Focus: Ms. Smalls (MHP), Ms. Givens (MHS) and Antazia review the draft treatment plan and progress school behaviors. Intervention: MHP, MHS and Antazia review the draft treatment plan. MHP answered MHS and Antazia questions about the goals and interventions. MHP answered Antazia questions about kinship care and updates from her DSS worker. MHP progress and role-play different ways to communicate with school officials.
Goal 1: Phillip will improve his behavior at home and in the community. Phillip has not returned home since his elopement on Friday. Phillip 's mother reported, "I was on my way to take him to Lakeview to serve his suspension when Phillip got verbal aggressive; therefore, I told him to get out." Phillip called his mother the B word and threw a rock at her car when they both calm down Phillip refused to get back in the car as well as refused to wait for IIH team member to pick him. The IIH team members informed the team after the incident occur everyone went searching for Phillip at 3 different times.
Abigail has always attended school at Clintwood. Academic records indicate she has not repeated a grade, but has noted struggles with Speech and Language and reading. Her attendance history has been poor. In kindergarten she missed 18 days and was tardy 2 times (11%). In first grade she missed 21 days and was tardy 44 times (13%).
A) Renee with reach out to key participants for information regarding the impact it will have if youth is not attending school B) Renee and Asa will evaluate other alternatives for an appropriate school placement (Charter school) C) Renee and Asa will have started the the process of registering him in a school A,B) MSTT encourage Renee to inform JPO of the youth lack of school placement and inqurier information on how it may impact is probation status. Renee struggled with the idea because she believed JPO should not have a say in school but a few days later informed MSTT she did reach out to JPO and explained the situation and was informed how this could effect Asa probation status. MSTT educated the family on other school placements to take
A) MSTT will seek to understand Jay's understanding of MSTT approach for the family for Franklin's academic success B) Jay will identify his understanding of MSTT approach C) Jay will assess what works better for him to be assessed during next session with MSTT A, B, C) The caregivers expressed to MSTT they received a phone call from the school informing them that Franklin has failed four classes this year but they will be moving him forward once he completes one class for summer school.
This contract between Matthew Smith, hereas known as “Child” and Pansy Fox, hereas known as “Parent”, outline a strategic way on improving Child’s behaviour. This month, the Child will be working on; being respectful to peers and elders, cleaning his/her room and being able to find genuine friends to hang around with. This doesn’t mean that Child doesn’t need to behave well overall, but rather that Child needs to focus particularly on these behaviours. Previously Child has been working on taking up responsibility at home, respecting the family and having good grades.
Communication between home and school is clear and frequent with daily planners on progress and homework goals. Austin’s parents have a good relationship ship with the school having had a child already go through the school. The school and parents are in agreement with the academic goals set for Austin and no behavioral concerns need to be addressed. There are plenty of opportunities given to Austin to practice skills learned at school in the home environment. Austin’s parents report that they intend to keep Austin in the Lancaster Mennonite schools with no intention on having him attend public school.
Social work will make weekly visits to see Marcus progress report with the school counselor. Task: a) Check in on Marcus behavior and attendance. b) Check on his performance in school curriculum.
Families that live in at risk areas often experience stressors such as increased crime in the surrounding areas. Increased crime is often a reason families relocate and search for new housing. Due to relocating children are often uprooted from school and required to start over in a new school environment. Children experience stress due to their family suddenly moving and as a result their grades suffer below state standards therefore they are required to repeat a grade (Mueller and Tighe,
Prompt # 2: For many students, discrimination and unfair treatment due to their social location can cause difficulty to an individual’s developmental process and outcome in school. A developmental alliance is a teacher, counselor, volunteer or anyone who can provide support for the student. Characteristics of a strong developmental alliance include, (1) using the scaffolding approach to support the student’s learning, (2) providing a safe classroom/after-school setting for the students to foster the development of each individual, (3) serving the students rather than attempting to fix, and (4) assisting the youth find and develop their interests. A strong developmental alliance should use scaffolding in the classroom or the after-school
This is were working with the mental health professionals has been extremely important to this students ongoing progress. Before we can make significant progress on his IEP goals, these mental health issues need to be supported and coping skills put into practice. This takes time, however the relationship building and trust that has developed will help us make progress faster, as these other issues get
Using this model would allow Mr. Miller to review the mission of the school, determine whether ability grouping is aligned with the mission, and select an alternative that reflects the mission. 3. What action, if any, should Principal Miller take to demonstrate that he is an educational leader who treats people fairly, equitably, and with dignity and respect? Following Standard 3, Principal Miller should involve families and other stakeholders in the decision-making process. Mr. Miller should select and utilize a group decision technique will allow the opinions of the groups of parents, as well as other individuals and groups, to be heard and present their point of
The School Counselor first started off with discussing some of the concerns and what the goal of the meeting was, so that way the Grandfather could be reassured that the school is trying to help them and not against them. As the discussion went on the Grandfather stated that they are planning to move across town and will be switching him to a school closer to where they live. So basically, this SST Meeting was a plan for a week there at mountain view and then his file and all the effort that has been taken will follow with him in is folder and will prevent the other school from having to start back at square one. So with that being said the teacher began to speak of the troubles that she had been seeing with him such as his physical aggression and anger. The student also shows no interest in doing school work at all.
Schools will be require to impose progressive sanctions before referral for truancy. The progressive sanctions have a total of three levels of interventions; first level includes a conference between child, parent, and school with follow up meetings. Attendance contract will be signed in which it includes behavioral expectation regarding the child and a detail description of the consequences of what will have if child refuses to meet the contract. Second level, schools will tried to identify reasons for not attending school, counseling referral if necessary, and referral to any other service that can focus on addressing the absences. Third level, the child and family will be referral to school-based community service, referral to school-based teen court, weekend courses, and reevaluation if child received or needs special education
The school enrolls over 400 students. Laura is in the 7th grade; there are 40 students in her grade. In Laura’s student file she has a current psychological-academic evaluation. She has a history of anxiety, depression, ADHD, and Social Pragmatic Communication Disorder. In addition she has superior intellectual functioning and language abilities.