Sentences with phrase «present school behavior»

It can be helpful to present school behavior expectations in a student handbook and to ask students and families to sign an agreement indicating that they have received the information.

Not exact matches

I would give it to my kids (8 and 5 yr) for a special treat for good behavior at school or at home or save it for a xmas present.

Kids given too much latitude, such as regularly staying at a friend's house after school with no adults present, were more likely to engage in riskier behaviors.

This gave us baseline information about the schools» behavior, which we could compare to their responses when they were presented with the different odors.

Chen, Director of Technology at The Nueva School, presents a framework to help parents deal with their children's digital behavior issues.

Activities have included maneuvering through a low - ropes course to build teamwork skills; entertainment, such as speakers who interacted with faculty and presented strategies for teaching language arts; discussions on goal setting and human behavior in organizations; book dramatizations; and an artist - in - residence for a day who outlined integrating the arts into the school program.

Edward Chen, Director of Technology at The Nueva School, presents a framework to help parents deal with their children's digital behavior issues.

In our study, students may have understood that the opportunities presented by the Promise depend on displaying better behavior in school, and therefore reacted to the Promise in ways that resulted in fewer students spending time in suspension.

Research reveals that a school has an effective PBIS system when a range of 65 to 85 percent positive behaviors are present within the student body.

During the same time that the Legislature was considering Senate Bill 1566, TASB hosted the first eXceptional Governance (XG) Summit in Austin, presenting research that shows the positive effect a school board's beliefs and behaviors can have on student achievement in a district.

Finally, Beverley B. Geltner presents findings from her one - school study As He Lives in Their World: Teachers» Perceptions of Their Principal's Behavior as Related to School Effectivschool study As He Lives in Their World: Teachers» Perceptions of Their Principal's Behavior as Related to School EffectivSchool Effectiveness.

Randy Sprick presents a two - day session, «Create a Multi-Tiered System of Behavior Support: Improve School Climate and Discipline for All.»

The purpose of this blueprint is to present a rationale for adopting school - wide positive behavior support (SW - PBS), describe the key features of SW - PBS, and illustrate processes, structures, and supports of SW - PBS.

The table below presents A Rubric for Cultural Proficiency Professional Learning in Support of Common Core Standards that can be used to examine the school's and / or district's healthy / unhealthy and productive / unproductive values, language and behaviors placed along the Continuum.

More recently, schools have adopted positive, inclusionary methods of behavior modification, which, in theory, consider present and future concerns by holding students accountable while also repairing harm and rehabilitating relationships.

Managing a school's culture is not dependent on the authority that you have based on your position, but can only be affected by increasing your influence over behaviors, beliefs, relationships, and other complex dynamics present in the school that are often unpredictable.

Engaging Schools» five step approach to classroom management, «Guided Discipline and Personalized Support,» presents case studies and sample responses to six familiar problem types; teacher qualities and skill sets associated with effective classroom management; routines, procedures, and group learning protocols that build a high functioning classroom community; essential practices, strategies, and scripts that invite student engagement, cooperation, and self - correction; individual and group strategies for supporting positive behavior; and specific intervention protocols for chronic unwanted behaviors.

This document addresses the problem of bullying in schools and defines bullying, discusses the seriousness of this behavior and the effectiveness of a comprehensive approach, and presents strategies for teachers, students, and parents to use when dealing with bullying situations.

She has also presented on exotic and domestic animal husbandry for the behavior clubs at Ross University, Purdue University, and University of Illinois veterinary schools.

2007 Late Liberties, John Connelly Presents, New York, NY The Show's So Nice, Monya Rowe, New York, NY Material Presence, Marsh Project Gallery, Herron School of Art, Indianapolis, IN Emergent Behavior, Martin Art Gallery, Muhlenberg College, Allentown, PA

• The spouses» income and ownership of property • The spouses» present and future earnings • The spouses» education and training levels • The hinderance of one spouse's job - seeking ability by the other spouse (for example: domestic violence) • The children's residency • The maintenance - seeking spouse's ability to support self • The spouses» living conditions prior to marriage • The maintenance - seeking spouse's lack of income due to remaining home to raise the children instead of being gainfully employed • The children's extra expenses (for example: schooling, day care or medical expenses) • Providing care for disabled children, adult children, elderly parents or in - laws • The maintenance - seeking spouse's contributions to the marriage (for example: becoming a homemaker and not receiving a fixed income) • Either spouse's loss of assets due to a risky behavior • Loss of health insurance benefits due to the divorce (The maintenance - seeking spouse will need to obtain insurance.

Lead Teacher Lanier High School, Lander, WY 2010 — Present • Design, develop and implant core curriculum • Manage classroom instruction • Create a classroom environment conducive to learning • Manage student behavior • Assist students with class work • Act as a mentor for students • Manage class work and homework grading • Devise and mark exam papers • Assess student progress • Liaise with parents to discuss individual progress

Barrington Community School, Woodridge, VA 11/2014 — Present Second Grade Teacher • Teach reading, language arts, social studies, mathematics, science, art and physical education to second grade students • Create and impart effective lesson plans for each subject • Develop instructional materials related to each subject and concept to be used during class instruction • Establish and maintain standards of student behavior and indulge in behavioral management duties when needed • Create and administer tests and check and grade test papers

Windsor Public Schools, Muskogee, OK 11/2014 to Present Substitute Paraprofessional • Stay on alert for possible substitution duties by maintaining knowledge of all probable assignments • Assist lead teachers in carrying out the work of a paraprofessional by first understanding curriculum and class instruction procedures • Impart instruction under the supervision of class / lead teacher by following set protocols and rules • Create a classroom environment conducive to learning and appropriate to the interest and maturity level of each student • Encourage students to take part if class activities and provide assistance if they get stuck • Ascertain the safety of students under supervision by ensuring that their surroundings are secure • Observe students for behavior problems and report any disconcerting findings to the lead teacher • Assist lead teacher in creating reports and documenting lessons

Infant Teacher Little Tots, Arlington, TN 5/2012 — Present • Work with the school management to create and implement core school curriculums • Develop lesson plans according to the individual needs of each child • Impart education to students, based on their specific needs, and provide one on one assistance where necessary • Oversee classroom behavior, and intervene during potentially explosive situations • Assist students in learning basic concepts such as colors by providing individual attention • Evaluate the progress of each student, and ensure that it is logged into their files • Create and maintain records of students, including contact information, for emergency purposes • Provide feedback to parents and guardians, and work with them to ensure increased classroom participation

The Arc of the Ozarks, St. Paul, MN 9/2009 to Present Behavior Support Technician • Confer with school nurses and teachers to determine types of behavior issues certain students are facing • Assess each child for behavior issues by conferring with them individually and in groups • Determine strategic behavior support programs for each individual student • Conduct classroom observations to determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful obsBehavior Support Technician • Confer with school nurses and teachers to determine types of behavior issues certain students are facing • Assess each child for behavior issues by conferring with them individually and in groups • Determine strategic behavior support programs for each individual student • Conduct classroom observations to determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful obsbehavior issues certain students are facing • Assess each child for behavior issues by conferring with them individually and in groups • Determine strategic behavior support programs for each individual student • Conduct classroom observations to determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful obsbehavior issues by conferring with them individually and in groups • Determine strategic behavior support programs for each individual student • Conduct classroom observations to determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful obsbehavior support programs for each individual student • Conduct classroom observations to determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful obsbehavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful obsbehavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful observation

Monitor and collect data on individual students regarding targeted behavior Maintain up to date graphs and charts, organize and present data to school officials Complete timely and through evaluations, reports, progress notes and correspondence Coordinated special events Apply all laws, rules and regulations regarding child advocacy mandated by the state of Pennsylvania Generate solutions independently and in conjunction with the students case Manager and clinician.

Professional Experience THINK Together (Santa Fe Springs, CA) 11/2007 — Present Program Leader • Lead group of 25 middle school students in educational enrichment program • Determine program goals, policies, and procedures ensuring effective operations • Create and implement engaging curriculum for varied learning styles • Research and apply multiple presentation techniques to ensure information retention • Serve as liaison between students and senior program management • Actively build relationships and foster supportive learning environment • Oversee staff and students guaranteeing safe and appropriate behavior at all times • Offer administrative support including data entry and phones as needed

Merced City School District, Merced • CA 2010 — Present Instructional Assistant — Site Day School Accountable for providing assistance to teachers in a multi-grade level classroom setting with students of various behavior issues and academic levels.

The behavior must be present in more than one environment which could include home, school, and community locations.

Poverty, living in homes and / or communities in which violence, drugs, and other negative risk factors are present, abuse, violent or delinquent behavior, low self - efficacy, academic failure, truancy / suspension from school, avoidance of reading or other «academic» endeavors, depression, short attention span, withdrawal, lack of appropriate social skills, anger, substance use, aggression, sexual activity / teen pregnancy, and grief

Children may present for treatment for a variety of reasons such as ADHD, Asperger's, Anxiety, depression or behavior problems at school or home.

For students with disabilities, including those who present challenging behaviors, the IDEA also addresses issues such as staff training, students bringing weapons to school, continuum of services, alternate placements, and working with a student's strengths as well as his or her weaknesses.

Lingering symptoms of posttraumatic stress disorder (PTSD) or disrupted attachment can present as difficulties with sleep, anxiety, oppositional behavior, violent behaviors, and school failure.2, 3

Previous delinquency, substance abuse, and teen pregnancy prevention programs have been provided in the late elementary or middle school grades, just prior to the ages when delinquent behavior, substance use, and sexual activity increase in prevalence.6, 7,31,32 Yet the social development model that guides the present intervention suggests that early and sustained intervention through the elementary grades should put children on a different developmental trajectory leading to positive outcomes over the long term.

The briefer version of the PSC3 is broadly used, with > 40 published studies.23 These studies have shown that the PSC - 17 yields higher detection rates than pediatricians relying on clinical judgment alone24 and has risk rates comparable to those of the PSC - 35,3 semistructured interviews (Schedule for Affective Disorders and Schizophrenia for School - Age Children — Present and Lifetime Version), 25 and longer questionnaire measures.2 The PSC - 17 was derived from the PSC - 35 through an exploratory factor analysis conducted on data collected from the 1994 to 1999 Child Behavior Study (CBS), a nationally representative sample of > 20000 pediatric outpatients.3 In that study, the exploratory factor analysis suggested that it was possible to create a briefer version of the PSC with 17 of the original 35 items.

Proven strategies will be presented that administrators can use to maximize efforts to improve school climate, reduce problem behavior, improve classroom practices, and implement supports for students with challenging behavior.

Without professional counseling in separation and divorce situations, deep hurts can form that can affect future relationships and possibly damage children's present emotional behavior and school or work performance.

Measures included the Schedule for Affective Disorders and Schizophrenia for School - Age Children - Present and Lifetime Version (K - SADS), Beck Depression Inventory (BDI), Child Sexual Behavior Inventory (CSBI), Child Behavior Checklist for Ages 1.5 - 5 (CBCL / 1.5 - 5) or Child Behavior Checklist for Ages 6 - 18 (CBCL / 6 -18), and the Children's Depression Inventory (CDI).

Psychological characteristics include low IQ, impulsivity, hyperactivity, lack of empathy, and fearlessness.12, 13 Parental risks include low levels of education, antisocial behavior, poor parenting skills, maternal early onset of childbearing, and family discord.14 — 20 There is evidence of an intergenerational transmission of these problems through both genetic and environmental channels.18, 19,21 — 24 Developmental research also shows that the spontaneous onset of physical aggression in school - aged children is highly unusual.1, 7,25 Instead, the developmental precursors of chronic physical aggression are present before school entry.

Results from the present study indicate that children who are at highest risk of not learning to regulate physical aggression in early childhood have mothers with a history of antisocial behavior during their school years, mothers who start childbearing early and who smoke during pregnancy, and parents who have low income and have serious problems living together.

Results from the present study indicate that children who are at highest risk of not learning to regulate physical aggression in early childhood have mothers who have a history of antisocial behavior during their school years, who start childbearing early, and who smoke during pregnancy and have parents who have low income and serious problems living together.

Measures included the Schedule for Affective Disorders and Schizophrenia for School - Age Children - Present and Lifetime Version (K - SADS), Beck Depression Inventory (BDI), Child Behavior Checklist (CBCL) for Ages 1.5 - 5 (CBCL / 1.5 - 5) or Child Behavior Checklist for Ages 6 - 18 (CBCL / 6 -18), and the Children's Depression Inventory (CDI).

Adolescents were assessed at intake, 3 -, 6 -, 9 -, and 12 - month follow - ups using the Kiddie - Schedule for Affective Disorders and Schizophrenia for School - Age Children — Present and Lifetime Version (K - SADS - PL), Camberwell Family Interview and Coding System, and the Child Behavior Checklist (CBCL).

Summary: (To include comparison groups, outcomes, measures, notable limitations) The purpose of the present study examined the effects of the Middle School Success (MSS) intervention [now called KEEP SAFE], on their health - risking sexual behavior of girls involved in foster care.

Prevalence, definitions, and underlying risk and protective factors (e.g., individual, family, school, peers) associated with these behaviors will be presented.

School presents a unique challenge for children with behavior issues.

These videos present the Primary Level strategies within Elementary School and Secondary School contexts; Reading, Math, and Behavior contexts; Group Instruction and Individual Instruction classroom contexts; and students contexts including General Education, Learning and Behavior Disorders, Autism Spectrum Disorders, and Moderate and Severe Disabilities.

Further, by implementing SEL in schools, students, teachers, and administrators are more aware of and skilled in identifying and responding to mental health issues when the behavior first presents itself.

A decade of research on this program presented as principal vectors the importance of teacher training for the program's implementation, the usefulness of promoting these competences in school contexts, and a lack of preventative measures and the scarity of promotion of positive behaviors (Pinto and Raimundo, 2016).