Response to Intervention is a multi-tier approach to the early identification and support of students with learning and behavior needs. Please visit th e ACES and G&T page for more information about our QUEST program. QUEST: Questioning, Understanding, Examining, Solving and Thinking They rely entirely on voluntary participation and offer assistance to schools in many different areas. Positive Behavior Interventions and Supports is a proactive approach to establishing the behavioral supports and social culture needs for all students in a school to achieve social, emotional and academic success.Ī national organization of parents, teachers, and other interested persons that has chapters in schools. A typical CST consists of a psychologist, a learning disabilities consultant, social worker and oftentimes, a speech/language therapist alongside the student's parents.ĭEAC: District Evaluation Advisory CommitteeĮach district is required to form a District Evaluation Advisory Committee composed of a diverse group of stakeholders to advise the district on the implementation of AchieveNJ, New Jersey's educator evaluation system. These services include consultative, evaluative and prescriptive services for students who are experiencing academic difficulties. (Ed-data)Īn individual state's measure of yearly progress toward achieving state academic standards.Ī board of citizens controlling especially the elementary and secondary public-school education in a state, county, city, or town.Ī multidisciplinary group of professionals typically employed by the board of education to provide parents and teachers with a variety of learning related services. Meeting the AMO is the first step toward demonstrating adequate yearly progress under the federal law No Child Left Behind (NCLB). The annual target for the percentage of students whose test scores must be proficient or above in English/language arts and mathematics. The only exception to this would be if a student exceeds the number of absences, tardies, dress code violations, or receives an office referral in the time period between the zero hero and super hero parties.Please visit the ACES and G&T page for more information about our ACES program. After Christmas break, students that qualify for both zero hero parties during the final two grading periods qualify for the Super Hero party that occurs before the end of the school year. Students who qualify for both zero hero parties during the first two grading periods qualify for the Super Hero party that occurs before Christmas Break. Super Hero parties are off campus trips conducted at the end of each semester and are used as a reward for students who have shown consistent positive behavior over the course of two grading periods. In order to qualify for a zero hero party, students must meet the following criteria for the nine week period: two or less unexcused absences, two or less dress code violations, two or less tardies, and no office referrals. Past zero hero parties have included: free dress day, free jean day, free time on the patio, pizza, donuts, and ice cream. These parties are a reward for students that have shown consistent positive behavior over the course of a grading period. Zero Hero parties are conducted at the end of each nine week grading period. Several studnts from each grade level are drawn and receive a variety of rewards that include: concession stand vouchers, gift cards, or free dress days. Students turn their money in every two weeks for a drawing. Students are awarded “Mustang Money” by their teachers and other staff members for a variety of positive behaviors that students exhibit not just in the classroom but other areas of the campus. Greenacres offers a variety of ways to reward these behaviors. Students are rewarded based on their adherence to these standards. The Greenacres PBIS program is centered around the three R's: PBIS is a program implemented by the Bossier Parish School Board to reqard and encourage Positive and Appropriate behavior by students. Positive Behavior Intervention and Supports (PBIS)
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