Plan for Action to Help a Student

The student does not have the right to decide his punishment. The school official in

Antazia is working to complete grade level work. Antazia has reported behavioral issues. Antazia’s number of referrals decrease during this period. The school has reported Antazia’s behaviors include verbal and physical aggression towards peers and adults, defiance and refusal

The guidance counselor stated that the other three teacher could not attend the meeting however they provided a report about Shonquasia’s grades and behavior in each of their class. Ms. Witkers stated, that the other teaches reported that Shonquasia is not doing well in their class, and that she is often caught sleeping and that she has an aggressive attitude toward the teacher and her peers. MS. Witkers stated, that the other teacher reported that Shonquasia is not complete assignment and homework. RORC teacher reported that Shonquasia is fail his class because she refuse to wear her uniform. Ms. Witkers, recommended that Shonquasia should be encourage to participate in her class, and to be more respectful to other. Ms. Witkers suggested that consequences for behavior and accountability should be reinforced in the classroom and at home. Per mom Shonquasia does not like to be told what to do and that Shonquasia is capable of getting better grades, however she do not want to put in the work required to get better grades. Per mom Shonquasia likes to do her own thing and it is very difficult for her to punish Shonquasia for bad behavior. Per mom, since last CFT meeting Shonquasia s behavior at home and in school has not

James is a second grade African-American student who attends school in an urban community he struggles with keeping his schoolwork and homework organized. His teacher reports he has problems listening to instructions in class and constantly interrupts classroom lessons. His parents and his teacher both reports he has behavior problems and has problems playing with children in his age group. His mother at first believed his behavior was typical for a boy, however she has expressed concerned with his behaviors because constantly fidgets and moves about. His mother is also concerned with his social skills because he has only two friends and she states when in public with her so, he lacks appropriate social skills, he runs about and climbs on objects such as handrails all the time. According to school records his teacher last year referred him several times to the school counselor for failure to remain in his seat and disturbing the learning environment, his 2nd grade teacher is reporting the problems. Due to his inability to stay focused and organized, James grades are fair but could be much better if he completed assignments on time and actively participated in all classroom activities. His teacher has referred James to the school counselor for help with his behavior and academics.

This policy falls under this obligation group because of the rule about keeping the students safe. As an educator you are required to report any signs that one of your students is being abused or neglected. The reports must be in “good faith” and not just because one does not like the students parents or guardians. There will be both signs from the students and the parents. Some signs one will want to look for in the students is one has a sudden change in behavior or school performance, ones illness and injuries are left untreated, when one is anxious, paranoid, or scared, and when does not want to go home. Some signs in parents an educator should keep an eye out for is if they do not show concern about their child’s performance and health, does not care if capital punishment is used, and verbally talks bad about the child being bad or worthless. There will also be physical signs that you will want to keep data on, like injuries, absences, and cleanliness. If these types of signs prove to be persistent, then you will have to report

At the time of the current charges before the court, Donavan was enrolled full time at Wilson High School as an 11th grader. He attended there for two days. Prior to attending Wilson, Donavan attended New Directions Alternative School at S.H. Clarke Academy. He had been placed there from Churchland High School because of non-compliant behavior at Churchland. While at New Directions Alternative School, Donavan received several out of school suspensions for inappropriate and non-compliant behavior. In the last three months, Donavan has had five or more full-day unexcused absences, and there has been intervention by school administration. Donavan's performance at school is fair; he is failing Physical Education class. His

Step 7: The first action that the school needs to take is to talk to the upset parents and

Rosslynn is currently enrolled in the third grade at Mcnab Elementary School and maintains a “C” average. Mrs. Ziegler denied Rosslynn repeated any grade. She informed Rosslynn attended three different schools between Florida and Ohio. According to Mrs. Ziegler Rosslynn attended Mcnab Elementary in the first grade, relocated to another school in Ohio in the second grade and enrolled again into Mcnab Elementary in the third grade. When asked the reason for the changes, the mother noted due to her father being sick, she took Rosslynn with her to Ohio while she attended to her father. Mrs. Ziegler denied the youth has ever participated in special classes for behavior or learning issues. When asked about the youth’s academic functioning, the mother

The first stakeholder I chose to interview was the TA who was delivering the intervention to the child, to determine her perception on the planning, delivering and monitoring of the intervention process. The second stakeholder I chose was the child’s parents. I was particularly interested to find out their perception of their role within each stage of the planning, delivering and monitoring of the support and provision put in place for their child. The Department for Education and Department of Health (DfEDoH) (2015:15) states ‘There is a clearer focus on the views of children and young people and parents in decision making at individual and strategic levels’. I wanted to see whether these changes are being put into practise and whether the parents feel that they are kept informed as again this was a focus of the new Code of Practice (DfEDoH,

The class is a Year four, five, six composite class and is made up of twenty-nine students; twelve girls and seventeen boys. There are six Year four students, eight Year five students and fifteen Year six students. The variance of intellectual ability within this class is significant with students’ capability ranging from a Year one level to above Year six level and includes students with special / complex needs. The class includes five students who are verified as having Autism Spectrum Disorder, two students who are verified with Intellectual Disability and four students who have been diagnosed with ADHD. Two students are also diagnosed with visual impairment. The class also includes four students who display very challenging behaviours including one student who is under Juvenile Justice for causing grievous bodily harm. This student is on reduced attendance and has a teacher’s aide assigned to him who must supervise him at all times. My mentor teacher emphasised that there are ongoing behaviour issues

For the collaboration portion of my project I chose to collaborate with the daycare director and 10 parents of the children who attend the daycare. The role of the director was to inform me and help me to better understand how their policies work and how they respond to policy change. The parent’s role in this collaboration process included giving me feedback and ideas on what changes they would like to see and what they already like about the current policy. In order to obtain the information I needed for this project, I met with the director and parents of the children on many different occasions to observe and interview the parents and staff members. Also when meeting with the director and parents we discussed my observations and ideas that

Parents and educators will not always agree on what is best for their child. Murdick, Gartin, & Fowler (2014) state, “the parental view of ‘what is good for my child’ may not be consistent with the school district’s view of what is good for all those in the school” (p. 239). Therefore, it is important that parents know and understand they have rights when it comes to the education of their child. As well, there are legal options available when disagreement occurs. These rights and options come in the form of the procedural safeguards outlined in part B of IDEA. Schools are required to provide parents a copy of the procedural safeguards explaining their rights and legal options upon referral of services, when a complaint is filed, when a change of placement decision is being considered, and anytime upon parental request (“Procedural Safeguards Notice,” n.d.).

Marzano, McNulty and Waters propose five steps for a plan of effective school leadership. The first step is developing a leadership team with purpose. The definition used for a purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish goals that mater to all community members through agreed-upon process (Marzano, et. al, 2005). The second step is distributing some responsibilities throughout the leadership team. The third step is to select the right work. The fourth step is to identify the order of magnitude implied by the selected work. The last step is to match the management style to the order of magnitude of the change initiative. The last step incorporates whether this is first or second order change.

And a plan of action needs to be drawn up to indicate the responsibilities of each participant in the intervention process. The school principal must then report the case or incident to the Department of Education’s district office.

An article about leadership by Forbes magazine sums it up best by saying that leadership is simply “someone who has followers” (Frobes.com, 2013). The school subject is Innovations International Charter School of Nevada (IICSN), and in this facility there is only one administrator. This administrator will be referred to as Dr.M throughout this essay. In the following essay, leadership style and application will be addressed, as well as information on systematic change. Throughout this week, systematic change has been the topic of conversation, so in this essay, there will be a discussion as to