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ED 735 STUDENT MANAGEMENT Final project

ED 735 STUDENT MANAGEMENT Final project. Presented by Chad Stoskopf. Classroom Management Plans. Assertive Discipline: Action/Behavior – (few examples in HS) Consequence, 1 st incident, 2 nd , etc… Restorative Justice or Prevention Repo ire: Reflective

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ED 735 STUDENT MANAGEMENT Final project

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  1. ED 735 STUDENT MANAGEMENT Final project Presented by Chad Stoskopf

  2. Classroom Management Plans • Assertive Discipline: • Action/Behavior – (few examples in HS) • Consequence, 1st incident, 2nd, etc… • Restorative Justice or Prevention Repo ire: • Reflective • Accept responsibility for your actions • Make a plan • Consequences of breaking agreement • Blended: • Combines both the rule and consequence with a reflective piece.

  3. Transition Plan • Northern Lights Interagency: • A planning guide to help prepare students for life after high school. • A checklist organized by age intended to assist the IEP team with the transition planning process. • Incorporates educational as well as non-educational considerations. • Each plan is unique based on the individual goals and needs of the student. • Students who have not met the goals of their IEP by the time of their peers’ graduation are eligible to continue their education until they meet their goals or they turn 21.

  4. Crisis Management Plan Recommendations/Suggestions • Fitness Center • We have an unique problem with regards to our community fitness center entrance. • Threat Assessments • Identify potential dangers (kids) • 11 Key questions • Does the student have a connection with at least one adult on staff? • Key question analysis (examples) • Concluding the threat assessment inquiry • Is there enough reliable information? • No – inquiry is closed but can be reopened. • Yes – referred to appropriate law enforcement agency.

  5. Crisis – Continued • Active Shooter • If you are in the building when a shooting occurs, take the following steps: • If it is safe to do so, leave the building and get away from the incident. • If you can't leave, lock and/or barricade all doors. • Close blinds and block windows. • Stay away from doors and windows. • Stay low/behind available heavy objects. • Turn off lights, radios, and computer monitors. • Keep yourself out of sight. • Silence all cell phones.

  6. Active Shooter Continued • Call 9-1-1 to provide your location, report any injuries, or provide a description of the assailant(s) (e.g., name, number of suspects, gender, race, clothing, physical features, and type of weapon(s)). • Remain in the secured area until you are certain that the shooter(s) is contained by law enforcement. • Do not attempt to rescue anyone if it will further endanger the persons within the secured area. • When in doubt, remain within the secured area. Check for a clear, TXT text or email message from administration. • If you encounter police officers, raise your hands and follow their commands immediately and completely. They may not know who the shooter is. • In general: It is important to keep reviewing your procedures and after if initiated review the effectiveness and fix any gaps that become evident. • Perception of Safety? Bad people can do bad things…

  7. Discipline Plan – Progressive Intervention • Step 1 – Communication with the parent through referral slip and/or personal contact. • Step 2 – Conference with parent, student, principal and appropriate staff to develop consequences of behavior. • Step 3 – Staffing with parents, faculty, student, to clarify expectations. (students have a right to request one appropriate advocate to attend) • Step 4 – Suspension, alternative education, expulsion, or exclusion. • Note: Severe cases may result in severe consequences. • Suggestion – implementation of PBIS • Determine the source of the discipline and take corrective action, practice the correct behavior and explain consequences

  8. Attendance Policy • Truancy Prevention Program: • Carlton County High Schools • Habitual Violations • Step 1 – written notice to the parent when their student has compiled 3 or more unexcused absences or a combination of 8 excused and/or unexcused absences at any time during the semester. • Step 2 – in this program will begin if a student reaches 5 unexcused or a combination of 10 excused and/or unexcused absences. The student may be referred to the Carlton County Truancy Prevention Programs Officer, and a request for a meeting with the student, parents and/or school officials may be made. • Step 3 – If a student reaches 7 unexcused absences or 15 excused and/or unexcused absences the administration may refer the student to the Carlton County Attorney’s Office as a habitual truant to Minnesota Statute 260.007, subdivision 19. Upon receipt the County Attorney’s Office may elect to file a truancy petition with the district court.

  9. Attendance Policy Reccomendations • Instant Alert • Add this program to automatically send out voice messages associated with our attendance protocols. • Make sure parents are calling in if their kids are sick. • Tackle this early and be consistent. • 7th grade orientation • State the expectations very clearly at parent meeting.

  10. Fierce Conversation #1 • Youth Coordinator • Stated the issue but didn’t blame • Lack of communication • Coordinator to coach, coordinator and AD • Explained what was at stake and my concerns. • Clarified what I wanted to resolve and asked for his input and help. • Meeting was very positive • Agreed to work together on several points • I think both of us felt good that we had the conversation and are clear about how to proceed.

  11. Fierce Conversation #2 • Basketball Coach • Sideline Conduct • Explained the issue “you have a right to disagree but you don’t have the right to be disagreeable” • Appreciate your passion and it’s important to model appropriate communication with officials. • I am concerned about the ripple affect our actions have on our parents and athletes, reactions/interactions during games. • I want you to interact with officials in a positive manner. “Ask rather than tell” • Give me your take on the situation? • The conversation was positive. I was glad we had the conversation and felt the coach understood and appreciated my position.

  12. Transforming Schools • Core beliefs • Shared vision • Collect accurate data and determine gaps • Identify innovations that will close the gaps • Develop an action plan(s) • Embrace collective autonomy • Identified at risk students by grade level • Sharing with grade level team various “engaged learning strategies” of the Master Instructional Strategies series • What is working… and what isn’t? • Limited input / buy-in from staff • Overall the concept is good…

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