MODULE 7- MOBILE ENRICHMENT CARTS Key Points 1. Performance data must guide instructional planning, delivery and evaluation practices. 2. Lessons should be student-centred, differentiated, dynamic, and must contain activities for varied ability levels. 3. Equipment and resources must be used to complement skill development and indepen- dent learning. T4. Notify parents of additional programmes to address learning gaps. C7.2 CO-TEACHING WITH THE MEC JEThe principal’s responsibility is to provide an instructional environment that is conducive to the practice of co- teaching to better facilitate the success of the MEC intervention. Teachers using the MEC must monitor students’ progress, as best as possible, to determine the need for individual or small group pull out, or other intervention. In the case where a MEC teacher Oco-teaches with a classroom teacher, both teachers must discuss the student’s academic needs before pullout or other intervention is organised. RNB: The recommended referral process must be followed: See Module 3P ERKeyPoints 1. Agree on guidelines that will govern the co-teaching partnership. D N2. Decide on the co-teaching approach that will be used (teach/support; parallel co- teaching; supportive co-teaching; complementary co-teaching; or team-teaching, for example). UN IO3. Select the best co-teaching approach depending on the needs of the students or class. 4. Collaborate to determine content or skills to be addressed. IS5. Determine signals for switching teachers for smooth transition during lessons. REV6. Establish and commit to regular planning sessions. 51
PESCAQAFURRMEEIPTO8AMYDONEUDNLTEJDEECRT NThe Centre Manager is charged with the main- tenance and security of all equipment and fur-UN IOniture in the Enrichment Centre. The furniture in the room must be arranged to facilitate free movement and interaction with students; andISallow them to work in cooperative groups. Ev- ery effort must be taken to ensure that the Cen-REVtre is kept in immaculate condition. 52
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MODULE 8- EQUIPMENT CARE AND SAFETY 8.1 MAINTAINING EQUIPMENT AND RESOURCES Create an inventory of all equipment, furniture and resources assigned or allocated to the Centre. (Maintain weekly inventory of items to ensure they are in place and in good condition) • Additional equipment, furniture and resources must be added to the inventory • A record of these additions (and serial numbers where applicable) must be given to the school’s office T• Create a sign-out sheet to track equipment on loan to other teachers • Keep track of the date of sign-out, the reason the item is being loaned, the person to whom the item is being loaned, and the intended return date C Organise storage units (file cabinets, e.g.) optimally; arranging or categorising specific types of items for easier management and retrieval of resources JESharing equipment and resources Equipment and resources are valuable assets of the school and should be handled with care. 99 Equipment, resources and furniture may be loaned with the approval of the principal 99 Equipment, resources and furniture loaned from the room must be documented in a Obook created for that purpose • All loans must be closely monitored by the Centre Manager R99 Equipment and furniture must be inspected frequently to ensure their working conditionP Rupon their return to the Enrichment Centre EMaintenance of equipment and resources Equipment and resources must be routinely inspected at the beginning and end of each term D Nin order to have an accurate record of the quantity and condition of all the equipment and furniture. 99 Any defects or wear and tear of equipment, resources and furniture must be noted UN IOduring the inventory check and reported to the principal • To ensure maximum life and performance of equipment, manufacturers’ general instructions must be followed when using equipment and resources IS99 Air conditioning units and fire extinguishers will require regular servicing to ensure optimal operation. (Report malfunctions or other problems promptly to the principal or designated school personnel) 99 Computers should be plugged in to surge protectors to avoid damage that can be Vcaused by power surges. (A surge protector is not to be confused with a power strip) • Computers should be properly turned off at the end of each day RE• Unplug equipment from power outlets when not in use and at the end of each day 54
MODULE 8- EQUIPMENT CARE AND SAFETY 8.2 SECURING EQUIPMENT AND RESOURCES The Board of Management should ensure that the school is sufficiently secure so that the Enrichment Centre is protected. The room must be securely locked at the end of each day by the Centre Manager, or someone assigned to oversee this task • All items must be stored securely in cupboards/ file cabinets. The Centre Manager must assume control of the key to storage units T• A duplicate set of keys for the room must be retained in the main office under the supervision of the principal/vice principal CThe preservation of the room and resources are more likely when the room is used expressly for thePRUONRJEDEVEIRSIONactivitiesandpurposesrelatedtotheprogramme. 55
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MODULEPROJECR9TROLES AND RE- ESPONSIBILITIES D NFOR SUPPORT The support of all stakeholders (teachers, lead- ership, administration, and parents/guardians) UN IOand the commitment to maintain a high qual- ity programme will ensure the success of the REVISprogramme. 57
MODULE 9 – ROLES AND RESPONSIBILITIES FOR SUPPORT 9.1 ROLE AND RESPONSIBILITIES OF THE PRINCIPAL Although principals will not be directly involved with the day-to-day running of the Enrichment Programme, they play an integral part in how the programme functions overall, and must provide their support where needed. The principal must: T99 Ensure from the outset, that the operations of the programme are in alignment with the standards of the Ministry of Education, and the agreed terms of the award letter from Cthe Digicel Foundation 99 Commit to regular meetings with the Centre Manager to evaluate the progress of the JEprogramme and strategise for future programme development 99 Ensure the sustained financial support of the programme and the upkeep of the room, including security, maintenance of equipment and resources 99 Support the objectives of the programme, adherence to the standards, and procedure for referral, and participation in the programme O99 Support and finance development and training opportunities for the Centre Manager and his/her understudiesPR RImportantly, the principal must ensure that there is necessary communication with the regional directorate11 of the MoE regarding: • Operational and implementation difficulties E• Staff attendance to arranged training activities • Preservation of the integrity of partnership as agreed in the letter of award D N9.2 THE ROLE OF THE CENTRE MANAGER UN IOThe Centre Manager must: 99 Meet regularly with the principal to discuss the progress of the programme and ISstrategise activities for its future development and success 99 Be in constant dialogue with the classroom teacher to share achievement reports and collaborate to plan for further instructional needs of students V99 Submit term reports to the principal and Enrichment Coordinator12 99 Meet frequently with parents/guardians to provide updates on the programme’s REobjectives and report on students’ performance 11, 12 See Enrichment Programme, Guidelines for School, Ministry of Education (2009) 58
MODULE 9 – ROLES AND RESPONSIBILITIES FOR SUPPORT Additionally, the Centre Manager should: 99 Maintain inventory of assigned materials and resources 99 Ensure that educational materials and equipment are stored securely 99 Meet regularly with principals and referring teachers to discuss students’ progress and programme concerns 99 Meet frequently with parents to discuss students’ progress and recommend strategies Tfor parents/guardians to use at home 99 Attend required related professional development activities JEC9.3 THE ROLE OF THE CLASSROOM TEACHER The classroom teacher, working with the Centre Manager, and using specified guidelines, must identify the students that will most benefit from participating in the programme. The Enrichment Centre’s rules should also be reinforced by the classroom teacher. Classroom teachers and the Centre Manager must ensure that students scheduled for the Oprogramme attend their sessions regularly and punctually Classroom teachers and the Centre Manager must collaborate about concepts, skills and assignments taught so both parties can reinforce what students are being taught in thePR Rprogramme • The student’s progress should be tracked to ensure problem areas and weaknesses, are noted for action by the Centre Manager and classroom teacher E• The classroom teacher should inform the Centre Manager of any changes or important developments, which may affect students’ performance D N Classroom teachers are expected to participate in parent conferences so that accurate account of students’ progress can be given UN IO9.4 SUPPORTING CLASSROOM TEACHERS It is important to schedule regular weekly or monthly meetings with classroom teachers. The policies and operational procedures for maintaining the programme, and work toward students’ ISlearning goals must be reinforced even during their regular classroom engagements. To ensure the classroom teacher is kept abreast of developments in the programme or students’ progress, the Centre Manager should: Update classroom teachers on any significant and pertinent changes with students’ Vperformance or behaviour Invite classroom teachers to participate in progress updates and parent meetings Work with classroom teachers to promote greater collaboration and partnership between the Eprogramme and the regular classroom R Share actual equipment and resources with the classroom teachers to reinforce learning on similar topics, when appropriate 59
MODULE 9 – ROLES AND RESPONSIBILITIES FOR SUPPORT Use in-service training sessions to share strategies used in the programme with the classroom teacher to encourage continuity of methodology, and reinforcement of skills and concepts toward optimal outcomes for students in the programme9.5 ENGAGING SUPPORT FROM THE WIDER SCHOOLCOMMUNITYThe Enrichment Programme may be among other programmes in the school through which supportTmay be provided for students’ academic and behaviour needs. The programme requires theinvolvement of classroom teachers, school personnel, and relevant stakeholders in providing theCholistic support, teaching, monitoring, and reporting needed for structured quality intervention,and the programme’s ultimate success.JEStudents who may not be able to participate in the Enrichment Programme may still be able tobenefit from the resources of the programme for their educational development. The long- termeffect and impact of the programme benefits the school community, because its resources mayserve others over time.NB: The principal and Centre Manager must ensure that the school community is clear of anyOmisperception of exclusive use and benefits of the resources of the Centre of programme.PR1 RSTEP2 DE NSTEPFamiliarisation• Introduce the programme to the wider school, providing information about its purpose, objectives, operations and benefitsU3 N IOSTEPCommitment• Obtain the commitment of the wider school community in fulfilling their support roles• Encourage feedback and suggestions from the school community (Observations from others can be very helpful)4 ISSTEPIn-service Support• Schedule training and support sessions to share strategies and best practices with colleagues• Provide opportunities for teachers to observe instruction and use of best practicesVKey PointESet up a recognition and reward scheme to celebrate students’ accomplishments; and toRrecognise the support and contribution of others to the programme.Access to use of resources• Allow access to resources to supplement instruction and maintain collaboration• Post schedule of sessions on exterior wall or door to minimise interruptions60
MODULE 9 – ROLES AND RESPONSIBILITIES FOR SUPPORTPRUONRJEDEVECIRSTION 61
PSSPUULASCRMTNC1AEONIS0INDONSAUIGOBLANEILJNIDTDYEECRT NTheschoolleadershipshouldensurethatteach- ers participate in the in-service sessions, and areUN IOgenerally proficient and motivated. Should the need arise; a capable teacher would need to as- sume responsibility for managing the Centre orISprogramme. An assistant to the Centre Manag- er will aid with the succession process, with the likelihood of being a suitable replacement.VThe principal must identify suitable teacher(s)Eto be trained for the programme to ensureRmentoring for succession. 62
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MODULE 10- SUCCESSION PLANNING AND SUSTAINABILITY10.1 CRITICAL AREAS FOR SUCCESSION PLANNING 2 TSTEP1STEP • Communicate the vision, philosophy, and goals of the programme clearly • Inform teachers of the general responsibilities and duties of the Centre Manager or teacher assigned to the programme (in smaller schools, for example) 43 JECSTEP Preparation and planning for duties and responsibilities of the Centre Manager • Administering or interpreting performance data for intervention planning • Developing individual intervention plans and lesson plans for individuals or small groups Instruction and evaluation • Scheduling intervention sessions and evaluation activities • Incorporating technology to enhance instruction and create a print-rich environment OSTEP R10.2. PROFESSIONAL DEVELOPMENTP RTeachers in the Enrichment Programme must take the initiative and seek opportunities for training and development. These training courses should become part of the ongoing education of the ECentre Manager and must be fully supported and encouraged by the school’s principal and Board of Management. D NSchool leadership should: Provide opportunities for on-site staff development workshops by inviting resource persons to conduct workshops UN IO Provide financial support and opportunities for the programme’s staff to participate in professional development activities that will enhance and advance their knowledge and skills and build their competencies Progress and information • Organising procedures for parent consultation, screening, referral for formal assessment • Preparing and conducting parent conferences • Presenting reports on the programme’s operations and performance trends ISKey Points 1. Routine identification and training for succession planning should be a priority for school Vleadership. 2. Create a training schedule to ensure ample exposure to efficient practices for a success- Eful programme. 3. Be actively committed to seeking resources and materials that may complement or Renhance instruction. 64
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PROJECMRO1TD1ULEIDENTIFICATION EAND REFERRAL D NFOR SPECIAL EDUCATION UN IOSUPPORT It is possible that despite the individualised ISintervention, some student’s progress may seem minimal, compared to the general trend of improvement. Students may be identified Vas needing more support based on their ob- served academic performance or behaviour; or E information from parents/guardians. In such cir- cumstances, the student may need highly spe- R cialised instructional arrangements because of a special need or disability. 67
MODULE 11 - IDENTIFICATION AND REFERRAL FOR SPECIAL EDUCATION SUPPORTStudents may seem overly sensitive to environmental stimuli such as noise, temperatures andtextures. Other areas for keen attention include the following:TPhysicaland MotorJECSensoryTable 2 – Indicators of Special NeedsSkill Areas Indicators Examples Physical movement; 99 Poor handwriting skills, awkwardness and or limited or uncoordinated movement compared to underdeveloped fine or age-peers gross motor skills Poor hearing or visual 99 Difficulty hearing and following directions perception 99 Turning head to use one eye more than the other; squinting, or watery eyesPRO RCommunicationSocial or Significant immaturity; 99 Low tolerance level; easily frustrated weakBehavioural highly aggressive or poor self-esteem tendencies; constant sadness or withdrawal 99 Difficulty working with others in small or large group settingsECognitiveD NorLearning Difficulty understanding 99 Unable to follow oral instruction and using spoken or 99 Difficulty producing coherent sentences written language; 99 Significant difference in expressing him/ herself orally 99 Poor short term and long term memory 99 Difficulty staying on task for extended periods 99 Significant weakness in reading, comprehending, doing mathematical calculations and reasoningUN IO11.1 REFERRAL OF STUDENTS WITH SPECIAL NEEDSFunctioning significantly Information from careful observation, conversations with parents/guardians, consultation with thelower or higher than other classroom teacher, Guidance Counselor, or other source should be used to support the student’sstudents of the same1 ISreferral for further assessment13.grade or age;STEP2 REVSTEP• Notify parent/guardian, classroom teacher, special educator, Guidance Counselor, or MoE special education personnel of observed indicators• Compile supporting documentation to create student’s file• Convene a meeting with relevant persons (Step 1) to discuss further action• Explain procedure and possible outcomes of the process and obtain consent from parent/guardian to proceed• Complete MoE referral form to initiate formal referral process13 Refer to ‘Guidelines for Identification and Referral: A handbook for principals and teachers: Indicators of exceptionalitiesfor special intervention’. Ministry of Education Special Education Personnel: Education Officers; Regional Special NeedsCoordinators; School-based Special Needs Coordinators 68
MODULE 11 - IDENTIFICATION AND REFERRAL FOR SPECIAL EDUCATION SUPPORTSTEP4 T11.2 CATERING TO CHILDREN WITH SPECIAL NEEDS CAs is outlined in Module 4, the guiding principles for developing Individual Intervention Plans (IIPs)3STEP must also be followed for students with special needs. Other considerations: JE During the referral/assessment waiting period, a student identified as needing special education support may still receive intervention in the Enrichment Centre The Centre Manager must review the curriculum content, and select instructional strategies and assessment methods to suit the student’s learning needs The intervention objectives must be specific to the identified deficiencies. Activities must be Oappropriate for the student’s age and skill level Collaboration in creating and making modifications to the IIP is important for appropriate support for the studentPR R If the student is placed in the Enrichment Programme after formal diagnosis, care is to be taken to ensure the recommended support and services are provided to guarantee the student’s best outcomes • Consult with MoE special education personnel regarding concerns which may require alternative options for formal evaluation; and how to proceed • Follow-up with MoE special education personnel for updates on the scheduled assessment appointment • Until formal assessment is done, the student must continue to receive instructional support DE NKeyPoints 1. Communicate with the MoE special education personnel for follow-up, intervention ac- tion; or multi-disciplinary team support.UN IO2. Use the resources provided by the MoE to guide the referral process for appropriate assessment and intervention. 3. Allow student’s performance to guide modification of the IIP; or changing instructional REVISobjectives. 69
MODULEPR12OJECRTSUPPORTINGEPARENTD NPARTNERSHIPS Research has shown that students whose par- ents are actively involved in their education;UN IOearn better grades, attend classes regularly and have improved social skills. A successful Enrichment Programme will facilitate parentalISinvolvement and opportunities for home/schoolREVpartnerships. 70
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MODULE 12 – SUPPORTING PARENT PARTNERSHIPS 12 .1 COMMUNICATING WITH PARENTS AND ENCOURAGING PARTICIPATION Communicating effectively with parents is a key component of any successful educational programme and it will be necessary to try different approaches for communicating effectively with parents. Recommended Principles TDialogue Open dialogue builds and strengthens parent partnerships C Provide parents with an introductory packet with the Centre Manager’s contact information; overview and expectations JE Include necessary paperwork per MoE guidelines Encourage parents to share concerns and suggestions Include a schedule of formal meetings and ‘open door’ parent conference sessions ORespectful Interaction Programme staff should communicate in a respectful manner at all times Minimise poor communication by encouraging mutually courteous interactionsPR R Conduct discussions in a positive, helpful and edifying manner EParent Support Parents should feel supported and comfortable accessing help Organise workshops to expose parents to strategies to support improved skill D Ndevelopment Suggest ways to use strategies to help students with home assignments Encourage parents to find other educational resources to supplement intervention UN IOProvidingUpdates ISUse a variety of methods to communicate Provide progress or information updates through newsletters, memos, email, text messages or other approved means Establish a set schedule to provide periodic progress updates V Document summarised discussions, maintain a copy and share with parents for future reference E Organise group sensitisation sessions to increase parents’ understanding of the Rprogramme and students’ challenges 72
MODULE 12 – SUPPORTING PARENT PARTNERSHIPS Home Support Encourage the consistent use of a home-work schedule Assist parents to create a study and home-work system to maintain students’ progress at home Provide samples of students’ work or other examples of the students’ success Inform parents/guardians of disruptions or impediments to their child’s/ward’s academic TprogressPRUONJDEECIRSIONKeyPoints 1. Use the Parent Contract form to secure parent/guardian’s commitment toward the stu- dent’s improvement. V2. The Behaviour Contract or other accountability systems used with students should be REreinforced at home to ensure use of common strategies for improvement. 73
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MODULEPROJEC1RT3CREATING AN EENRICHING D NENVIRONMENT The Centre Manager must be committed to fashioning and maintaining an aesthetically UN IOpleasing room that is inviting to students and is a pleasure to work in. Here are final points to remember to ensure a welcoming, comfortable REVISand enriching learning environment. 75
MODULE 13 - CREATING AN ENRICHING ENVIRONMENT Maintaining the room’s aesthetics 13.1 MAINTAINING THE ROOM’S • The environment of the Enrichment AESTHETICS Centre must be a comfortable, Ensure the room is kept clean and tidy at all times well-maintained space that simu- Ensure equipment and resources are stored properly and lates students’ senses, encourages their creativity, and inspires them safely to avoid damage Engage students’ participation in preserving the cleanliness Tto learn of the environment. (Arrange clean-up groups to help) • Report leakages, cracks, or other Maintain a current inventory of resource and materials. Store Cbuilding faults that may threaten resources used infrequently in secure storage areas Create storage space for students’ bags or other personal the safety of students and equip- ment belonging away from the working areas Avoid desk clutter by designating a space for class or home JECommunication assignments to be turned in for marking • The Centre Manager must be an Maintain the rules of no food or drink to ensure equipment adept communicator with students in order to engage students’ trust, and the surroundings are free from damage, or an attraction to rodents Ointerest and participation Report faulty equipment promptly to relevant persons toPR RReinforcement and Motivation ensure timely maintenance or repair • The Centre Manager should un- 13. 2 COMMUNICATING WITH STUDENTS Ederstand the nature and learning Be clear and direct when communicating with students needs of children; and how to com- Use language that is encouraging, motivating and inspiring Encourage language development by modeling appropriate D Nmunicate respectfully, sensitively communication skills and effectively with the children 13.3 REINFORCEMENT AND • Students need to receive positive M O T I VAT I O N UN IOfeedback through clear corrective Monitor students at work by moving throughout the room and interacting positively with students communication Acknowledge students’ efforts, improvement or success • Ensure there is opportunity to en- courage students every day • For example: “Justin you did such a good job in drawing that picture!” IS• Acknowledge outstanding effort “Excellent work, Rachel! Your answers are all correct.” with special privileges, such as spe- cial seating; or extra time on a fa- Write encouraging comments in students’ exercise books for REVvourite activity note-worthy actions Post motivational quotes or affirmations around the classroom for students to read Use non-verbal cues to acknowledge effort (e.g. ‘High Five’, or ‘Thumbs Up’) 76
MODULE 13 - CREATING AN ENRICHING ENVIRONMENT Create an incentive programme that rewards students’ effort, commendable performance, and general improvement and success Incorporate a Token System in your reinforcement programme. Redeem tokens at specified timelines for the set target Encourage students to celebrate peer accomplishment by posting students’ work around the room Arrange occasions where students’ accomplishments and good behaviour can be recognisedTin general devotion exercises, class devotions, or other events Display appropriate posters, charts and visually simulating material throughout the room to enhance its décorC Regardless of the academic level or behaviour of the student, the Centre Manager must ensure that he/ she identifies an area for praise each time the student comes to the room JEInspiring Confidence • Allow students the oppor- tunity and outlet to develop Otheir personalities and dis- play their talents R• Facilitate opportunities forP Rstudents to reflect on les- sons E• Encourage students to develop their abilities to assess their progress and D Ncontribution to classes13.3.1 Inspiring ConfidenceAn environment in which students are encouraged to share their opinionsand grow in confidence and independence is very empowering for students. Allow students’ involvement in creating classroom rules and related consequences Encourage peer mentorship or peer coaching to foster helpfulness and confidence; and as a way to continue to build students’ skills Allow the development of skills by assigning special responsibilities to students (e.g. book monitors, group leader, equipment monitor etc.) Allow students opportunities to give their feedback on lessons, activities, or share their opinions on usefulness of resources or equipment Give students special responsibilities that utilises, builds or fosters the emergence of skills (i.e. let them be book monitors, class/ group leader, equipment and resources monitor etc.)UN IO13.4 CENTRE MANAGER AND TEACHER COLLABORATION Working in a collaborative environment gives teachers the opportunity to share best practices and receive meaningful feedback on teaching strategies, creating the basis for teacher mentorship. In- service training and common planning time present opportunities for mutual sharing of instructionalISstrategies and methodologies. Share tips on intervention or general teaching strategies learned in workshops or seminars in school-based workshop, scheduled meetings, via email or other meansV Invite resource persons from the Ministry of Education or other relevant bodies to share best practices or give direction on the use of technological devices and instructional resources Allow the use of resources to complement instruction and enrich the learning encounters in the REgeneral classroom77
MODULE 13 - CREATING AN ENRICHING ENVIRONMENT 13. 5 CREATING A PRINT RICH ENVIRONMENT A print rich environment allows and encourages reading, writing, speaking and listening through print and digital media. Decorate the Enrichment Centre with an attractive variety of print material produced by students, Centre staff, and other sources Ensure that the environment has an excellent balance of school-related and community-related materials (logos, labels, commercial signs e.g.) and instructional print resources (class rules, Tcharts, class timetable, e.g.) Change print materials occasionally to maintain their relevance and attractiveness C Display work created by students to motivate and encourage students to read and develop language skills Include recreational reading materials of varying reading levels among reading materialPRUONRJEDEVEIRSIONCreateareadingandwritingcornerforstudents 78
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APPENDICES A TO I CTAPPENDICES A TO I JEAppendix A - Student Referral Form for Academic Intervention (Classroom Teacher) Appendix B - Student Referral for Academic Intervention (Parent/Caregiver) Appendix C - Student Self-Evaluation Form Appendix D - Parent Partnership Form OAppendix E - Intervention Log Appendix F - Individual Intervention Plan (IIP)PR RAppendix G - Weekly Behaviour Contract Appendix H - Instructional Activity Daily Log UNREDVEISIONAppendixI-LessonPlan 81
APPENDICES A TO I APPENDIX A TLast Exam Score STUDENT REFERRAL FORM FOR ACADEMIC INTERVENTION (CLASSROOM TEACHER) Name of Student Date C1. Has there been any intervention? If yes, state the intervention. Teacher Station JE Grade Age (Grades 2-5) (Grs. 7-9) Gr. 3 Diag. Gr. 4 Lit Gr. 4 Math GSATR O P R3. State Documented Disability/Findings/Other Relevant Information: 2. Has formal assessment been done? E D N UN IO ISMost urgent need(s):4. Recommendation from assessment: REV 82
APPENDICES A TO I APPENDIX B STUDENT REFERRAL FOR ACADEMIC INTERVENTION (PARENT/CAREGIVER) Name of Student Date Teacher Option Has a formal assessment been done? Yes No TAssessment Findings/Recommendation: C JE Documented Disability/Other Relevant Information: O Describe Learning or Behaviour Problem: (Patterns or occurrences are observed) R P R E Describe observed Strengths: D N UN IODescribe observed weakness (es): IS REV 83
APPENDICES A TO IAPPENDIX CSTUDENT SELF-EVALUATION FORMI am performing at my very best. Yes No Not YetWhat do I need to change?TSchool-work: CBehavior: JEHow will I change this? O RWill I need help? Yes No UnsureP RWho will I ask to help me? E D N I will work hard to make these changes because: UN IO ISThe top three things I will work on first are: V REName Grade Date 84
APPENDICES A TO I APPENDIX DTName of Teacher PARENT PARTNERSHIP FORM Name of Student Grade CAcademic: JE Name of Parent Date Issue(s) of Concern: O Behavioral:P R R ESupervise home-work Goals: D NDiscuss home-work details UN IOMonitor progress toward goals Tasks My Role Child’s Role Teacher’s Role Report that homework was given ISFinish work by/before due date Report problems to teacher REVSubmit Check-in with parent/caregiver 85
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