1. Background Description Of School And Observed Classroom

(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

The Individuals with Disabilities Education Act (IDEA) greatly emphasizes the participation of the child’s family during the Individualized Education Program (IEP) process. Parents and/or caregivers are considered one of the most essential members of their child’s IEP team. Their involvement benefits their child’s overall academic success. Unfortunately, full parental involvement does not always occur and there can be many different reasons for their nonparticipation. The IEP process can be a very overwhelming experience for families with children with special needs, especially for those who are culturally diverse. It is the job of the professionals and special education teachers to understand the importance of collaborating with family’s

The classroom is well organized and orderly. Students have a routine that is followed each morning. John’s morning activities are without disruption, the morning routine works.

McKevitt, B. C., & Braaksma, A. D. (2008). Best practices in developing a positive behavior support system at the school level. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (5th ed., pp. 735–747). Bethesda, MD: National Association of School Psychologists.

I work at a school which implements P.B.I.S., also known as P.B.S. (Positive Behavior Supports). Our school P.B.I.S./P.B.S. goals include the following:

The second is Communication between the Home and School. In order to help families create settings within the home to support their children as students we, the teachers, can provide suitable materials which give information and assistances on how the parents can help at home. Through pamphlets, e-mails, and phone calls teachers can inspire and encourage parents to converse and work with their child. Through our involvement with the families, parents become more aware of their child’s school platform, they interact on a more positive level with their children they are more skilled to reinforce the teacher's objectives in order to achieve better schoolwork. When we give parents information to become more knowledgeable partners with the school, their child sees that their parents and teachers are communicating with one another about their schoolwork, which allows them to become more aware of their parents involvement and abilities. This will open up the opportunity for the child and parents to talk openly about the child’s schoolwork and the decisions the child makes at school.

The special education teacher is in charge of informing the family on when and where the Individualized Education Program will take place. The family of the student will discuss the necessary content of the individual’s program, how reports will be received to express the child’s progress, and who will be included within the Individualized Education Program team. There will also be considerations in the development of the program, the specific role of the regular education teacher, and the requests of review and revision of the Individualized Education Program. Overall, the family plays a huge role in developing the Individualized Education Program and the parent’s consent must be obtained in order for the IEP to go forward or even be altered.

On Monday, September 25th, I was invited to sit in as the general education teacher in an IEP team meeting. The meeting was held for a student with down syndrome, identified at birth, who qualified for services under the category of intellectually disabled. This student is in a self-contained classroom, therefore, his current teacher, served as the special education teacher for the purposes of this meeting. Meeting participants included: Mrs. Fields (ARC Advocate), Dr. Neiman (Main speech therapist, participated over the phone), Mrs. Bennett (LEA representative), Mrs. Diggs (ACS EC Director, as a precaution because the parents expressed concerns for the education of their child), Mrs. Sikes (General Education Teacher), Mrs. Bernard

Wheeler, John C, Richey, David Dean (2010). Understanding behavior in children and youth. Behavior Management Principles and Practices of Positive Behavior Suppo

3)a.If your child is currently receiving special education services, you have the right to revoke your consent for such services at any timeE.Parent Participation in Meetings (pg. 4)a.You must be afforded to the opportunity to participate in meetings regarding theidentification of your childF.Evaluation Procedures (pg. 5)a.The school district must use a variety of evaluation tools and strategies when conducting an evaluation of your childi.Initial evaluation ii.Independent educational evaluation G.Private School Placements (pg. 6)a.Private school placements when FAPE is NOT in an issue b.Private school placements when FAPE IS an issue H.Discipline of students with disabilities (pg. 7)a.Short term removals (less than 10 days)b.Long term removals (more than 10 days)c.Manifestation determination review d.Expedited Due Processe.Interim Alternative Educational

The meeting was for K.H., who is in Mrs. Hunter’s class full time. J.H.’s mother, Mrs. Hunter, Mrs. Harvey, Miss Revell (Staffing Specialist), Mrs. Ott (Speech and Language Pathologist), Ms. Izette, and I were present at the IEP meeting. This student receives speech/language services and occupational therapy during the school week. Mrs. Harvey introduced all of us to the mother and Mrs. Hunter started the IEP meeting.

The Pre-School program for students with disabilities in Cambridge Public Schools is the Special Start program. The program provides services for preschool aged children, 3-5, who have a disability as outlined by state and federal requirements under the Individual’s with Disabilities Education Act (IDEA). The program is designed to service students with a variety of needs from mild to severe disabilities. The program is intentionally designed to ensure that students are educated with non-disabled peers with integrated classrooms and intensive, integrated classrooms. In addition, sub-separate classrooms are always paired in buildings with integrated classrooms in order to provide inclusive opportunities for students, as they are ready. The delivery of services is based on the intensity and need of each individual student and is determined by the student’s IEP team.

Welcome parents and student to Franklin County Elementary. Our superintendent of education has recently decided to implement a school wide positive behavior support. This approach to discipline includes school-wide, targeted, and individualized strategies for achieving social and learning outcomes while preventing problem behavior with all students. It involves modifying our processes and procedures to help decrease problem behaviors. You will see that we have added reminders throughout the school (in the classrooms, hallways, lunchroom, bathrooms, etc.) as a friendly reminder of the rules to encourage good behavior. Our goal is to get more remarks for positive behavior than incident reports for negative behavior every week. The remainder of this paper will outline our School Wide Positive Behavior Support, explaining behavior expectations, rewards, error correction procedures, and data collection procedures.

Today schools are faced with an overwhelming amount of behavior problems as a result they have incorporated programs to help create a positive culture within each school system. Several behavior management programs have been implemented in schools all over the United States therefore the school environment can run more smoothly. Here are some approaches that aid in creating a positive and safe environment in schools.

Provide Assistance with children who have an IEP It is understood that when a parent is worried or concerned for their Child’s academic performance they contact the school to set up a meeting with the school's child study team. A child study team consists of a psychologist, a learning disabilities consultant and social worker. From that point on they will discuss the needs that would be better suited for the child’s academic performance. For instance, the social worker along with the child study team must follow certain guidelines set by law and must be included in every Child’s IEP. For this reason it must state the Child’s performance in school during the present term, it must also include educational goals, including the support and services that the school will provide to help each student meet these goals, it also includes modifications and the accommodations to help with their progress, accommodations when taking standardized tests, and a report of how and when the school will measure the child’s progress toward annual goals, and the transition planning that prepares for life after high school. (Stanberry, 2017)