...
In order to be an effective school, all school personnel must work together in a friendly, caring, polite, and respectful manner. There are a number of positions and employees in a school. “A school is a complex social system, and all the people in it contribute to making it run smoothly” (Kauchak & Eggen, 2014, p. 182). It’s important to acknowledge the contributions of all staff and faculty members. The principal, leader of the school is the ...
With the proper guidance and support, teachers can achieve academic excellence in the classroom. They follow their principal’s vision and share their goals. Teachers also serve as leaders in their classroom. They share their vision and goals with their students promoting positive attitudes in the classroom. Just like it is important for principals to respect and understand what their teachers need, students also need the support, understanding, respect and empathy from their teachers. When teachers demonstrate commitment in the classroom and set high expectations they raise the level of learning in the classroom. Teachers that work with the students and their parents to understand and meet their needs will achieve positive academic outcomes. Students engage in learning with positive attitudes and strive for high achievements. Teachers work together with their leaders to improve their teaching
The teacher will also make norm-referenced and criterion referenced interpretations of assessment through this website. They have graph and color-coded bands that show widely held expectations for children’s development and learning. The teacher will use this website and graph to communicate twice a year with the parents about the child’s strength, weakness or any area of