Strengthening “School” in School Mental Health Promotion. Health Education, 109 (4), 357-368. Smith, C. R., Katsiyannis, A., & Ryan, J.B. (2011). Challenges of Serving Students with Emotional and Behavior Disorders: Legal and Policy Considerations. Behavior Disorders, 36 (3), 185-194.
(2010). School Counselor Advocacy: When Law And Ethics May Collide. Professional School Counseling, 13(4), 244-247. Retrieved March 12, 2014, from http://dx.doi.org/10.5330/PSC.n.2010-13.244 Devoe, Andrea. Personal interview.
The school will have a cut-off point for both subjects to determine if the students are learning, if the test scores fall under the cut-off number, then students will come to tutoring before, during, and after school. Mills Elementary has 8% of the students in the Special Education classes. Over the past few months, classroom size has increased and small groups are not pulled because the reading, math, and science coach are busy pulling students to learn how to pass the STAAR test. Students on Tier II and III are not being pulled consistently because of the high number of students in each Tier group. The librarian has a flexible schedule that allows for additional tutoring throughout the day.
School social workers work within schools to provide a variety of social, emotional, and mental health services to students to support overall success. The intent of this research is to evaluate the significance of having a school social worker available to general education students within the Owatonna High School setting and to examine the gaps in services that may have appeared since removal of this position in 2009. Various related studies were examined to outline a range of ways in which school social workers are used to support student success. During this study, a total of seven employees of the Owatonna School District were interviewed regarding school social work. As a whole the participants identified a large number of gaps that have appeared since the removal of the general education social work position and indicated that reinstating this role is imperative to overall student success.
References Mason, L. K., & Diltz, P. D. (2010). Factors that influence pre-service administrator’s views of appropriate school counselor’s duties. Journal of School Counseling, 8(5), 2-28. Janson, C., Militello, M., & Kosine, N. (2008). Four views of the professional school counselor principal relationship: a q methodology study.
Although some children in daycare do not suffer developmental problems, many do suffer problems due to reason like less individual attention, negative influences and a more distance relationship with parents. Daycare for children means an organization that takes care for children whose parents send them there during daytime. Daycare centers specialize in care of infants through pre-schools, although some daycare facilities also offer before- and after-school care for school-aged children as well. Child Care Aware of America reports that, “Nearly 11 million children under age 5 in the United States are in some type of child care arrangement every week. On average, the children of working mothers spend 35 hours a week in child care.
(2012). Adolescent Brain Development: Current Research and the Impact on Secondary School Counseling Programs. Journal Of School Counseling, 10(18), State School Counseling Mandates and Legislation. American School Counselor Association. http://www.schoolcounselor.org/school-counselors-members/careers-roles/state-school-counseling-mandates-and-legislation
With the publication of A Nation at Risk in the 80s, parents wanted children to work harder even after school hours. “Homework can help students develop study skills that will be of value even after they leave school,” reads a publication on the U.S. Department of Education website called Homework Tips for Parents. “It can teach them that learning takes place anywhere, not just in the classroom. … It can foster positive character traits such as independence and responsibility. Homework can teach children how to manage time.” Is it rational to think that five year olds, who have been involved in school activities for seven hours, without a rest time, be required to sit for twenty to thirty minutes once home to complete unnecessary assignments in order for the teacher to meet the principal’s expectations?
30 Nov2013: Retrieved from http://www.mentalhealthamerica.net/ Giuliani, G. (2008). Classroom management for students with emotional and behavioral disorders: A step-by-step guide for educators. Thousand Oaks, California: Corwin Press. Kostewicz D (2008). Creating Classroom Rules for Students with Emotional and Behavioral Disorders: A Decision-Making Guide Obsessive Compulsive Disorders.
Suldo, Shannon M., McMahan, Melanie M., Chappel, Ashley M., and Bateman, Lisa P. Evaluation of the Teacher-Student Relationship Inventory in American High School Students. Journal of Psychoeducational Assessment 2014 32: 3 originally published online 6 May 2013 Wehlage, G., Rutter, R., Smith, F., Lesko, N., & Fernandez, R. (1989). Reducing the risk: Schools as communities of support. New York, NY: Falmer Press. P. 122