Stop Learning:
One hears a great deal today about the poor quality of education. While some children do well, others cannot seem to learn even the basics. eading, writing, and arithmetic -- the famous four 's -- have garnered a great deal of attention in one educational initiative after another. Presidents, governors, mayors, and school district superintendents have all taken up the battle cry. Numerous ideas have been proposed, but so far none have been adopted universally, perhaps because none have been proven fool-proof. Clearly, we must look closely at the problem at hand; determine precisely what it is that our children are lacking; what our goals are, and how these goals can best be achieved. Among the many proposals that have been floated is the idea of Year ound Schooling. A marked break with tradition, Year ound Schooling would seem to offer various advantages. The lack of extended breaks…...

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References

1) 2001 Summer Arts Directory. (2001, February). School Arts, 100, 52.

2) Chrispeels, J.H. (2002). EFFECTIVE SCHOOLS - the California Center for Effective Schools: The Oxnard School District Partnership. Phi Delta Kappan, 83(5), 382.

3) Dewert, M.H., Babinski, L.M., & Jones, B.D. (2003). Safe Passages: Providing Online Support to Beginning Teachers. Journal of Teacher Education, 54(4), 311+.

4) Doll, B., Song, S., & Siemers, E. (2004). 9 Classroom Ecologies That Support or Discourage Bullying. In Bullying in American Schools: A Social-Ecological Perspective on Prevention and Intervention, Espelage, D.L. & Swearer, S.M. (Eds.) (pp. 161-179). Mahwah, NJ: Lawrence Erlbaum Associates.

Round Schooling -- a solution or a slogan?
"More is better,' is an ethos that is often frowned upon by parents and teachers alike when it comes to, for example, chocolate or recess. However, when it comes to year 'round schooling, even some school administrators are inclined to blanch at the prospect, according to Ann McGlynn of the Journal of the School Administrator. In her March 2002 article on the subject, she notes how the cherished institution of summer vacations came under attack on one Kentucky school district known as Bardstown. But because of poor performance, changing the district's five schools to a year-round calendar seemed to be the only logical route for the princple at the time. He decided to break up vacations "into smaller pieces and offer remedial and enrichment activities during those shorter breaks." (McGlynn, 2002, p.1)

The principle made his decision ten years ago. Since then, "the…...

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Works Cited

McGlynn, Ann. (March 2002) "Districts that School year-round." Journal of the School Administrator. Retrieved 12 Feb 2005 athttp://www.findarticles.com/p/articles/mi_m0JSD/is_59_3/ai_83698555/pg_3

Another significant benefit of the year round system pointed by the proponents is that the YRE system offers year round assistance for children who need additional time to catch up. As intersession classes are followed up immediately children do not have to wait until summer classes to catch up with their difficult subjects. "While changing the calendar year in itself can provide many benefits, the importance of intersession instruction cannot be overstated. Those additional instructional days and weeks can spell the difference between success and failure for many students" (Stenvall, (2001) p. 21).
On the other hand there are also disadvantages to the year round education system. First and foremost is the administrative burnout. Management working round the year can feel it quite stressful and the same applies for teachers as well. Most teachers use the summer breaks to complete their certification requirements and other courses and the year round…...

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Bibliography

Deborah a. McAllister and Susan M. Bothman, (Fall 2004), 'Culminating Experience Action Research Projects', Accessed April 3rd 2008, Eric Database (ED495484)

Mollie Louis Trewartha, (2007), 'A Focus Group Study of Community Members' Perception About Year round Education in Michigan's Copper Country', Accessed April 3rd 2008, ERIC Database (ED499805)

Glines, D. (2002). Year Round Education. In the encyclopedia of Education. (Vol 7, 2698-2701). New York: MacMillan Reference USA

Shields, C.M. (2000). Year round schooling: Promises and pitfalls. Lanham, MD:

The school programs have been a subject of research, legislation and debate across many states and over many years. There has always been the urge to come up with a harmonized calendar that is suitable for the students, the teachers, the parents as well as the management of the schools. This has always proved to be a delicate balance, one rarely achieved in many institutions. There is need however to have year-round school programs that help in the completion of the needed curriculum, but also friendly to the main stakeholders. There are factors that must be put into focus and consideration by the relevant persons in building up a program for the educational institutions. The students need to be the first consideration in formulation of the school program. It should give the students significant time to rest and refresh their minds after many months of continuous learning and other academic activities.…...

Students in these kinds of schools do not attend school longer, but they do not have a summer break that is longer than any of the other breaks that they take during the school year.
esearch done by McMillen (2001) indicated that there were 106 schools in the state of North Carolina that operated on the year-round school calendar for third through eighth grades during the 1997-1998 school year. McMillen (2001) then conducted an analysis of the academic achievements of these students and compared them to the academic achievements of students in the same grades that attended schools where the traditional calendar was still used.

Data for the study came from a database of statewide testing in which 95% of the public schools in the state participate. In order to determine the academic achievements of the students, McMillen (2001) looked at achievement test scores and demographic information that was collected from…...

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References. Retrieved April 17, 2008, at  http://www.ericdigests.org 

Painesville City School District. (2008). Year Round Education. Retrieved February 20, 2008, at http://www.painevillecityschools.org

Polite, V.C. (1999). Combating educational neglect in suburbia: African-American males and mathematics. In V.C. Polite & J.E. Davis (Eds.), African-American males in school and society: Practices and policies for effective education (pp. 97-107). New York: Teachers College Press.

Poplin, M., & Weeres, J. (1992). Voices from the inside: A report on schooling from inside the classroom. Claremont, CA: Claremont Graduate School, Institute for Education in Transformation.

Pothering, S.L. (1998). The decision-making processes of higher education undergraduate academic program development in a public liberal arts institution. (Doctoral Dissertation, University of South Caroline, 1998). UMI Dissertation Services.

Schooling is Enough -- Twelve Months is Overkill
Getting and obtaining a formal education are one of the most important achievements people perceive as a valid measure for success. Aside from the prestige that comes with being able to be educated formally, the economic prosperity and great knowledge that a person gets from studying is also another important factor that serves as many people's motivation in studying. Also, education is already an established institution in our society, and that is why we, as eternal learners of everything here in this world that we live in, strive and always look for information that is important to us. Our quest for knowledge is one of the main reasons why education became a primary institution in societies of the world.

The education institution may serve functionally in the society, but this important institution also has its own problems. One of the most talked- about…...

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Bibliography

Carroll, Molly. "Year- Round Schooling Can Cure Much of What Ails Us." April 1997. Catalyst Magazine. 16 October 2002  http://www.catalyst-chicago.org/04-97/047opin.htm .

Chaika, Glori. "Is Year- Round Schooling the Answer?" 8 November 1999. Education World Website. 16 October 2002 http://www.education-world.com/a_issues/issues066.shtml.

Zimmerman, Joy. "Improving Student Achievement by Extending School: Is It Just a Matter of Time?" 20 April 1998. WestEd Website. 16 October 2002  http://www.wested.org/wested/papers/timeandlearning/4_implications.html .

He says that the busy roads are clear, even though the roads near our house are still thick with snow. My mother says she will have to go to work tomorrow, and that school will probably be open -- if they call a half-day, father will stay home with me. It is getting dark, so I have one last request -- I want to take some snow inside -- "but won't it melt" says my mother. I want to put it in the freezer, so I have snow all year 'round. My father says that some people eat snow with sugar and maple syrup, but my mother says that is not sanitary, but I can keep the snow in a plastic bag, provided I do not eat it.
We sit down to dinner, a hearty dinner of potatoes and meatloaf, and for the first time meatloaf tastes good. For dessert…...

Gathering Data and Describing PartnershipNorth Miami Beach Senior High School is a multicultural institution comprising students from different racial backgrounds (Stinson et al., 2011). The school recognizes the importance of community involvement in supporting student learning and achievement. As a result, the school has established two different programs that target the involvement of parents/families and the larger community respectively. As evident in the previous analysis, the parents/families program seems to be more effective than the program targeting the larger community. In this regard, the school needs to redesign the current program to enhance the involvement of the larger community to support student achievement. This paper proposes measures that the school can utilize to strengthen this program to integrate community resources towards better student learning and achievement.Part 1 Assess Your Current ealityPTSA NMB is a community engagement program implemented established at North Miami Beach Senior High School. This program has…...

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ReferencesCollege Board. (2018). North Miami Beach Senior High. U.S. News. Retrieved April 24, 2021, from T.O.D.L. (2014). Building strong community partnerships: Equal voice and mutual benefits. Journal of Latinos and Education, 13(2), 120-133.Great Schools. (2021). North Miami Beach Senior High School. Retrieved April 24, 2021, from  https://www.greatschools.org/florida/miami/808-North-Miami-Beach-Senior-High-School/ International Survey Associates. (2016, May 6). Why community involvement in schools is important. Retrieved April 24, 2021, from  https://www.pridesurveys.com/index.php/blog/community-involvement-in-schools/ Michael, S., Dittus, P.J., & Epstein, J. (2007, November). Family and community involvement in schools: Results from school health policies and programs study 2006. Journal of School Health, 77(8), 567-587.North Miami Beach Senior High School. (2012). Local PTA Brochure Year Round 2011-2012. Retrieved April 16, 2021, from  http://nmb.dadeschools.net/PTSA/Local_PTA_Brochure_Year-Round%202011-2012.pdf Public School Review. (2019). North Miami Beach Senior High School. Retrieved April 24, 2021, from  https://www.publicschoolreview.com/north-miami-beach-senior-high-school-profile Stinson et al. (2011). Curriculum Bulletin 2010-2011. Retrieved April 21, 2021, from  http://nmb.dadeschools.net/North%20Miami%20Beach%20SHS%20Curriculum%20Bulletin%202010.pdf Wang, J., Lai, S. & Wang, C. (2016). Beyond the classroom wall: Community engagement instruction. World Journal of Education, 6(6), 31-41.https://www.usnews.com/education/best-high-schools/florida/districts/miami-dade-county-public-schools/north-miami-beach-senior-high-4851Garza,

School Students Community
Designing an Ideal School Students Community

What is needed to be in the new high school and why?

The proposed high school should cater to the needs of students, academically and otherwise. This is important for a well-rounded development of every student. Firstly, the high school should provide opportunities for students to pursue their personal interests such as knitting or carpentry or just about anything else instead of forcing them to choose from a given set of options. This will help to build their skill and will also give them the confidence needed for higher education. A warm and inviting climate, more interaction with nature and extensive opportunities to learn and explore are vital for a model high school.

Likes and dislikes of students

Most high school students will be between 14 to 18 years of age and this is an important developmental stage for them. They are in their adolescence where…...

School Counseling in a Multicultural Society: An Overview
More and more diversity is becoming the buzzword in society at large and within educational facilities across the nation. As the population in the United States continues to become increasingly diversified and representative of individuals from varying ethnic, socioeconomic and racial backgrounds, educators are realizing an increased need for attention to the specific needs of diverse student populations.

The need for multicultural competencies development among school counseling professionals has recently been acknowledged by the American Psychological Association (1992) and the American Counseling Association (1995) whose ethnical standards dictate that school counselors should achieve a certain level of multicultural competence prior to embarking on a professional career in student counseling.

Despite the acknowledgment of a need for increased awareness and training to ensure a positive student/counselor relationship, there is little evidence that much is being done in the way of establishing a core set of standardized…...

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References:

American Counseling Association. (1995). Code of ethics and standards of practice [Brochure]. Alexandria, VA: Author.

American Psychological Association. (1992). Ethical principles of psychologist and code of conduct. American Psychologist, 47, 1597-1611

Arredondo, P., Cheatham, H., Mio, J.S., Sue, D. & Trimble, J.E. (1999). Key words in multicultural interventions: A dictionary. Westport: Greenwood Press.

Atkinson, D.R., Morten, G., & Sue, D.W. (1998). Counseling American minorities: A

2007)." The authors also explain that there is a great deal of interest in the concept of school engagement because it is believed to be influenced by environmental changes (Fredricks et al., 2004; Dotterer et al. 2007). As a result of racial and ethnic achievement gaps, the study of school engagement amongst students of color is essential to closing these gaps. Previous research uncovered a pattern of underachievement in African-American students who have lower grades and receive less education than non-Hispanic White students (Dotterer et al. 2007).
According to Jimerson et al. (2003) there are three dimensions of school engagement: affective, behavioral, and cognitive. The affective dimension is associated with an emotional connection to school and the sense of belonging that students have with their school. Additionally this dimension of school engagement is often referred to as school attachment (Johnson et al., 2001). The affective dimension of school engagement "reflects…...

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References

Dotterer a.M. Susan M. McHale Ann C. Crouter. (2007) Implications of Out-of-School Activities for School Engagement in African-American Adolescents. J Youth Adolescence (2007) 36:391 -- 401

Dworkin, J.B., Larson, R., & Hansen, D. (2003). Adolescents' accounts of growth experiences in youth activities. Journal of Youth and Adolescence, 32, 17-26.

Feldman, Amy F.; Matjasko, Jennifer L. (2005) the Role of School-Based Extracurricular Activities in Adolescent Development: A Comprehensive Review and Future Directions Review of Educational Research v. 75 no. 2 p. 159-210

Fredricks J, Blumenfeld P, Paris a (2004) School engagement: Potential of the concept, state of the evidence. Rev Educ Res 74:59 -- 109

PRE-REFERRAL SCREENING School Psychologist Special Education Assessment Pre-Referral Screening/RTI ProcessAbstractChildren with special needs require specialized interventions that help them attain the desired educational and behavioral goals the same as other students. These desires attract different forms of interventions, most of which focus on the steps that should be followed to enroll students in special programs. The procedures constitute pre-screening and pre-referral. The two serve as the assessment tools to determine if children are absorbed in special education programs. School psychologists, parents, and other experts desire to adopt other mechanisms that enable students to achieve similar goals. However, special children fail the test in many cases, making them potential candidates for the program. The bottom line in these procedures is enrolling only those eligible and those whom other interventions fail to work. This paper concentrates on school psychologists\\\' different special education roles and the various interventions used in supporting needy students.Table…...

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BibliographyBatsche, G. M., Eliott, J., Graden, J. L., Grimes, J. Kovaleski, J. F., Prasse, D., & Tilly, W. D. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc. The study\\\\\\\\\\\\\\\'s goal is to assess the level of intervention programs that target preschool children, especially in regions with poor education standards. In this research, a sample of 129 children was chosen for those aged between three and six years and who resided in a Brazilian state. The chosen state is ranked second-lowest in terms of its human development index. These children were clustered into a control group and the experimental intervention group. Here, items like intelligence, phonological awareness, vocabulary, naming, and memory were assessed pre and post the intervention. The recorded finding indicated improvements in rapid automatized naming and vocabulary for the experimental group for post-intervention tests. Before the intervention, intelligence levels, vocabulary results were 25%. Phonological awareness was at about 26% for the experimental group.Burns, M. Appleton, J. J., & Stehouwer, J. D. (2005) Meta-analytic review of responsiveness-to intervention research. Examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 23(4), 381-394.In this research, a meta-analytic assessment was done on 4 RTI models that were large scale and complemented by other models. Here, unbiased estimates of effect (UEE) for 24 identities were computed. According to the results, there was a high value of UEE in the RTI models that existed earlier than the university faculty results. However, both cases showed a strong impact. The values for UEE on the systemic results and student achievement was beyond 1.0. However, the UEE student value was nearly half the value of systematic outcomes for the RTI models. The models\\\\\\\\\\\\\\\' results also recorded a UEE value of 0.47 in systemic tests and 1.14 in the case of outcomes. In this research, the non-responders accounted for 19.8%, with an SD of 12.5. The average was 1.68% representing an SD of 1.45 of the entire student population under special education. The article also shares details about future research and possible implications.Burns, M.K. Griffiths, A., Parson, L.B., Tilly, W.D., & VanDerHeyden, A. (2007) Response to intervention: Research to practice. Alexandria, VA: National Association of State Directors of Special Education. This publication is a compilation of research regarding traditional LD diagnostic practices and RtI. The authors sought to identify the most important 25 articles for each topic and provide specific references. The most seminal five articles for each topic are annotated to summarize findings in an easily accessible manner. Although the authors attempt to provide a comprehensive resource for both traditional and RtI, the primary objective is to respond to concerns about a lack of a research base for RtI.Castillo, J. M., Hines, C. M. Batsche, G. M. & Curtis, M. J. (2011) Problem solving and response to intervention Project 3 evaluation. Educational and Psychological Studies Faculty Publications, 51. Retrieved from   this report, the researchers examine the implementation outcomes for three years. That is 2007-2010 for a Florida Problem Solving project (PS/RtI). There was a collaboration between the University of South Florida and FDOE on training and technical help supporting the PS/RtI structure in the project. Second, the research covered the effects of implementing PS/RtI in different regions that would act as a demonstration point. According to the report, there was notable professional development for the three years in the pilot programs\\\\\\\\\\\\\\\' schools. To enhance the implementation of PS/RtI and to be certain that the project was implemented faithfully, the staff used a model that included three stages. In this model, there was engagement among stakeholders who were primarily in the implementation of PS/RtI, those who aided in developing the infrastructure, and those in the delivery tier. Findings were based on the adopted model.Elliot, J., & Morrison, D. (2008). Response to intervention blueprint: District-level edition. Alexandria, Va National Association of State Directors of SPED education.The article discusses Response to Intervention (RtI), which is defined as offering advanced interventions tailored to meet the students\\\\\\\\\\\\\\\' needs, enable monitoring of the advancement, and promote the decision-making process by utilizing the available data. Information from RtI is employed in remedial, special education, and general decision-making procedures to help create an integrated system whose merit is based on gathered data. \\\\\\\\\\\\\\\"Blueprint documents\\\\\\\\\\\\\\\" aid in the development of a platform that is is usable in RtI construction. These \\\\\\\\\\\\\\\"Blueprints\\\\\\\\\\\\\\\" are also built on publications done by NASDSE. There are three \\\\\\\\\\\\\\\"Blueprints\\\\\\\\\\\\\\\" in this series: one at the state, district, and building level to guide implementation. These documents are created to provide concrete guidance to implementation sites. This \\\\\\\\\\\\\\\"District Level Blueprint\\\\\\\\\\\\\\\" outlines a district-level strategy\\\\\\\\\\\\\\\'s components to help realize RtI throughout the district and support the individual projects. In this case, districts must assess these features in terms of their relationships and structuring for state and individual school agencies. Kratochwill, T.R., & Shernoff (2004) Evidence-based practice: Promoting evidence-based interventions in school psychology. School Psychology Review, 33(1), 34-48. The authors present an overview of evidence-based practice issues and school psychologists\\\\\\\\\\\\\\\' duty in developing and sharing EBIs. They advance the argument that an intervention should carry the evidence-based designation when information on context-based usage in a practical setting is where it has demonstrated efficacy under the conditions of implementation and evaluation in practice. Such a plan is called EBI reciprocal effect and forms a fundamental aspect of EBIs. This framework extends the developmental agenda of designating an EBI intervention from its experimental research foundations to its application in practice settings. Providing professional development to practitioners, researchers, and trainers in identifying, reviewing, and disseminating EBIs is a key part of the Task Force plan. Graduate programs may use competency-based training that would require students to master specific EBIs. A second model for integrating content on EBIs into graduate training would be for universities to encourage cross-disciplinary courses (e.g., offered jointly by departments of the school, counseling, and clinical psychology) or interdisciplinary concentration courses on EBIs. Sugai, G., & Horner, R.H. (2009) Responsiveness-to-interventions and school-wide positive behavior supports: Integration of multi-tiered approaches. Exceptionality, 17, 223-237. The No Child Left Behind and the Individuals with Disabilities Education Act recommend scientifically based research to improve students\\\\\\\\\\\\\\\' outcomes. From this emphasis, response-to-intervention has evolved. The researchers in this article present one perspective on the defining features of response-to-intervention and applying such tools in school-wide positive behavior supports (SWPBS). According to the research, the original objective of interventions has grown from the outcome and screening-based approach to interventions that target students\\\\\\\\\\\\\\\' decision-making. These interventions give details about SWPBS evolution that include behavioral support and creation of social culture in schools. They conclude by suggesting that the response-to-intervention approach offers an excellent umbrella of guiding principles for improved assessment and intervention decision-making. SWPBS is an example of applying fundamental tools to challenge formal methods that target behavioral change in a classroom setup. In efforts to support SWPBS realization, the researchers offer a self-assessment protocol for school and leading spearheading teams to improve the creation of an integrated set of interventions that ensure the process is relevant, durable, and affective aspects.ReferencesAspiranti, K., Hilton-Prillhart, A., Bebech, A., & Dula, M. E. (2019). Response to Intervention (RtI) and the Impact on School Psychologist Roles: Perceptions and Acceptance of Systems Change. Contemporary School Psychology, 23(3), 327-337.Barker, N. (2011). Systems Change: A study of response to intervention model implementation at two elementary schools in southern California. (Doctoral dissertation). Pepperdine University. Malibu, CA.Barrio, B. L., & Combes, B. H. (2015). General education pre-service teachers\\\\\\\\\\\\\\\' levels of concern on response to intervention (RTI) implementation. Teacher Education and Special Education, 38(2), 121-137.Batsche, G. M., Kavale, K. A. & Kovaleski, J. F. (2006). Competing views: A dialogue on response to intervention. Assessment for Effective Intervention, 32, 6-20.Berliner, D.C. (1993). 100-year journey of educational psychology: From interest to disdain to respect for practice. In T.K. Fagan & G. R. VanderBos (Eds.), Exploring applied psychology: Origins and critical analyses (pp. 37-78). Washington, DC: American Psychological AssociationBurns, M. K., Appleton, J. J., & Stehouwer, J. D. (2005). Meta-analytic review of responsiveness-to-intervention research: Examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 23(4), 381-394.Burns, M.K., Preast, J.L., Kilpatrick, K.D., Taylor, C.N., Youing, H., Aguilar, L., Allen, A., Copeland, C., Haider, A. & Henry, L. (2017). Leadership theory for school psychologists: Leading for systems change. Communique Professional Practice, 46(2), 1-30. Canter, A. (2006). School psychology. (COPSSE Document Number IB-4). Gainesville, FL: the University of Florida, Center on Personnel Studies in Special Education.Curtis, M. J. & Batsche, G. M. (1991). Meeting the needs of children and families: Opportunities and challenges for school psychology training programs. School Psychology Review, 20(4), 565-577.Eisner, P. E. (1963). The School Psychologist. Washington DC: Center for Applied Research in Education.Fagan, T. K. (1992). Compulsory schooling, child study, clinical psychology, and special education. American Psychologist, 47(2), 236.Fagan, T. & Wise, P.S. (2007). School psychology: Past, present, and future (3rd ed.). National Association of School Psychologists. Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness?to?intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 157-171.Fuchs, L. S., Fuchs, D., & Zumeta, R. O. (2008). Response to intervention. Educating Individuals with Disabilities: IDEIA 2004 and Beyond, 115.Gravois, T. A., & Rosenfield, S. A. (2006). Impact of instructional consultation teams on the disproportionate referral and placement of minority students in special education. Remedial and special education, 27(1), 42-52.Hawkins, R., Kroegar, S.D., Musti-Rao, S., Barnette, D. W., & Ward, J.E. (2008). Pre-service training in response to intervention: Learning by doing and interdisciplinary field experience. Psychology in the Schools, 45(8), 745-762.Herron, W.G., Green, M., Guild, M., Smith, A., & Kantor, R.E. (1970). Contemporary school psychology. Scranton, NJ: Intext Educational Publishers.Hosp, J.L., & Reschly, D. J. (2002). Regional differences in school psychology practice. School Psychology Review, 31(1), 11.Kirk, S.A., Galllagher, J.A., & Anastasiow, N. J. (1993). Educating exceptional children. Dallas, TX: Houghton-Mifflin.Kratochwill, T. R., & Shernoff, E. S. (2004). Evidence-based practice: Promoting evidence-based interventions in school psychology. School psychology review, 33(1), 34-48.Little, S. (2013). School psychologists\\\\\\\\\\\\\\\' perceptions of stakeholder engagement in response to intervention. Contemporary Issues in Education Research, 6(4), 399-408. Little, T. D., & Rhemtulla, M. (2013). Planned missing data designs for developmental researchers. Child Development Perspectives, 7(4), 199-204.M. K. Lose (2008). Principal Magazine, 87(3), 20–23McIntosh, K., Goodman, S., & Bohanon, H. (2010). Toward True Integration of Academic and Behavior Response to Intervention Systems: Part One--Tier 1 Support. Communiqué, 39(2), 1-14.Merrell, K.W., Ervin, R. A., & Gimpel, G.A. (2006). School Psychology for the 21st century. New York: Gilford Press.Merrell, K.W., Ervin, R. A., & Gimpel, G.A. (2006). School Psychology for the 21st century. New York: Gilford Press.Powers, K., Hagans, K., & Busse, R. T. (2008). School psychologists as instructional consultants in a response-to-intervention model. The California School Psychologist, 13(1), 41-53.Rafoth, M. A., & Foriska, T. (2006). Administrator participation in promoting effective problem-solving teams. Remedial and Special Education, 27(3), 130-135.Reschly, D., & Wilson, M.S. (1996). Assessment in school psychology training and practice. School Psychology Review, 25(1), 9-23.Reschly, D., & Wilson, M.S. (1996). Assessment in school psychology training and practice. School Psychology Review, 25(1), 9-23.Shernoff, E.S., Bearman, S.K. & Kratochwill, T.R. (2017). Training the next generation of school psychologists to deliver evidence-based mental health practices: Current challenges and future directions. School Psychology Review, 46(2), 219-232. DOI: 10.17105/SPR-2015-0118.V46.2Smith, T. E. (2005). IDEA 2004: Another round in the re-authorization process. Remedial and Special Education, 26(6), 314-319.Splett, J.W., Fowler, J., Weist, M.D., McDaniel, H. & Dvorsky, M. (2019). The critical role of school psychology in the school mental health movement. Psychology in the Schools, 50(3), 245-258. DOI: 10.1002/pits.21677Villegas-Gutierrez, M. (2015). Special education assessment process for culturally and linguistically diverse (CLD) students. Oregon Department of Education. Retrieved from https://www.oregon.gov/ode/schools-and-districts/grants/ESEA/EL/Documents/SPED-Assmnt-Proc-for-Culturally-Linguistically-Diverse-Students-2015.pdfYsseldyke, J. E. (1982). Spring hill symposium on the future of psychology in the schools. American Psychologist, 37, 547-552.http://scholarcommons.usf.edu/esf_facpub/51 In

Visits home were frowned upon and discouraged, and most Indian families could not afford to pay for the long journey home from the schools, so children remained there year-round until their schooling was complete in many cases.
However, many families did see the worth of a formal education for their children. Author Child notes, "Still, many Ojibwe parents, persuaded of the importance of an education or learning a trade for their child's future, would have agreed with the North Dakota father whose son and daughter attended Flandreau when he expressed his desire for their success in school and wish to keep them there, 'as much as we can stand it'" (Child 54). These parents often hoped their children would receive an education, but also learn a trade, so they could make their way in the world as adults. In theory, children attended school for half the day, and then learned…...

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References

Child, Brenda J. Boarding School Seasons: American Indian Families, 1900-1940. Lincoln, NE: University of Nebraska Press, 1998.

Coleman, Michael C. American Indian Children at School, 1850-1930. Jackson, MS: University Press of Mississippi, 1993.

Editors. "Native Languages of the Americas: Chippewa." Native Languages.org. 2008. 5 Dec. 2008.  http://www.native-languages.org/chippewa.htm .

Meyer, Melissa L. Ethnicity and Dispossession at a Minnesota Anishinaabe Reservation, 1889-1920. Lincoln, NE: University of Nebraska Press, 1994.

I said to my friend that it was not so much what happened on 9/11. What concerned me more was the world we would wake up in on Sept 12, 2001. Certainly, our country and the world will never be the same. This gave a different focus to my military career in the hopes of making sure that a 9/11 event would never happen again. With modern war, the home front is as important as overseas. We must be vigilant and studies in such an area as homeland security studies are vital. While this may not be my entire focus, it occupies a healthy portion.
In your fourth question, you ask what my experience is and/or aptitude for completing academic work at a distance. Frankly, I have many friends and family members that have received degrees online. Their main issue (especially with younger people) in dealing with the online academic…...

The students will test you during these first few days. Without steadfast rules and well outlined disciplinary procedures, the students will not respect you.
In order to create a positive atmosphere of expectations, procedures and routines, it is also important to clearly outline to the class what is expected of them. However, in order to empower the classroom students, one beneficial strategy is to allow the students to help develop the classroom rules, procedures and expectations. y bringing the group together and making the classroom environment one in which they assisted in creating, the students will be more likely to both respect it and work with it.

Although there are numerous steps a teacher must take to create a successful learning environment in a full-inclusion classroom, taking firm and clear actions the first days of school are the most important. The purpose is to let the students know what the rules,…...

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Bibliography:

Gore, M.C. (2003): Successful Inclusion Strategies for Secondary and Middle School Teachers: Keys to Help Struggling Learners Access the Curriculum. SAGE Publications.

Hardmand, Michael L. (2007): Human Exceptionality: School, Community and Family. New York: Houghton Mifflin Company.

Male, Mary. (2002): Technology for Inclusion: Meeting the Special Needs of All Students. Allyn & Bacon, Inc.

Nowicki, Stephen and Marshall P. Duke. (1992): Helping the Child Who Doesn't Fit in. Peachtree Publishers.