Case Study #3 Building a Coalition MGMT 591-10559 Leadership & Organizational Behavior Part I: Group Development The group is at the forming stage. Our textbook states the forming stage is characterized by a great deal of uncertainty about the group’s purpose, structure and leadership. Members “test the waters” to determine what types of behaviors are acceptable. After reading over the case study I was torn between the group being at the forming stage or the storming stage. The group does have purpose as they plan to create an after-school program which will improve school performance both by the students and the teachers.
Assessment in Kindergarten Teachers are one of the first people students go through for knowledge. As a kindergarten teacher you want to make your students understand what they are doing, to do so, teachers need to assess for understanding. Teachers test students in a variety of ways. As a kindergarten teacher you want to assess students by making observations of what you see and also by saving paper works such as a portfolio to keep track of how they are progressing. There are three different methods used to assess student knowledge: diagnostic, formative, and summative.
Data Collection Teachers write down their observations in a notebook after the class is over, they write down which students are showing some behavior problems that might need an intervention, they can classify these records according to the nature of the function they belong too (attention, avoidance, escape, etc). This record is actualized every day so the evolution of individual cases can be followed and later it can be presented to the parents or behavior specialist. Another way to collect data in an indirect way is though the reports of other students that feel that the behavior of a particular student (or group of students) is limiting or threatening the free flow of the academic activities or the peaceful development of recreation activities. These indirect reports need to be written down. Another way to collect data is to talk to the parents of the students when they arrive to pick up their kids or in the school meeting for parents, then the teacher can inquire if the student is also showing behavioral problems at home or if the problems only occur in the academic context.
Bettina Alcantar EDU-450 August 9, 2014 Allison Atkins A Comparison of Discipline Models Theory Strength Weakness Advantage Disadvantage Wong's "Effective Classroom" • Classroom procedures, rules and expectations are clarified at the beginning of the year. • The students know what is expected of them at all times. • It is extremely time consuming because you are constantly stressing and teaching rules. • This makes the classroom and learning environment predictable. • Allows teachers to focus on learning instead of discipline.
The professional development meetings inform the teachers of how to incorporate rigorous learning into their lessons and also explains what the district expects to see from the staff. To meet the goals of our action plan, the teachers need to align their lessons with the core curriculum. Professional development helps them stay on task with these strategies. Principals also use out-of-district professional development classes to refine any weaknesses of the teachers in our school building. For example, if a teacher has a hard time with classroom management, our principal will suggest a professional development to address classroom management skills for that particular teacher.
Functional Behavioral Assessment and Behavioral Intervention Plan Grand Canyon University: Classroom Management for Students with Special Needs Karen Moeller April 24, 2013 A Functional Behavioral Assessment (FBA) is a systematic process of collecting information and identifying specific behaviors, relationships and patterns that lead to classification of behavior based upon function and context, not on how the behavior looks. A functional behavioral assessment is done when the classroom and school discipline plans are not working. It can also be put in place after repeated attempts to change undesired behavior have not been successful or after 10 days of suspension for identified students. The Functional Behavioral Assessment is data driven, and uses an assortment of strategies and techniques to recognize the reason or reasons for unsuitable or unacceptable behavior. The reason for developing a FBA would be to identify and encourage behavior that serves that same function for the students as the improper behavior but is more acceptable or appropriate.
Garrison, C. & Ehringhaus, M. (2009, June). Formative and summative assessments in the classroom. Middle School Journal, 40(5). Retrieved June 18, 2009, from http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx The authors begin this article by discussing what a broad term assessment is and how educators should view their own classroom tests as assessments which provide essential information about students’ achievement and where any gaps in learning may occur. Summative assessments are administered to students at certain times to find out what skills students already know and to find out those skills that they do not know.
A Child Study Team (CST) is a group of education professionals that meet on a regular basis to discuss, assess and formulate plans to intervene when a student is showing signs of difficulty in a regular education environment. This team is part of the pre referral process before a struggling student is formally assessed for special educational services. The CST group follows the Response to Intervention (RTI) pyramid schedule, and when a student does not perform at grade level in Tier 1 in the RTI plan, that student is moved to Tier 2. According to Roger Peirangelo and George A. Guiliani from the textbook “Assessment in Special Education”, When progress monitoring and teacher observation show that Tier 1 RTI strategies are not working, they will move to Tier 2 RTI. () Child Study Teams are important to the education process because they help determine if a student is struggling due to an issue outside of a learning or behavioral deficit or if a least restrictive modification can be incorporated into the child’s education plan.
“Marking to be less positive and indicate next steps”. See appendix 2. Introduction of Assessment for Learning began approximately eighteen months ago at my school but due to large-scale staff changes and because the monitoring of lessons indicated inconsistent use of Assessment for Learning procedures, the assessment co-ordinator deemed a whole scale re-introduction was needed to ensure a whole-school approach. Assessment for Learning described very loosely is informal assessment conducted by teachers usually during or immediately after the learning process has taken place, its main purpose is to promote the pupil’s further learning - formative assessment. It is not formal isolated tests that are carried out on special occasions to certify competence and inform reports and league tables.
Should people who do not care be forced to care? In elementary school, students are taught the foundations of learning. Later in their academic career, these foundations are revisited and built upon. However, when students do not understand a lesson, their foundations are incomplete. The students of Mrs. Gruwell’s class in the film Freedom Writers were subject to these problems.