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Best Practice Presentation Template

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Best Practice Presentation

Transcript: M M S Christi Martin IL 572 Best Practice Presentation Martin Middle School Best Practice - Continuous Monitoring of Progress Discuss strategies being used Discuss strategies being used Discuss strategies for improving instruction for the entire class and individuals Discuss strategies for improving instruction for the entire class and individuals Monthly meetings with teachers and staff Monthly meetings with teachers and staff Parent-Teacher Communication Teachers meet with parents Teachers meet with parents Parents sign student improvement plans Parents sign student improvement plans Everyone is on the same page and STUDENTS win!!! Everyone is on the same page and STUDENTS win!!! Content Meetings Across Grade Levels Discuss expectations Trade ideas Collaborate n... Discuss expectations Trade ideas Collaborate new ideas Content area teachers across grade levels meet twice per year Content Area Teacher Mentoring Monthly meetings between teacher and his/her mentor Monthly meetings between teacher and his/her mentor Classroom visits as needed Classroom visits as needed

Best Practice Presentation

Transcript: -What is the best practice when dealing with homeless youth? -According to research Independent Living Programs are evidence based and shown to work. -Couple of main components to each programs success: Each youth assigned a life coach/case manager. Some aspect of independent living skills. Certain amount of independence for youth. Case Scenario Case Scenario Homeless Youth Age: 17 Sex: M History Evidence Based References Hall, E. (2014). An integrative literature review of motivational interviewing and co-active life coaching as potential interventions for positive behaviour change in adolescents. Dworsky, A. (2010). Supporting Homeless Youth during the Transition to Adulthood: Housing- Based Independent Living Programs. Prevention Researcher,17(2), 17-20. Mares, A. S., & Kroner, M. J. (2011). Lighthouse Independent Living Program: Predictors of client outcomes at discharge. Children and Youth Services Review, 33(9), 1749-1758. United States Census Bureau. (n.d.). Retrieved March 14, 2015, from https://www.census.gov/popest/data/historical/2000s/vintage_2002 Workers, N. A. (2008). NASW Code of Ethics (Guide to the Everyday Professional Conduct of Social Workers). Washington, DC: NASW Youth Villages Transition Living Program 10 Year Report. (2012, January 1). from http://www.youthvillages.org/Portals/0/PDFs/media_section/YV_TLP_10YR_PRESS.pdf Research Shows Research Back to our homeless youth: ILC may need to use motivational interviewing techniques. Conversation example Motivating Youth: Evidence based practice Case Scenario Youth has entered Stepping Stones program: based on research -Youth is assigned an Independent Living Coach -Living Coach gets them employment log- begin applying for jobs. -Teach him how to use the bus system. -Discuss education goals: Youth needs to get GED. -After a program evaluation of Lighthouse Youth Services they found 455 youth who entered the program between 2001 and 2004 60% completed high school or obtained a GED, 31% were employed or completed vocational training, by the end of the program half were living independently at the time of discharge (Mares 2011). - According to their data report of the youth that were provided services 84% were either living independently or were successfully reunited with their families (Youth Villages Report 2012) -At Stepping Stones the ILC's use motivational interviewing to get youth motivated. -Skills include, positive talk and goal discussion. -Programs require youth to work towards two main goals: Employment and Education---> According to census data between 1997-1999, the average person who drops out of high school earned $18,900, on the other side those who graduated high school on average earned $25,900 (U.S. Census Bureau 2002). Best Practice Presentation

Best Practice Presentation

Transcript: Critcal Response Presentation "Best practices in Fluency Instruction" (Best Practices in Literacy Instruction , Ch 12 pp.268-287) Sharmaine Joseph EDCI626 1. Model for the students 2. Support students as they read aloud 3. Help students focus on reading with meaning 4. Provide multiple reading opportunities 15-20 minutes of Echo or Choral reading of one book three times a week Wide FOOR: children read three different text Out performed their peers (had a greater growth on comprehension) Discussion occurred naturally as part of lesson Four Corners Prosody Readers are able to understand expressive reading (intonation, stress, temp, and appropriate phrasing) Benefit Have a richer comprehension of what is written Oral reading develops fluent speech Reader's theater where the student is performing the text student chooses a text that is meant to be performed rehearsal of the text shows prosodic interpretation of the text Purpose is to model fluent reading, supportive reading, and repetition of reading Improvement in reading fluency and overall reading achievement References Used for small group or tutoring one or two struggling readers Lesson plan that involves a single challenging text First day: Introduce the text Second day: Do echo reading and comprehension questions Third day: Shortest lesson( choral reading with the students) Fourth day: Partner reads alternating pages of text Fifth day: Post-reading; extension activity Conclusion Kuhn, M.R., Rasinski, T., (2010). Current Issues in Best Practices in Literacy Instruction. In L. B. Gambrell & L. M. Morrow (Eds.), Best practices in Fluency Instruction (pp. 268-287). New York: Guilford Press. Fluency-Orientated Oral Reading/Wide Fluency-Orientated Oral Reading Fast Start Designed for home involvement Students work with a skilled reader Skilled reader, reads two to three times out loud pointing to words Read the passage together two to three times Child reads passage to skilled reader Word activity using one or more words Profound influence for at-risk students Read a short text to students Discussion about the text Students read chorally as group Paired Reading (read 2-3 times as partner follows along) Perform text for class Choose words to analyze Option: Take text home for more practice Rehearsal and Performance Basic of Fluency Instruction Wide Fluency-Orientated Reading Instruction Automaticity Fluency Orientated Reading Instruction The authors believe that these approaches presented here are the best ways to introduce fluency instruction in the classroom Develop automatic recognition and expression while reading orally Students can read challenging text in the future Fluency Development Lesson Students are reading three different text First day: Introduce the text Second day: Do echo reading and comprehension questions Third day: Shortest lesson (choral reading with the students) Fourth and Fifth day: Students read the two remaining text Discussion Questions? Readers can accurately and effortlessly identify text (without spending time on what deciding what the word is in text) Benefit Developing their decoding skills in order to have word recognition Apart of sight word vocabulary Limitation Little attention for comprehension The concept of "fluency" has changed from developing growth in reading skills to a system where the only concern is the reading rate of the student. What is your take on fluency instruction? Is it something that you would implement in your classroom? Is there anything that you would change in order to enhance this strategy? As a teacher how would you feel, if a principal asked you to incorporate speeder (an online program that slowly helps students read faster through timed reading activities) in the classroom? Fast start is a family based fluency instructional strategy. However,what are some alternative forms of fluency instruction that a child can receive if they do not have that type of home life? What are some limitations to using the rehearsal and performance fluency instruction strategy in a classroom?

Best Practice Presentation

Transcript: What is the BGCE doing about it? Developing Evidence Based Best Practice Policies Other Benefits of support groups Resources (2006). The Support Group Method. Blair Bullies Anti-Bullying Alliance. Retrieved from http://www.uk.sagepub.com/repository/binaries/pdf/The_Support_Group_Method.pdf Bray, L. Lee, C. (2007). Moving Away from a Culture of Blame to that of Support-Based Approaches to Bullying in Schools. Pastoral Care, 4-11. Conners-Burrow, N. Gargus, R. Johnson, D. McKelvey, L. Whiteside-Mansell, L. (2007). Adults Matter: Protecting children from the negative impacts of bullying. Psychology in the Schools, 46(7), 593-604. Howard, S. Smith, P. K. Thompson, F. (2007). Use of the Support Group Method to Tackle Bullying, and Evaluation From Schools and Local Authorities in England. Pastoral Care, 4-13. Kendrick, K. Jutengren, G. Stattin, H. (2012). The protective role of supportive friends against bullying perpetration and victimization. Journal of Adolescence, 35, 1069 1080. Young, S. (1998). The Support Group Approach to Bullying in Schools. Educational Psychology in Practice, 14(1), 32-39. non-punitive seeks to change behavior of children make children aware of the suffering of the victim pressure from peers to make a caring or prosocial response Success of the SGM bullying in the club is not tolerated member could be written up and suspended from club meeting with the Unit Director of the club this was done with Tom Support group for teens bullying not always topic free time for discussion at end of sessions Teens dealing with bullying both at school and at the club Not all members have been victims but all have discussed bullying as an issue Physical bullying, Relational Aggression bullying, Cyber bullying Members Ben, age 12, and Tom, age 13 Tom had been bullying Ben at both the club and at school Tom had shown signs of aggression in the past, but had never gotten physical with Ben Ben accidentally hit Tom with his hockey stick, Tom became incredibly angry very quickly and began verbally threatening Ben using inappropriate language Later staff learned threatening behavior had been common in past Best Practice: Teens Experiencing Bullying at the Boys and Girls Club of Ellettsville (Howard et al., 2007, p. 4) Case Study Keep Teen Talk BGCE does not have control over what happens at school, Teen Talk is a way of encouraging friendships and support systems Teens can speak their minds freely and openly Utilize SGM within club few occurrences redevelop friendships end the bullying immediately (shorter suspensions) especially with Tom and Ben (Howard et al., 2007, p. 4) The Support Group Method Steps of the Support Group Method SGM has been successful in the great majority of cases (Howard et al., 2007, p. 5) "bullying stopped completely or the victim no longer felt in need of support" (Howard et al., 2007, p. 5) Immediate success in 80% of cases (Howard et al., 2007, p. 5) proven successful in addressing bullying in countries all over the world (The Support Group Method, 2007) citizenship education (Bray and Lee, 2007, p.4) understanding of human rights (Bray and Lee, 2007, p.4) development of emotional literacy through increasing empathy for others (Bray and Lee, 2007, p.4) the bully will not blame the victim for his punishment (Kendrick et al., 2012, p.1069) greater chance of friendship between bully and victim (Kendrick et al., 2012, p.1069) friendships as protective factors (Kendrick et al., 2012, p.1069) 1. Adult facilitators talk with victim 2. Gather group of 7-8 students that includes the victim, the bully, and other peers 3. Discuss how victim feels in group 4. Members share responsibility 5. Group members discuss plans of action to end the bullying 6. Facilitator announces group members are responsible for these prevention strategies 7. Facilitator holds individual meetings with each of the group’s members

Best Practice Presentation

Transcript: CSPA & PSC Relationship November 3, 2017 Presented by Courtney C. Gaines INTRO Today we will be dicussing the roles of the CSPA and PSC and the relationship among them. INTRO TODAY'S SCHEDULE TODAY'S SCHEDULE 1 What is a CSPA ? What is a PSC ? What types of escalations do the PSC handle ? How can CSPAs and PSCs can work together? 2 3 4 ABOUT ABOUT Who are we?! CSPA CSPA Also known as Customer Support and Performance Analyst. CSPSA's assist with inbound calls from CSPs. Also handles ecalations for members and providers. PSC PSC Provider Service Consultant Provider Service Consultant Assist with Provider escalations. Analyzes large health care and key provider servicing needs. Oversees provider onsite models. Types of Escalations Types of Escalations On-site On-site PSCs assist with escalated provider concerns throughout NC. Provides updates of various changes with claims filing, processing trends whether via weekly triages, onsite meetings at facilities. TL Escalations TL Escalations When a provider has either escalated a claims concern or has filed a complaint, PSCs are the responsible for obtaining a resolutions. Complaints Complaints If the provider has utilized all of the resources, they will initiate a compliant with their county representative. Working together CSPA and PSC relationship Assist each other with researching claims details. Pull calls from previous provider inquires. Assist with getting resolutions from various departments. (ie claims, finance, clerical) Thank you for attending!!

Best Practice Presentation

Transcript: It was effective, interesting, and refreshing The students had the opportunity to exercise their critical thinking skills The teacher moved students who were misbehaving to different seats The students learned strategies important for solving math problems independently I think that visual aids are important because they can make math real to students and help them understand conceptual relationships I also think it is important to teach kids how to reason through a problem when the teacher is not present The teacher helped the kids achieve a deeper understanding of the material Intervening Effectively Visualizing Math Students were able to pay attention and engage with the lesson I had the opportunity to observe in a 3rd grade classroom Subject: Math Throughout the lesson, the teacher incorporated the use of visual aids, such as encouraging the kids to draw visual representations of word problems and demonstrating multiplication with Kleenex boxes The teacher expressed a willingness to call the mother of a student who was disrupting the class by talking She was patient and let them reason through the problem step-by-step without just giving them the answer Expanded my view of how math can be taught Guided Discovery Example of strong student engagement with a lesson The teacher called on students who were inattentive or whispering to reincorporate them into the lesson Best Practice Presentation Classroom was an effective learning environment It seemed like a really unorthodox way of teaching math, so I was surprised at how well the students responded to this technique Background Information Student Success Activity: Reviewing the answers to a quiz the kids had already taken Why this lesson? Teacher would present a problem from the quiz then asks the students how to solve it After they got the answer she would have them explain why it was correct

Best Practice Presentation

Transcript: TEACHING HIGH SCHOOL SOCIAL STUDIES National Archives in KC History Lab Slaves in War Daily journals to record thoughts and questions Deeper understanding Students also create the tests by working in groups to write essay questions and multiple choice Students also grade their questions and discuss with classmates Researches and presents information to class Connect history to today Are students really learning? Art, Music, Literature No more lists of dates, names and events Racial Relations Wars Community Political Issues Students choose what interests them Role of Women Irish Brigade Life in the North/South Connections to the World Relationship with England and World Volunteer at Museum or Archives Union Station Civil War topics Investigate Topics In-Depth and of Own Choosing Disrupted trade/ Economy States' Rights Teacher gives brief lectures to introduce units, themes and events Students research and do papers/projects that connects all the information together Field Trips Battles Speak with older generations End of term projects Connections to the Present WWI Museum Major themes and turning points addressed Learn how to research by oneself History Matters Truman Library / House Give lecture on topic, theme, or unit American Memory: Library of Congress http://memory.loc.gov/ammem/index.html POSTHOLES: Main Themes of History Use of primary sources, textbooks, and history books Reflection papers Reconstruction Societal Problems Primary Source Websites Workshop and group collaboration

Best Practice Presentation

Transcript: Additive Manufacturing Refers to a process by which digital 3D design data is used to build up a component in layers by depositing materials. Best Practice Presentation Tyler Perry Ryan White Lewis Jenkins Additive Manufaturing Uses

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