Group items tagged

ree or reduced price meals

poverty and mobility, coupled with the lack of teacher stability, necessary instructional control, and effective behavior management put essentially the entire student population at risk for developing emotional or behavioral disorders.

replacing the principal, other building administrators, and about 80% of the teachers

student- and family-centered support services were aligned and located in the school.

two years

students worked collaboratively in classrooms

fun and rigorous learning environment where respect for all is evident everywhere.

common language of respect

learn social skills along with academic content. The day begins with the Morning Meeting during which the children sit in a circle to hear a message about the day’s events or topics of study and they hold an informal conversation in which everyone participates. A set of rules for behavior is posted in every room and hallway along with the systematic and universal steps for regaining self-control and turning around problem behavior.

everity from “take a break,” to “fix it” plans, to dismissal from school. The consistency with which the system is implemented by every adult in the school is remarkable. It has produced demonstrable changes in student behavior and conduct, with students taking responsibility for their behavior, and dismissal from school a rarity. The model also involves “buddy classrooms.”

Teachers work together to assess and reflect on their performance and provide each other with constructive feedback regarding their interactions with students

identify alternative strategies for interacting with the student and monitor progress in terms of reducing conflict and strengthening the relationship between the teacher and student.

emotional/behavioral disorder (EBD)

“Collaboration is key to our teachers finding creative ways to grow at their craft and help our students exceed the standards”

The common policies and procedures used across regular and special education classrooms promote academic and behavioral success for all students.

The importance of social skills instruction is equal to that of academic success for all students. The academic success that regular and special education students at Dayton’s Bluff experience is largely a product of the individualized instruction all students receive. Individualized assessments are conducted with each student to determine the specific instructional needs of each across the content areas. Instruction in reading, writing, and math is conducted in “workshop” style that involves a “mini-lesson” of approximately 5-10 minutes followed by a period of time during which students receive guided practice and feedback on applications of the mini-lesson. Data are regularly collected and analyzed

score

All students experience the same consequences for misbehavior, including those students who have a history of significant behavioral problems in school, and all students are provided multiple opportunities to correct their own behavior within the systematized program.

chance to see fairness in how everyone is treated alike, that they will not be condemned for making a mistake, and will be encouraged to succeed by everyone.

he high level of consistency with which the staff members implement the program builds trusting relationships between students and adults in the building. It is much more common for students to be sent to the principal’s office to read something they’ve written or share an accomplishment in math than to face disciplinary action

he staff members approach the problem as a partner with the student to understand and solve the problem rather than as heavy-handed, controlling, punitive authority figures. This approach promotes mutual respect, responsibility, and pride, and reduces the incidence of learned helplessness.

intensive training as well as ongoing “booster” sessions tailored to their individual needs. Th

academic success

every reason to believe that these students will stand alongside their regular education peers in leading productive, successful lives.

investment in “people-power” that prioritizes small class sizes and strong professional development programs over cutting-edge technology has resulted in successful primary and secondary prevention that supports the tertiary prevention resources provided by the district for students identified with EBD

Jennifer McComas is associate professor in the Department of Educational Psychology, University of Minnesota. She may be reached at 612/624-5854 or jmccomas@ umn.edu. The article was authored in collaboration with Von Sheppard, principal at Dayton’s Bluff Elementary School, St. Paul, Minnesota. He may be reached at 651/293-8915 or von.sheppard@spps.org.

Start practicing these skills in  Pre-Kindergarten (4 year olds). Allow students to share an experience by recording (articulate, create) or  illustrate (create) a picture about it Then take the time to listen or view it (listening) as a class and talk about it as a group (share) . Ask students to give their opinions (reflect & respond). Record the students’ responses or let them dictate you while you type them directly into the blog. Kindergarten teachers incorporate a “blogger” center in their center rotation. The blogger writes (free or from a prompt). Share the blog entry and write comments to the authors as a class. Upload First graders insect reports (illustrations, PowerPoint, recording, etc). Extend the learning… don’t let it end with the presentation. Create an online research center for bugs. Upload any kind of traditional student work, then allow classmates to record or write comments Second graders can become science, history, etc. or classroom happening reporters…being on the lookout for “their” topic coming up in class or resources…collecting information…images… Allow each student in third grade  to become an expert of one of the curriculum areas or topic of their choice. They share their research and expertise with the rest of the class throughout the year on the blog Fourth graders are writing different book reports throughout the year. Find a way to use these reports to create a collaborative space on your blog. How can we get the students to “own” the learning that is taking place while they are learning and practicing to produce these “required” reports? Students divide into groups to become the knowledgeable about the state of Florida. They become responsible to inform others about their area. Allow different media of their choice to deliver that content. Make sure the feedback for their efforts on the blog does not get neglected. Repeated practice becomes routine. Incorporate reflection and feedback into the learning process. Fifth and sixth graders are old enough to have their own username and password AND be responsible with its use. Use the blog as a space to incorporate their interests. Teach them to make connections between the curriculum and these interests… Be proud to share them… Allow them to make mistakes…they are perfect learning opportunities… Students should be challenged by higher level thinking questions… use prompts and feedback in your comments to guide… given more freedom in choosing their creative outlet to present a point of view, experience or lead discussion in new directions. Bottom line: Involve students in their own learning. Let them become teachers, let them edit each other, let them learn the value of collaborative knowledge. Guide them through the process of becoming life long learners. Learning does not stop because the chapter or unit is over. Make them aware of the connections that are all around us. Share and collaborate on your blog. View your blog as your classroom’s Learning Space.

art of something greater than the weekly “Friday Folder” that is being sent home to show their learning progress (or lack thereof).

Depending on your students age, you can : have one classroom blog one username and password for all students students sign their comment with their first name or avatar name give each student their own username and password as “Subscribers” to post comments on your posts give each student their own username and password as “”Contributors” to add posts that will need to be approved by you create a blog for each one of your students, where they create their own space to document and reflect on their learning, receive comments from you, classmates or blog-pals around the world.