Infographic Material Can Help Advise and Assist with the Master Schedule!
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Being in Education can detail many challenges on kids schedules and workload to help benefit kids. Do you like putting puzzles together? The Master Schedule is designed to be a very big puzzle. There will be hundreds of hours put into the Master Schedule in order to get it right for kids. What is in the "Best Interest of Kids" is a major question always being asked when putting the puzzle together. One of the first steps to putting this big puzzle together is to consider the kids who have Special Needs. Once you can identify which kids those are then the Administrative team can identify any additional kids that they would like to put into that category as well.
AVHS uses a system called "Q" in which students are put into the system to give them an idea of enrollment sections and it can also give the Administrative Team the number of conflicts within a single students schedule. It makes this big puzzle easier, but there are still steps that need to be completed in order for this schedule to be finalized. Once all students are into the system then the district can allot section allocations based on the numbers. It is up to the Administrative team(principal) who goes to the district office to ask for extra sections if they are needed at the site for education. There are key components like test scores, previous history, the success of the previous Master Schedule to see what really worked that can be beneficial for decisions when putting all of this together. The Department Heads are also included in to the department strategies for who will be teaching what in their assigned departments.
The "Top 10 Tips" to putting together this puzzle can be highly beneficial when having to answer the puzzle for the educational process. Some of these tips include:
- Accurate numbers for section allotment.
- Hand Schedule the Special Need Kids.
- Giving more information to Parents and Community about offerings.
- The school site needs to share the same vision or philosophy as other members putting together this schedule.
- Establish who makes the decisions for the Master Schedule?
- You want an extra pair of eyes on the board to establish another perspective of something missed.
- Don't have any interruptions when working on the schedule.
- Work 1-2 hours on the Master Schedule and then take a break and focus on one step at a time.
- Have a good Software Program that can help establish a cushion in the Master Schedule.
- Consider Facilities when putting the Master Schedule together.
When putting this Master Schedule together it is important to consider these considerations for a well rounded schedule. If any Administrative puts together the schedule and considers the above 10 reasons then it will benefit your school site. It is important for all Administrative members to learn how to do the schedule and to ask questions in the learning process. If the school site can get a team with some veteran leadership it makes the process easier so they can see the shortfalls and where the pieces of the puzzle are missing in the schedule. All of this can contribute the easier process, having enough sections for your school site, and allowing for a successful educational experience at your site.
Special Education Resources is a foundation for meeting needs for all students with Academic Achievement.
The Educational System is designed to help support all areas of academic achievement. Within the Special Education Resources it provides the opportunities for families to grow within the educational system. As a future Administrator these guidelines will help support families going in the right direction. The Individual Education Program (IEP) is designed to help all students who have needs in specific areas. As a future Administrator it is a guide for implementing the support systems that each individual student will need.
As a future leader the IEP process will be driven by myself to help guide the families and support the teachers in areas that are short fall. Maybe the student is struggling with completion of work or testing. It will be my job as a leader to see what accommodations are present and what adjustments need to be made. I plan on revisiting all IEP's objectives and goals before meeting with the families. I also plan on reaching out with the Safeguards (parents rights) before the meeting to make sure they understand their rights within this right. I also plan on demonstrating great communication with families by calling them prior to the meetings to get all the information on the table before the meeting. I would contact one of the general education teachers to confirm that they will be in attendance. I intend on having objectives and tentative goals demonstrated to the families to help the individual student succeed. I want to establish a relationship within the community so by establishing individual relationships then it will make the transition easier.
As a leader I will always welcome everyone to the IEP process. I want everyone to feel comfortable. I will first start with introductions for the meeting and then I would go to teachers feedback to how the individual student is doing in individual classes. Once all feedback is given I will go over the current accommodations that are within the IEP. It is very important to get the students feedback as well as the parents for anything they think they are struggling with specifically. Based on their feedback there can be additions added or something deleted based on the individual needs. I would make sure accommodations are being followed and the parents/students are fine with the recommendations that are being offered. If parents are alright with it then they can sign the IEP, but if they do not agree then there will need to be another meeting established to try to come to a better compromise for accommodations for the student. All members within the meeting will have to sign for attendance.
As an administrator I plan on promoting Intervention Programs that can help students overall outcome. Programs like Multi Tiered System of Approach (MTSS) which has three levels of intervention for students to succeed. The Positive Behavior Intervention Program (PBIS) will be another program that is highly promoted on my end to gain support for student achievement and recognition. The intervention ideas that I plan to display are the following:
- Access Student's strategy needs
- Create a strategy approach
- Provide a direct explanation of the strategy
- Model the strategy
- Determine if the student needs the strategy
- Provide practice opportunities for the strategies
The Multi Tiered Approach to the School Growth Plan can Really Benefit Your School By Implementing Different Methods To Help Students Overall Achievement!
The Multi-Tiered System of Approach (MTSS) is a three tiered system of approach that can help benefit students in many ways. The first is the Tier 1. In this approach it is the universal for all students. The Tier 2 is the targeted at students with risk factors. The Tier 3 is targeted at Intensive Students with high risk. As a future Administrator this system will be implemented to help benefit all students for academic achievement. In the Tier 1 which is eighty to ninety percent of of the population. As a leader I want to focus on preventive measures for students and allowing for proactive approaches to the universal style of academic achievement. In the Tier 1 approach as an Administrator it is a prime time to promote the PBIS program. I have learned that promoting Positive Relationships with all students can be a big deferment to Progressive Response to Problem Behavior. As a leader, I would like to promote students of the week and month to help promote this positive behavior.
As a future leader in the Tier 2 Program I would like to promote behavior contracts for those students who are in the Tier 2 Program. It will allow me to self monitor the progress of each student. I would also like to promote small group training within this Tier 2 Program. By giving out Mentor Based Programs it will allow for Positive Peer Reporting among the small groups that I plan to work with for academic achievement. I expect to accomplish different reinforcements for the students and to have rapid response for the students to their basic needs as well. This Tier 2 Program will be between 10-25% of the students who respond to this program.
As a leader for the Tier 3 Program I would enforce a few different areas of the MTSS program. The first is establishing a student centered planning so that I can develop a customized interventions with frequent progress monitoring. By establishing these protocols then I can monitor progression while still making any types of changes that I will still need to make. In this program my focus will be on the individual student, assessment based research, and how to provide intense and durable procedures for these students to succeed. My focus will be on a smaller population between three to five percent.
Video Journals Can Help Display: How do We Treat All Students Equal?
As a future leader I want to make sure all students are treated equal. This can be done by creating a process for all students to achieve their goals. For example, I would take individuals in the English Language Learners (ELL) program and design/create specific steps to help guide them in the direction to reach the high level of achievement. I understand and plan to implement multiple plans in order for students to achieve. Each individual student will have to be processed through each individual step so goals can be set. Once the goals are established then it will be self-monitoring for each student to reach these goals. By setting longer term goals then it will be a self progress monitoring to make sure that the students are heading in an upper direction.
By setting the longer objectives and goals it will be a better way for students success. It will also allow me set additional steps for some students who might need additional support. My leadership plan is to monitor students closely but to make sure each individual step is being processed. I feel that frequent check ins with teachers and pop ins to the program are also very beneficial. It allows for my leadership to see the progress and the progression of each individual student. Sometimes doing surprise visits can also support students because we connect and make better relationships with the students.
As a future leader I plan on doing all the above information with honest and true data. I plan on looking at the data before I set the goals. I want to look at the information a year before they enter our school so I can then see where each individual student is at for academic achievement. I intend to look at teacher recommendations to see if students can excel at a higher level based on academic performance. By focusing on areas of ELL, Students with Disabilities, and high risk students it will allow me to see progress before, during, and after the semester is complete. This will be a good way to self monitor these students towards their individual goals. It will continue to a self monitoring and an adjustment process for students to be successful for the individual success. As a future administrator there will be ample amount of time spent in this area.
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