Put-In-In-Bay Student Information System Case Study

As a school, GBHS tries to cater to the needs of students and support them. The school employs teachers, librarians, a careers advisor, counsellor and a Learning Services faculty (My School, 2014). Within the Learning Services Faculty, Learning Support teachers work to build inclusive classrooms that cater to the needs of students. They work in collaboration with subject teachers, and they help by teaching ESL programs, and using diagnostic assessments such as Progressive Achievement Tests (PAT) to determine learning difficulties and student progress.

Currently, I am a Personal Care Instructional Aide for a nonverbal Down Syndrome student at West Hempfield Elementary. I work hand and hand with the special education teacher to devise lesson plans to suit the needs of my student. I am responsible for implementing the lesson plans one-on-one with my student in Language Arts, Mathematics, and social skills interactions daily. On a daily basis, I am also responsible for molding and shaping my student's behaviors and prompt when necessary. Working in the learning support room has taught me a variety of ways to incorporate differentiated instruction to suit the needs of all students. It has also shown me the type of teacher I should be, a teacher who adapts content to meet the needs of all learners and the importance of inclusion.

The School Interoperability Framework (SIF) is an industry-wide initiative to build a scalable solution for data exchange in K-12 software, which enables the usage of different data applications. The applications are synchronized and entered into one system with the data in other systems within the SIF framework. The SIF has a distribution networking system that enables secure communication via the Zone Integration Server (ZIS). The ZIS is one or more SIF integration agents that communicate with the ZIS and ensures all SIF connections to be organized into a zone (Access 4 Learning Community, n.d.). The adaptable zone size accessible with the framework empowers single structures, a school, a little gathering of schools, or a region to turn into the primary archive of

In 2008, when Medomak Middle School opened, both the middle and high school were very traditional in the delivery of instruction. Shortly after the middle school opened, however, the school moved to a standards-based approach based on the work of the Maine Cohort for Customized Learning. The middle school was the first school in the district to join this program, but this program has since been adopted by the five elementary schools, as well. The schools use an internet website called Empower (formerly called Educate) to track students as they move through Measurement Topics and Content-Area Strands. Since students will take varying

School Secretary- She will be responsible to find extra rooms for extra courses to be taught. We share facilities with the college, so she would be required to figure out where these students would have to go if there was a remedial course to occur. However, if no remedial course is needed, she would not have to do this.

They use the most up-to-date information with SOL tests, AP/IB Tests (for upper levels), DRP, Math pre-assessment (lower levels) and county assessments as they become available. There is even more detailed information about the testing at (http://www.apsva.us/cms/lib2/VA01000586/Centricity/Domain/62/New%20Final%2012-17%20GS%205%20year%20Plan%20v8b%20May%2016%20v2.pdf)

I interviewed several service providers in my school, Stephen Knight Center for Early Education, that included the psychologist, special education teacher and a general education teacher. I interviewed Ms. Iris, the school psychologist, Ms. Kathy, the special education teacher, and Ms. Hilary, a general education teacher. Ms. Iris’ responsibilities include working with students who have social emotional needs. This can include behavior challenges, learning new social skills, managing grief, etc. She works directly with parents and teachers to provide resources regarding the child’s well-being, and ensure good attendance by setting up plans. Ms. Iris works with children in general education, counseling groups, and one-on-one situations, including special education minutes. Ms. Hilary is a general education classroom teacher. She is responsible for the well-being of her students academically, socially, physically and developmentally. Ms. Hilary also advocates for families and students to receive the support that they need to feel successful in their first years of school. Finally, Ms. Kathy is the staffing

I am part of the attendance team and MTSS. I colloborated with numerus outside agencies including, but limited to; social severies, Savio House, numerous law inforcement agencies, and our district behavior partner. I also worked closely with our student support staff; social worker, psychologist, and counselors. I have develped contracts for students and differentated for their specific needs, and also worked closely with special education staff in developing

The program will have one other pertinent staff, the school liaison. The school liaison will be responsible for building rapport and maintain relationships with the schools, serve as the point of contact for school personnel, and the intake of referrals.

Another competitor to consider is Stars Campus Solutions. STARS® is a cloud-based campus management system that securely and reliably maintains operational data for colleges and schools. STARS® school information system manages the entire student life cycle from lead to placement. Key school performance data is available at your fingertips! The reliability of the STARS school management system is unparalleled. (Solutions, 2013)

All of the data can be extremely confusing to teachers and can lead them astray. Therefore, as Blankstein points out the, “No. 1 priority was for school communities to start with the “purpose” of the data” (164). Without understanding the true purpose behind the data or what the data can tell about a student there is no true reason for collecting it. Therefore, the real work, as mentioned with collaboration, comes after the data is collected. The use of data can drive instruction and promotes intervention or enrichment for targeted students to become more successful, but only if there is a goal in mind when the data is collected. Also, as Blankstein mentions, data should come from different sources, be relevant in relation to the school’s mission and vision, and must be consistent (174-175). By having data from a variety of sources, the scores can paint a clear picture of each individual student rather than relying on just one snapshot at one particular moment in time. This seems crucial considering how students’ lives often interfere with testing and how teachers are critical of assessments because a student is pigeonholed based solely on one test on one day. By curating data from multiple places, over a span of time, in a way that is relevant to the students, teachers can have a better picture of each student and more importantly, how to grow that

In addition to designing and implementing instruction, teachers must also manage their caseload of students. Caseload management involves modification and adaptation of core content material, administrative paperwork (such as individual education plans, behavior intervention plans, transition plans), and implementation of assessments. Special educator’s responsibilities also include collaborative relationships with general education teachers, parents/families, paraprofessionals, and support service providers such as speech, occupational, and physical

John Young has a tremendous responsibility on his hands in preparing an evaluation of the current state of Information Systems (IS) for the Milwaukee’s Division of the Clarion School for Boys, Inc. Mr. Young is on a truncated timetable, and will have to rely on the schools staff and faculty to aid him in making an informed evaluation of the schools information system infrastructure, and articulate his assessment to the Board of Directors for approval.

The main pieces of hardware that is identified in this study include the desktop computers that is used by the staff, the four servers that are used for storing data and running the networks, as well as the fifteen laser printers that are plotted throughout the school that are shared by the staff. Cleveland College has an internet intranet that students are able to login and access information provided by their teachers, and an external website which is publically available over the internet, they have also been given an ultrafast broadband connection due to being linked up to the National Education Network (NEN). All full time teachers are also issued with a laptop by the Ministry of Education.

Student information system is a software application for educational establishments that help manage student data. Colleges and universities all strive to make sure that their students will gain experience and knowledge and have the skills that will enable them to fulfill their professional aspirations. The organization that I have selected is the institute that I work for, Central Texas College. Central Texas College is just one of the many institutions all around the globe that have partnered with Datatel in regards to trying to establish student success. There are different student information systems that you could pick from as in PeopleSoft, SciQuest, or Ascential Software. However, I am going to discuss how Datatel has been a great