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. 4. Notify parents of additional programmes to address learning gaps. 7. 2 CO -TEACHING WITH THE MEC The 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 co-teaches with a classroom teacher, both teachers must discuss the student’s academic needs before pullout or other intervention is organised. NB: The recommended referral process must be followed: See Module 3 Key Points 1. Agree on guidelines that will govern the co-teaching partnership. 2. 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). 3. 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. 5. Determine signals for switching teachers for smooth transition during lessons. 6. Establish and commit to regular planning sessions. 51familiarisation and training manual.indd 51 2/19/16 15:02
8MODULEEQUIPMENTCARE ANDSAFETYThe Centre Manager is charged with the main-tenance and security of all equipment and fur-niture in the Enrichment Centre. The furniturein the room must be arranged to facilitate freemovement and interaction with students; andallow them to work in cooperative groups. Ev-ery effort must be taken to ensure that the Cen-tre is kept in immaculate condition. 52familiarisation and training manual.indd 52 2/19/16 15:02
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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 • 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 Organise storage units (file cabinets, e.g.) optimally; arranging or categorising specific types of items for easier management and retrieval of resources Sharing 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 book created for that purpose • All loans must be closely monitored by the Centre Manager 99 Equipment and furniture must be inspected frequently to ensure their working condition upon their return to the Enrichment Centre Maintenance of equipment and resources Equipment and resources must be routinely inspected at the beginning and end of each term in 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 during 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 99 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 caused 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 • Unplug equipment from power outlets when not in use and at the end of each day 54familiarisation and training manual.indd 54 2/19/16 15:02
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 • A duplicate set of keys for the room must be retained in the main office under the supervision of the principal/vice principal The preservation of the room and resources are more likely when the room is used expressly for the activities and purposes related to the programme. 55familiarisation and training manual.indd 55 2/19/16 15:02
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9MODULE ROLES AND RE- SPONSIBILITIES FOR SUPPORT The support of all stakeholders (teachers, lead- ership, administration, and parents/guardians) and the commitment to maintain a high qual- ity programme will ensure the success of the programme. 57familiarisation and training manual.indd 57 2/19/16 15:02
MODULE 9 - ROLES AND RESPONSIBILITIES FOR SUPPORT9.1 ROLE AND RESPONSIBILITIES OF THE PRINCIPALAlthough principals will not be directly involved with the day-to-day running of the EnrichmentProgramme, they play an integral part in how the programme functions overall, and must providetheir support where needed. The principal must: 99 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 the Digicel Foundation 99 Commit to regular meetings with the Centre Manager to evaluate the progress of the programme 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 99 Support and finance development and training opportunities for the Centre Manager and his/her understudies Importantly, the principal must ensure that there is necessary communication with the regional directorate11 of the MoE regarding: • Operational and implementation difficulties • Staff attendance to arranged training activities • Preservation of the integrity of partnership as agreed in the letter of award9.2 THE ROLE OF THE CENTRE MANAGER The Centre Manager must: 99 Meet regularly with the principal to discuss the progress of the programme and strategise 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 99 Submit term reports to the principal and Enrichment Coordinator12 99 Meet frequently with parents/guardians to provide updates on the programme’s objectives and report on students’ performance 11, 12 See Enrichment Programme, Guidelines for School, Ministry of Education (2009) 2/19/16 15:02 58familiarisation and training manual.indd 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 for parents/guardians to use at home 99 Attend required related professional development activities 9.3 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 programme 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 the programme • The student’s progress should be tracked to ensure problem areas and weaknesses, are noted for action by the Centre Manager and classroom teacher • The classroom teacher should inform the Centre Manager of any changes or important developments, which may affect students’ performance Classroom teachers are expected to participate in parent conferences so that accurate account of students’ progress can be given 9.4 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’ learning 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’ performance 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 programme and the regular classroom Share equipment and resources with classroom teachers to reinforce learning on similar topics, when appropriate 59familiarisation and training manual.indd 59 2/19/16 15:02
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 programme 9.5 ENGAGING SUPPORT FROM THE WIDER SCHOOL COMMUNITY The Enrichment Programme may be among other programmes in the school through which support may be provided for students’ academic and behaviour needs. The programme requires the involvement of classroom teachers, school personnel, and relevant stakeholders in providing the holistic support, teaching, monitoring, and reporting needed for structured quality intervention, and the programme’s ultimate success. Students who may not be able to participate in the Enrichment Programme may still be able to benefit from the resources of the programme for their educational development. The long- term effect and impact of the programme benefits the school community, because its resources may serve others over time. NB: The principal and Centre Manager must ensure that the school community is clear of any misperception of exclusive use and benefits of the resources of the Centre of programme. STEP Familiarisation 1 • Introduce the programme to the wider school, providing information about its purpose, objectives, operations and benefits STEP Commitment 2 • 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) STEP In-service Support 3 • Schedule training and support sessions to share strategies and best practices with colleagues • Provide opportunities for teachers to observe instruction and use of best practices STEP Access to use of resources • Allow access to resources to supplement instruction and maintain collaboration 4 • Post schedule of sessions on exterior wall or door to minimise interruptions Key Point Set up a recognition and reward scheme to celebrate students’ accomplishments; and to recognise the support and contribution of others to the programme. 60familiarisation and training manual.indd 60 2/19/16 15:02
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10MODULESUCCESSIONPLANNING ANDSUSTAINABILITYThe school leadership should ensure that teach-ers participate in the in-service sessions, and aregenerally proficient and motivated. Should theneed arise; a capable teacher would need to as-sume responsibility for managing the Centre orprogramme. An assistant to the Centre Manag-er will aid with the succession process, with thelikelihood of being a suitable replacement.The principal must identify suitable teachers tobe trained for the programme to ensure mento-ring for succession. 62familiarisation and training manual.indd 62 2/19/16 15:02
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MODULE 10 - SUCCESSION PLANNING AND SUSTAINABILITY 10.1 CRITICAL AREAS FOR SUCCESSION PLANNING STEP • Communicate the vision, philosophy, and goals of the programme clearly 1 • Inform teachers of the general responsibilities and duties of the Centre Manager or teacher assigned to the programme (in smaller schools, for example) STEP Preparation and planning for duties and responsibilities of the Centre Manager 2 • Administering or interpreting performance data for intervention planning • Developing individual intervention plans and lesson plans for individuals or small groups STEP Instruction and evaluation • Scheduling intervention sessions and evaluation activities 3 • Incorporating technology to enhance instruction and create a print-rich environment STEP Progress and information 4 • 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 10.2. PROFESSIONAL DEVELOPMENT Teachers 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 Centre Manager and must be fully supported and encouraged by the school’s principal and Board of Management. School leadership should: Provide opportunities for on-site staff development workshops by inviting resource persons to conduct workshops 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 Key Points 1. Routine identification and training for succession planning should be a priority for school leadership. 2. Create a training schedule to ensure ample exposure to efficient practices for a success- ful programme. 3. Be actively committed to seeking resources and materials that may complement or enhance instruction. 64familiarisation and training manual.indd 64 2/19/16 15:03
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familiarisation and training manual.indd 67 11MODULE IDENTIFICATION AND REFERRAL FOR SPECIAL EDUCATION SUPPORT It is possible that despite the individualised intervention, some student’s progress may seem minimal, compared to the general trend of improvement. Students may be identified as needing more support based on their ob- served academic performance or behaviour; or information from parents/guardians. In such cir- cumstances, the student may need highly spe- cialised instructional arrangements because of a special need or disability. 67 2/19/16 15:03
MODULE 11 - IDENTIFICATION AND REFERRAL FOR SPECIAL EDUCATION SUPPORT Students may seem overly sensitive to environmental stimuli such as noise, temperatures and textures. Other areas for keen attention include the following: Table 2 – Indicators of Special Needs Skill Areas Indicators Examples Physical Physical movement; 99 Poor handwriting skills, awkwardness and and Motor or limited or uncoordinated movement compared to underdeveloped fine or age-peers gross motor skills Sensory 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 eyes Social or Significant immaturity; 99 Low tolerance level; easily frustrated weak Behavioural highly aggressive or poor self-esteem tendencies; constant sadness or withdrawal 99 Difficulty working with others in small or large group settings Communication 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 Cognitive Functioning significantly 99 Poor short term and long term memory or Learning lower or higher than other 99 Difficulty staying on task for extended students of the same grade or age; periods 99 Significant weakness in reading, comprehending, doing mathematical calculations and reasoning 11.1 REFERRAL OF STUDENTS WITH SPECIAL NEEDS Information from careful observation, conversations with parents/guardians, consultation with the classroom teacher, Guidance Counselor, or other source should be used to support the student’s referral for further assessment13. STEP • Notify parent/guardian, classroom teacher, special educator, Guidance Counselor, or MoE special education personnel of observed indicators 1 • Compile supporting documentation to create student’s file STEP • Convene a meeting with relevant persons (Step 1) to discuss further action 2 • Explain procedure and possible outcomes of the process and obtain consent from parent/guardian to proceed • Complete MoE referral form to initiate formal referral process 13 Refer to ‘Guidelines for Identification and Referral: A handbook for principals and teachers: Indicators of exceptionalities for special intervention’. Ministry of Education Special Education Personnel: Education Officers; Regional Special Needs Coordinators; School-based Special Needs Coordinators 68familiarisation and training manual.indd 68 2/19/16 15:03
MODULE 11 - IDENTIFICATION AND REFERRAL FOR SPECIAL EDUCATION SUPPORT STEP • Consult with MoE special education personnel regarding concerns which may require alternative options for formal evaluation; and how to proceed 3 • Follow-up with MoE special education personnel for updates on the scheduled STEP assessment appointment 4 • Until formal assessment is done, the student must continue to receive instructional support 11. 2 CATERING TO CHILDREN WITH SPECIAL NEEDS As is outlined in Module 4, the guiding principles for developing Individual Intervention Plans (IIPs) must also be followed for students with special needs. Other considerations: 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 appropriate for the student’s age and skill level Collaboration in creating and making modifications to the IIP is important for appropriate support for the student 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 Key Points 1. Communicate with the MoE special education personnel for follow-up, intervention ac- tion; or multi-disciplinary team support. 2. 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 to change instructional objectives. 69familiarisation and training manual.indd 69 2/19/16 15:03
12MODULESUPPORTINGPARENTPARTNERSHIPSResearch has shown that students whose par-ents are actively involved in their education;earn better grades, attend classes regularlyand have improved social skills. A successfulEnrichment Programme will facilitate parentalinvolvement and opportunities for home/schoolpartnerships. 70familiarisation and training manual.indd 70 2/19/16 15:03
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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 Dialogue Open dialogue builds and strengthens parent partnerships Provide parents with an introductory packet with the Centre Manager’s contact information; overview and expectations 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 Respectful Interaction Programme staff should communicate in a respectful manner at all times Minimise poor communication by encouraging mutually courteous interactions Conduct discussions in a positive, helpful and edifying manner Parent Support Parents should feel supported and comfortable accessing help Organise workshops to expose parents to strategies to support improved skill development Suggest ways to use strategies to help students with home assignments Encourage parents to find other educational resources to supplement intervention Providing Updates Use 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 Document summarised discussions, maintain a copy and share with parents for future reference Organise group sensitisation sessions to increase parents’ understanding of the programme and students’ challenges 72familiarisation and training manual.indd 72 2/19/16 15:03
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 progress Key Points 1. Use the Parent Contract form to secure parent/guardian’s commitment toward the stu- dent’s improvement. 2. The Behaviour Contract or other accountability systems used with students should be reinforced at home to ensure use of common strategies for improvement. 73familiarisation and training manual.indd 73 2/19/16 15:03
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familiarisation and training manual.indd 75 13MODULE CREATING AN ENRICHING ENVIRONMENT The Centre Manager must be committed to fashioning and maintaining an aesthetically pleasing room that is inviting to students and is a pleasure to work in. Here are final points to remember to ensure a welcoming, comfortable and enriching learning environment. 75 2/19/16 15:03
MODULE 13 - CREATING AN ENRICHING ENVIRONMENTMaintaining 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 to learn Engage students’ participation in preserving the cleanliness• Report leakages, cracks, or other building faults that may threaten of the environment. (Arrange clean-up groups to help) the safety of students and equip- Maintain a current inventory of resource and materials. Store ment resources used infrequently in secure storage areasCommunication Create storage space for students’ bags or other personal• The Centre Manager must be an belonging away from the working areas adept communicator with students Avoid desk clutter by designating a space for class or home in order to engage students’ trust, interest and participation assignments to be turned in for marking Maintain the rules of no food or drink to ensure equipmentReinforcement and Motivation• The Centre Manager should un- and the surroundings are free from damage, or an attraction to rodents derstand the nature and learning Report faulty equipment promptly to relevant persons to needs of children; and how to com- ensure timely maintenance or repair municate respectfully, sensitively and effectively with the children 13. 2 COMMUNICATING WITH• Students need to receive positive STUDENTS feedback through clear corrective communication Be clear and direct when communicating with students• Ensure there is opportunity to en- Use language that is encouraging, motivating and inspiring courage students every day Encourage language development by modeling appropriate• Acknowledge outstanding effort with special privileges, such as spe- communication skills cial seating; or extra time on a fa- vourite activity 13.3 REINFORCEMENT AND M O T I VAT I O N Monitor students at work by moving throughout the room and interacting positively with students Acknowledge students’ efforts, improvement or success • For example: “Justin you did such a good job in drawing that picture!” “Excellent work, Rachel! Your answers are all correct.” Write encouraging comments in students’ exercise books for 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’) 76familiarisation and training manual.indd 76 2/19/16 15:03
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 recognised in general devotion exercises, class devotions, or other events Display appropriate posters, charts and visually simulating material throughout the room to enhance its décor 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 roomInspiring Confidence 13.3.1 Inspiring Confidence• Allow students the oppor- An environment in which students are encouraged to share their opinions tunity and outlet to develop and grow in confidence and independence is very empowering for students. their personalities and dis- Allow students’ involvement in creating classroom rules and related play their talents consequences• Facilitate opportunities for Encourage peer mentorship or peer coaching to foster helpfulness and students to reflect on les- sons confidence; and as a way to continue to build students’ skills Allow the development of skills by assigning special responsibilities to• Encourage students to develop their abilities to students (e.g. book monitors, group leader, equipment monitor etc.) assess their progress and Allow students opportunities to give their feedback on lessons, activities, contribution to classes 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.) 13.4 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 instructional strategies 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 means 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 general classroom 77familiarisation and training manual.indd 77 2/19/16 15:03
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, charts, class timetable, e.g.) Change print materials occasionally to maintain their relevance and attractiveness 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 material Create a reading and writing corner for students 78familiarisation and training manual.indd 78 2/19/16 15:03
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APPENDICES A TO I APPENDICES A TO I Appendix 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 Appendix E - Intervention Log Appendix F - Individual Intervention Plan (IIP) Appendix G - Weekly Behaviour Contract Appendix H - Instructional Activity Daily Log Appendix I - Lesson Plan 81familiarisation and training manual.indd 81 2/19/16 15:03
APPENDICES A TO I APPENDIX A STUDENT REFERRAL FORM FOR ACADEMIC INTERVENTION (CLASSROOM TEACHER) Name of Student Date Teacher Station Grade Age Last Exam Score (Grades 2-5) (Grs. 7-9) Gr. 3 Diag. Gr. 4 Lit Gr. 4 Math GSAT 1. Has there been any intervention? If yes, state the intervention. 2. Has formal assessment been done? 3. State Documented Disability/Findings/Other Relevant Information: 4. Recommendation from assessment: Most urgent need(s): 82familiarisation and training manual.indd 82 2/19/16 15:03
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 Assessment Findings/Recommendation: Documented Disability/Other Relevant Information: Describe Learning or Behaviour Problem: (Patterns or occurrences are observed) Describe observed Strengths: Describe observed weakness (es): 83familiarisation and training manual.indd 83 2/19/16 15:03
APPENDICES A TO I APPENDIX C STUDENT SELF-EVALUATION FORM I am performing at my very best. Yes No Not Yet What do I need to change? School-work: Behavior: How will I change this? Will I need help? Yes No Unsure Who will I ask to help me? Date I will work hard to make these changes because: The top three things I will work on first are: Name Grade 84familiarisation and training manual.indd 84 2/19/16 15:03
APPENDICES A TO I APPENDIX D PARENT PARTNERSHIP FORM Name of Student Grade Name of Parent Date Name of Teacher Issue(s) of Concern: Academic: Behavioral: Goals: Tasks My Role Child’s Role Teacher’s Role Supervise home-work Report that homework was given Discuss home-work details Report problems to teacher Monitor progress toward goals Check-in with parent/caregiver Finish work by/before due date Submit 85familiarisation and training manual.indd 85 2/19/16 15:03
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