Student Body At Capital Middle School

(b) The data for this study came from a sample of 6,988 children enrolled at 21 elementary schools that participated in a randomized trial of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). This trial specifically included data on instances of

I teach first grade at Lowe Elementary School; my class is made up of twenty-four very diverse seven year-olds; they come from all over the city of Louisville, from a variety of socio-economic situations. Each student brings a unique personality to our classroom community, and they all work hard to become “smarter and smarter” and to “go to college”. Thirteen students are boys and eleven are girls. Of these twenty-four students, three of them are English Language Learners. Additionally, eight students receive tier two interventions and two receive tier three interventions in reading. In math, five students are tier two and four are tier three. I also teach one student who receives ECE services for a developmental delay. Within my class there is a wide achievement gap.

Decades of research shows that this resulting racial and economic isolation created toxic, severely under-resourced learning environments for black and brown students, from Detroit to Philadelphia to New York City.( Nikole Hannah-Jones)” Living in communities where urban students are surrounded with drug dealers and some of the dealers being people urban students know personally whether they went to school with the person who is now the drug dealer or they grew up with. Urban

For example, in Orange Country Florida, where black students only make up 27% of the public school’s population, black students represent over 50% of the students getting suspended (Lynch, 2016). This can be the effect of discrimination in the school system as young black males are already viewed as “trouble makers.” This alone can also create violence in black males because they recognize the unfair treatment which leads to resentment and anger. This soon manifests into even bigger problems within the self. "Exposure to aggressive experiences, in school and outside school, can profoundly affect mental health, including adjustment at school,” (Basch, 2011). Also found in this article, a recent study showed more than 42,000 11-17-year old’s that were affected by school violence were associated with having experienced internalizing behaviors such as depression, anxiety, sadness and more. Depression, anxiety, sadness are all ways for a child to cause aggression behavior because that's the only way they know to express themselves. This all stems back to the environment in which these young African American males are subjected to (Farrell et al, 2010) as well as their place in society and how they are viewed. If all they see and experience is negativity in their communities, homes and schools, it is what

A school’s Behavior Matrix can create a school climate that reinforces good behavior, a positive and safe environment, encourages responsibility of actions, builds positive relationships, ensues high expectations, and builds community (Muscott, Mann & LeBrun, 2008). The consistency of responses, consequences, and rewards will create an atmosphere that promotes positive behavior and discourages negative behaviors. The strategies set forth by the Behavioral Matrix are set up for the entire school population focusing on the students that do not necessarily have behavioral issues. It is mainly for the purpose of increasing student achievement, discourage problematic behaviors, and increase positive interactions throughout the school environment (Bradshaw & Pas, 2011). Therefore, the goal of a Behavioral Matrix is in fact to strengthen positive behaviors that are already in place and give a consistent disciplinary action guideline to move those individual that commit negative infractions towards positive direction. Positive Behavior Support systems are set up to acknowledge the good that students accomplish, and does not allow infractions to define who they are and allows for them to reinstatement the good

Jennifer Ramji, MA, LMFT, LICSW is a therapist for the Community School Collaborative, providing school-based prevention, early intervention, and mental health services at Edison High School, a comprehensive urban school located in Northeast Minneapolis. As the Director of Training and Supervision, she provides and organizes mentorship, supervision, and professional development opportunities for therapists in fourteen inner-city schools. Jennifer has worked in school-based mental health for the past ten years and is an adjunct instructor at Argosy University/Twin Cities and Metropolitan State University. Jennifer’s practice is centered on providing culturally responsive and developmentally appropriate services to diverse and underserved youth,

I agree with the concept that schools should provide and nurturing and structured environment for students. However, the zero-tolerance policies implemented in the school system tend to channel African-American students into the school-to-prison-pipeline. The girls that are viewed as “ghetto” and “ignorant” are disgraced with each office referral and suspension. To find solutions to this problem the educational system has to recognize there is a problem. The suspension rate of African-American girls is ignored because we have assumed they don’t face the same challenges as boys. When we look at out at risk youth, it should be from the standpoint of finding resources to correct the problem regardless of their gender. The stakeholders that

In today’s society some people opprobrious African Americans especially, African American males. Black men are defined as a threat to society and by the negative images conveyed in media today. Black children, particularly black males, are being raised in a world where there is a high probability of not graduating, being unemployed, arrested, or dead. We can minimize this epidemic by enhancing the lives of today’s youth. In society parents and guardians are usually responsible for accentuating the importance of values, morals, and ethics to our black children. However, children will deeply discern these ideologies if they are clearly perpetrated throughout the community. There are many community organizations using the Structural

African American males struggle every day to prove their worth in an educational setting. According to society these young men are when it comes to their peers. Early education or daycare is a child’s first educational learning experience outside the home. However, not all African American males have this experience. A handful of African American males miss the opportunity to experience the positive benefits of learning social and cognitive skills. As a result, the absence of the early education effects the African American males’ ability to achieve higher learning. By the start of elementary school, these young men are already behind their peers in learning new information. In an effort to hide their lack of understanding they lose focus and become disruptive and begin to act like the class clown. Although the blame shouldn’t be placed solely on them, their teachers play a major role when it comes to educating the youth. They have to discover what inspires each child, yet they always seem to abandon the African American male’s interest and individual learning style. Young men go through the school system experiencing deficiency when it comes to their learning styles, due to the lack of teachers understanding their circumstances and how to engage them. Every child, especially African American males can have a chance to succeed in school if teachers have a full understanding of their cultural and learning styles. Which leads them to seep through the education system,

1. Growing up I experience, and saw the struggle that my siblings and classmates faced in our community. In a community where resources were scarce and inadequate guidance was provided, pursuing higher education became a challenge. Four out of eight children in my family, including myself, were able to earn a high school diploma. The other four dropped out of high school due to a combination of language barrier and gang affiliation. My research papers sought to examine the reason why so many at risk youth end up dropping out of high school.

The middle school I am currently working at has the highest minority rate in all of KISD. We are a low socioeconomic campus, and a large number of students I deal with come from broken homes. A large number of students only have one parent in the home, or they live with relatives. I have had students tell me they did not sleep the night prior because there was a fight in their home. I have had students tell me there was no food because mom used the money for alcohol or drugs. I have had students come in the next day crying because a family member was shot the night prior. The kids in my school also tend to move every six months, because that is when the lease is up, and the parent can’t pay the net bill. The truth is a large number of these

For reasons unknown, some students simply cannot or choose not to behave during class. Caroleo opens her article, “An Examination of the Risks and Benefits of Alternative Education”, with the claim, “One size education does not fit for all children and youth” (35). It is true that blanket instruction does not work for most at-risk students. A specialized educational setting results in an increase in supervision and guidance. Specialized settings lower the possibility of frequent outbursts; therefore, placement into a smaller class would benefit the disruptive student. In most alternative classrooms, the student-teacher ratio is low. In a local alternative school hosted by New Brockton High School, the class roster rarely reaches above ten students. Smaller settings allow teachers the chance to minimize down time and focus on individuals. Increased one on one time allows students to find more productive outlets for their excess energy. In addition to being beneficial for the troublesome student, alternative schooling would allow other members of the class a productive environment in which to learn. Students’ outbursts are detrimental to not only the other students’ education but also the education of the delinquent as well. Placement into an alternative school will allow typical students to attend class uninterrupted and encourage the cause of distraction to focus on continuing their education. If the disruptive student is removed from the classroom, then it is likely that all students’ grades will flourish accordingly in the now positive

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity

Recent research strongly suggests that well-designed programs are having significant effects on student behaviors (Learning Point Associates). Children who have too much free time after school without parental vision need to be involved in after-school programs. There are many negative influences children could be exposed to in different social environments. Drugs, alcohol, tobacco, sex, and violence are just a few examples in a large category of negative influences

For those who are growing up in the Corner neighborhood, truancy is a common factor among several teens and young children. The Martin Luther King Jr. Recreation Center and its frequent visitors could benefit from a prevention/promotion program that focuses on graduation incentives for students. While the MLK Jr. Center is an appropriate outlet for after school, a program that expands the center past its current