Monday, June 14, 2010
Informative Sites
Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide.html
Special Education Resources
http://www.theteachersguide.com/Specialeducation.html
A Parent's Guide to Special Education
http://www.vesid.nysed.gov/specialed/publications/policy/parentguide.htm
Special Education in Ontario
http://www.bbbautism.com/ont_spec_ed.htm
Special Education Answers
http://www.special-education-answers.com/
Presentation Sources Cited
Sources Cited
Bennett, Barrie & Smilanich, Peter. (2008). Classroom Management: A Thinking & Caring Approach. Toronto, Ontario: Bookation Inc.
Carr, Tom. (2000). 131 Creative Strategies for Reaching Children with Anger Problems.
Chaplin, South Carolina: Youth Light, Inc.
Dornbush, Marilyn P. & Pruitt, Sheryl K. (1995). Teaching the Tiger: A Handbook for Individuals Involved in the Education of Students with Attention Deficit Disorders, Tourette Syndrome or Obsessive-Compulsive Disorder. Durate, California: Hope Press.
Rhode, Ginger et al. (1992). The Tough Kid Book: Practical Classroom Strategies. Longmont, Colorado: Sopris West Educational Services.
http://en.wikipedia.org/wiki/ADHD_predominantly_inattentive
http://en.wikipedia.org/wiki/Oppositional_defiant_disorder
http://en.wikipedia.org/wiki/Tourette_syndrome
Behavioural Issues Within the Classroom (Presentation)
BEHAVIOURAL ISSUES WITHIN THE CLASSROOM
By: N. Chiarelli, L. Ciprietti, M. Miceli, J. Louis, A. Pantaleo
WARNING!!!
http://www.youtube.com/watch?v=nojWJ6-XmeQ
What is Tourettes?
http://www.cbsnews.com/video/watch/?id=1033515n
Ø It is commonly referred to Tourettes or TS.
Ø It is an inherited neuropsy chiatric disorder with onset in childhood, characterized by the presence of multiple physical (motor) tics and at least one vocal (phonic) tic.
Ø Tics are sudden, repetitive, stereotyped non rhythmic movements (motor tics) and utterances (phonic tics) that involve discrete muscle groups.
Ø Motor tics are movement-based tics and phonic tics are involuntary sounds produced by moving air through the nose, mouth or throat.
Ø It was once considered a rare and bizarre syndrome, most often associated with the exclamation of obscene words or socially inappropriate and derogatory remarks.
Ø Between 1 and 10 children per 1000 have Tourettes
Ø As many as 10 per 1000 people have tic disorders with the common tics of eye blinking, coughing, throat clearing, sniffing and facial movement.
Ø The severity of the tics decreases for most children as they pass through adolescence, and extreme Tourettes in adulthood is a rarity.
What are some Causes of Tourettes?
• The exact cause for Tourettes is unknown, but the belief is that both genetic and environmental factors are involved. Yet the gene that carries this syndrome had yet to be identified.
• A person with Tourettes has about 50% chance of passing the gene(s) to one of their children. However, not everyone who inherits the gene will show symptoms.
How is Tourettes Diagnosed?
• There are no specific medical or screening tests that can be used in diagnosing Tourettes.
• It is frequently misdiagnosed or under diagnosed because of the wide range of severity.
• In most cases, medication is unnecessary.
• A vast majority of the cases are mild to moderate.
• TS may be diagnosed when a person exhibits both multiple motor and one or more vocal tics over a period of one year.
What is A.D.D?
http://www.youtube.com/watch?v=5urmUKSdo8M&feature=related
Attention Deficit and Hyperactivity Disorder
• The symptoms for ADHD begin before the age of seven.
• ADHD students are usually, academically, at least two years behind.
• It is thought to be a biological disorder with a neurochemical component.
Those who have been diagnosed with ADHD show the following symptoms:
- difficulty sitting still
- being easily distracted
- blurting out-loud in class
- talking too much
- fidgets in class
- being forgetful and/or losing things
- experiencing poor social relations
- often shifting from one activity to another
- having a hard time taking turns or playing quietly
- often does not seem to listen to what is being said to him or her
- often changes physically dangerous activities without considering possible consequences
ADHD Characteristics:
1. Distractibility - student has difficulty focussing
2. Hyperactivity - student appears to be in constant motion
3. Impulsivity - student doesn't stop to think before he/she acts
What is O.D.D?
http://www.youtube.com/watch?v=pr5k_MEXz6E&feature=related
Oppositional Defiance Disorder (O.D.D.)
In children with Oppositional Defiance Disorder (ODD), there is an ongoing pattern of uncooperative, defiant, and hostile behaviour toward authority figures that seriously interferes with the student's day-to-day functioning in the classroom.
Symptoms of ODD may include:
• frequent temper tantrums.
• excessive arguing with adults.
• often questioning rules.
• active defiance and refusal to comply with adult requests and rules.
• blaming others for his or her mistakes or misbehaviour.
• often being touchy or easily annoyed by others.
• frequent anger and resentment.
• mean and hateful talking when upset.
• spiteful attitude and revenge seeking (i.e., stealing, bullying, vandalism, etc.).
• the symptoms are usually seen in multiple settings, but may be more noticeable at home or at school.
• one in sixteen percent of all school-age children and adolescents have ODD.
Strategies to Use with ODD Students:
• Always build on the positives by giving the child praise and positive reinforcement when he/she shows flexibility or cooperation.
• Take a time-out or break if you are about to make the conflict with your child worse, not better.
• Pick your battles to avoid power struggles when misbehaviour occurs.
• Set up reasonable, age appropriate limits with consequences that can be enforced consistently.
• Manage your own stress with healthy life choices such as exercise and relaxation.
Strategies to Use in the Classroom
One of the main things to do at the very beginning is to establish very clear classroom rules and routines. Students should know what the expectations are and what the consequences of following, and not following, them are.
When setting up classroom rules, teachers need to establish rules that are:
(1) Observable
(2) Measurable
(3) Positive
(4) Have only five
(5) Not questionable
Positive Reinforcement
• Positive reinforcement involves the contingent presentation of something valued or desired by the student.
• Should be given immediately and only after an appropriate behaviour.
Some effective types of positive reinforcement:
-Natural Positive Reinforcement
-Edible Reinforcement
-Material Reinforcement
-Social Reinforcement
Antecedent Strategies
• This is a strategy is one which come BEFORE a behaviour and increases and maintains it.
• Antecedent strategies are used to increase a student's motivation and encourage them to exhibit desired behaviour. It can be viewed as "setting the stage" for appropriate behaviour to occur.
Motivation and Encouragement
• Tell the students what you want them to do, and make certain they understand.
• Tell them what will happen if they do what you want them to do.
• When students do what you wan them to do, give them immediate positive feedback in ways that are direct and meaningful to them.
Beeper Tapes
• "Beeper Tapes" are designed so that some of the student's appropriate behaviour, not all of it, will result in positive reinforcement
• Beeper tapes are a series of 30- or 45-minute audio cassette tapes on which unpredictable series of audible "beeps" have been recorded.
Assessing and Selecting Reinforcement
Never assume that you will automatically know what works as a reinforcer with your students. Every student is different. The rule of thumb for teachers is to try the potential reinforcer; if the behaviour increases, then it is a reinforcement. If the behaviour did not actually increase, there was no positive reinforcement.
What classifies a Student for a Behavioural Classroom?
Ministry Definition of Behavioural Exceptionality:
A learning disorder characterized by specific behaviour problems over such a period of time, and to such a marked degree, and of such a nature, as to adversely affect educational performance, and that may be accompanied by one or more of the following:
a) an inability to build or maintain interpersonal relationships;
b) excessive fears or anxieties;
c) a tendency to compulsive reactions
d) an inability to learn that cannot be traced to intellectual, sensory, or other health factors, or any combination thereof.
TCDSB Behaviour Identification and Placement Criteria:
• School has followed the first three tiers of delivery for special needs students.
• School has developed the IEP with support from the Joint Team.
• IEP has been placed for a minimum of one school term before consideration for CIPRC.
• School Social Worker has been involved with the family and student for at least one term.
• School has followed up Social Worker’s recommendations.
• Full psychological assessment and social worker report.
• Parental agreement.
Steps for a Behavioural Class placement:
1. A discussion at SBST about student's needs.
2. A discussion at JTM about student's needs (referral to psychology and social work).
3. A Psychological assessment.
4. Social work intervention.
5. Discussion of behaviour class placement with parent.
6. Physiologists and social workers reports sent to IPRC.
7. An IPRC presentation, and recommendation for behavioural placement.
8. A case conference, and meeting, with the receiving school staff and the sending school staff.
By: N. Chiarelli, L. Ciprietti, M. Miceli, J. Louis, A. Pantaleo
WARNING!!!
http://www.youtube.com/watch?v=nojWJ6-XmeQ
What is Tourettes?
http://www.cbsnews.com/video/watch/?id=1033515n
Ø It is commonly referred to Tourettes or TS.
Ø It is an inherited neuropsy chiatric disorder with onset in childhood, characterized by the presence of multiple physical (motor) tics and at least one vocal (phonic) tic.
Ø Tics are sudden, repetitive, stereotyped non rhythmic movements (motor tics) and utterances (phonic tics) that involve discrete muscle groups.
Ø Motor tics are movement-based tics and phonic tics are involuntary sounds produced by moving air through the nose, mouth or throat.
Ø It was once considered a rare and bizarre syndrome, most often associated with the exclamation of obscene words or socially inappropriate and derogatory remarks.
Ø Between 1 and 10 children per 1000 have Tourettes
Ø As many as 10 per 1000 people have tic disorders with the common tics of eye blinking, coughing, throat clearing, sniffing and facial movement.
Ø The severity of the tics decreases for most children as they pass through adolescence, and extreme Tourettes in adulthood is a rarity.
What are some Causes of Tourettes?
• The exact cause for Tourettes is unknown, but the belief is that both genetic and environmental factors are involved. Yet the gene that carries this syndrome had yet to be identified.
• A person with Tourettes has about 50% chance of passing the gene(s) to one of their children. However, not everyone who inherits the gene will show symptoms.
How is Tourettes Diagnosed?
• There are no specific medical or screening tests that can be used in diagnosing Tourettes.
• It is frequently misdiagnosed or under diagnosed because of the wide range of severity.
• In most cases, medication is unnecessary.
• A vast majority of the cases are mild to moderate.
• TS may be diagnosed when a person exhibits both multiple motor and one or more vocal tics over a period of one year.
What is A.D.D?
http://www.youtube.com/watch?v=5urmUKSdo8M&feature=related
Attention Deficit and Hyperactivity Disorder
• The symptoms for ADHD begin before the age of seven.
• ADHD students are usually, academically, at least two years behind.
• It is thought to be a biological disorder with a neurochemical component.
Those who have been diagnosed with ADHD show the following symptoms:
- difficulty sitting still
- being easily distracted
- blurting out-loud in class
- talking too much
- fidgets in class
- being forgetful and/or losing things
- experiencing poor social relations
- often shifting from one activity to another
- having a hard time taking turns or playing quietly
- often does not seem to listen to what is being said to him or her
- often changes physically dangerous activities without considering possible consequences
ADHD Characteristics:
1. Distractibility - student has difficulty focussing
2. Hyperactivity - student appears to be in constant motion
3. Impulsivity - student doesn't stop to think before he/she acts
What is O.D.D?
http://www.youtube.com/watch?v=pr5k_MEXz6E&feature=related
Oppositional Defiance Disorder (O.D.D.)
In children with Oppositional Defiance Disorder (ODD), there is an ongoing pattern of uncooperative, defiant, and hostile behaviour toward authority figures that seriously interferes with the student's day-to-day functioning in the classroom.
Symptoms of ODD may include:
• frequent temper tantrums.
• excessive arguing with adults.
• often questioning rules.
• active defiance and refusal to comply with adult requests and rules.
• blaming others for his or her mistakes or misbehaviour.
• often being touchy or easily annoyed by others.
• frequent anger and resentment.
• mean and hateful talking when upset.
• spiteful attitude and revenge seeking (i.e., stealing, bullying, vandalism, etc.).
• the symptoms are usually seen in multiple settings, but may be more noticeable at home or at school.
• one in sixteen percent of all school-age children and adolescents have ODD.
Strategies to Use with ODD Students:
• Always build on the positives by giving the child praise and positive reinforcement when he/she shows flexibility or cooperation.
• Take a time-out or break if you are about to make the conflict with your child worse, not better.
• Pick your battles to avoid power struggles when misbehaviour occurs.
• Set up reasonable, age appropriate limits with consequences that can be enforced consistently.
• Manage your own stress with healthy life choices such as exercise and relaxation.
Strategies to Use in the Classroom
One of the main things to do at the very beginning is to establish very clear classroom rules and routines. Students should know what the expectations are and what the consequences of following, and not following, them are.
When setting up classroom rules, teachers need to establish rules that are:
(1) Observable
(2) Measurable
(3) Positive
(4) Have only five
(5) Not questionable
Positive Reinforcement
• Positive reinforcement involves the contingent presentation of something valued or desired by the student.
• Should be given immediately and only after an appropriate behaviour.
Some effective types of positive reinforcement:
-Natural Positive Reinforcement
-Edible Reinforcement
-Material Reinforcement
-Social Reinforcement
Antecedent Strategies
• This is a strategy is one which come BEFORE a behaviour and increases and maintains it.
• Antecedent strategies are used to increase a student's motivation and encourage them to exhibit desired behaviour. It can be viewed as "setting the stage" for appropriate behaviour to occur.
Motivation and Encouragement
• Tell the students what you want them to do, and make certain they understand.
• Tell them what will happen if they do what you want them to do.
• When students do what you wan them to do, give them immediate positive feedback in ways that are direct and meaningful to them.
Beeper Tapes
• "Beeper Tapes" are designed so that some of the student's appropriate behaviour, not all of it, will result in positive reinforcement
• Beeper tapes are a series of 30- or 45-minute audio cassette tapes on which unpredictable series of audible "beeps" have been recorded.
Assessing and Selecting Reinforcement
Never assume that you will automatically know what works as a reinforcer with your students. Every student is different. The rule of thumb for teachers is to try the potential reinforcer; if the behaviour increases, then it is a reinforcement. If the behaviour did not actually increase, there was no positive reinforcement.
What classifies a Student for a Behavioural Classroom?
Ministry Definition of Behavioural Exceptionality:
A learning disorder characterized by specific behaviour problems over such a period of time, and to such a marked degree, and of such a nature, as to adversely affect educational performance, and that may be accompanied by one or more of the following:
a) an inability to build or maintain interpersonal relationships;
b) excessive fears or anxieties;
c) a tendency to compulsive reactions
d) an inability to learn that cannot be traced to intellectual, sensory, or other health factors, or any combination thereof.
TCDSB Behaviour Identification and Placement Criteria:
• School has followed the first three tiers of delivery for special needs students.
• School has developed the IEP with support from the Joint Team.
• IEP has been placed for a minimum of one school term before consideration for CIPRC.
• School Social Worker has been involved with the family and student for at least one term.
• School has followed up Social Worker’s recommendations.
• Full psychological assessment and social worker report.
• Parental agreement.
Steps for a Behavioural Class placement:
1. A discussion at SBST about student's needs.
2. A discussion at JTM about student's needs (referral to psychology and social work).
3. A Psychological assessment.
4. Social work intervention.
5. Discussion of behaviour class placement with parent.
6. Physiologists and social workers reports sent to IPRC.
7. An IPRC presentation, and recommendation for behavioural placement.
8. A case conference, and meeting, with the receiving school staff and the sending school staff.
9. The start date is also discussed.
10. The parent/s and student visit the receiving school, and the start date is confirmed.
11. Transportation is arranged.
12. Student starts.
Practical Applied Living Skills Program
(PALS) Referral Application
To be completed by home school and forwarded to the Behaviour Team (Odie Pariselli, Special Services Coordinator, SBSSS-East & TCDSB Behaviour Team) along with a copy of the most recent Medical Forms, Parent’s permission, IPRC summary, Report Card and IEP.
10. The parent/s and student visit the receiving school, and the start date is confirmed.
11. Transportation is arranged.
12. Student starts.
Practical Applied Living Skills Program
(PALS) Referral Application
To be completed by home school and forwarded to the Behaviour Team (Odie Pariselli, Special Services Coordinator, SBSSS-East & TCDSB Behaviour Team) along with a copy of the most recent Medical Forms, Parent’s permission, IPRC summary, Report Card and IEP.
Student Name_______________________________________
Date of Birth ____________________________ Age_______
Student Number_____________________________________
Home School________________________________________
Grade________ Male_________ or Female _________
Student Address_____________________________________
Home Phone_______________________________________
A complete application includes the referral form along with:
Date of Birth ____________________________ Age_______
Student Number_____________________________________
Home School________________________________________
Grade________ Male_________ or Female _________
Student Address_____________________________________
Home Phone_______________________________________
A complete application includes the referral form along with:
Medical forms:_____________ Parent Permission __________
Most recent IPRC Summary form_____ Last report card ________
Individual Education Plan _______
Which location would be the most appropriate for this student?
Most recent IPRC Summary form_____ Last report card ________
Individual Education Plan _______
Which location would be the most appropriate for this student?
James Culnan ___________ St. Gerald ______________
Principal:___________________________________________________ Date_______________________
Name
Home Phone
Business Phone
Parents/Guardians
Identification from most recent IPRC summary:
Any other diagnoses?
Does the student take medication at school?
If so, please include copies of appropriate documentation.
Is the student allergic to anything?
If so, what precautions must the school take?
Does the student take the school bus? If so are there any known difficulties and how are they handled? If not, how can we make travelling to PALS manageable for the student?
Describe the nature of the student’s behaviour or social problems and how these behaviour or social problems interfere with learning?
What precipitates or increases the student’s behavioural or social difficulties? Any triggers?
What is the best way to calm or de-escalate the student? What works and what doesn’t work etc?
Are there any students coming on the same day to PALS that perhaps this student should not be grouped with? Please indicate who these students are?
Who has discussed the PALS program with the parents/guardians? And are they in agreement?
Are parents and school aware that placement may be reviewed at any time to ensure that the program meets the needs of all the students?
Individualized Education Plan
Purpose of the IEP
- Used as a management tool that is used to insure that each student is provided special education and related services appropriate to his/her special learning needs.
- Serves as a means for monitoring compliance at the local, state, or federal level to determine whether a student is actually receiving the free appropriate education agreed to by the parents and the school.
Information Included on the IEP
The following areas should be stated in terms of abilities/strengths and needs/weaknesses:
– Developmental skills
– Academic skills
– Auditory and visual processing
– Language ability
– Motor ability
– Self-help skills
– Social skills
– Neurological functioning
– Pre-vocational skills
Annual Goals
Write clear descriptions of expected educational outcomes by the end of the school year.
Short-Term Instructional Objectives
Each objective should contain:
-Statement of skill being taught
-Level of skill working toward
-Professionals who are responsible for teaching this skill
-How and when the progress will be reviewed
Related Services
• If a student is receiving special services they must be included in the IEP, even if the service is privately funded.
• The following information should appear:
–Name of special service or material
–Who will provide the service
–Objective of the service
–When it will begin
–Date of review
–How many hours per week the service it to be provided.
Reminder!
Each student in Special Education/Behaviour Class should be afforded regular opportunities for contact with typical school students. This may be in the form of: recess, participation in [regular education] classes, physical education, visual art class, extra-curricular activities, etc.
IEP Tips for Parents…and for Teachers to mind
• IEP must be developed prior to placement in a special education/behaviour classroom.
• Parents have equal roles on the IEP team.
• IEP should be written at the meeting.
• All related services should be listed.
• If the parents disagree they do not have to sign OR they can sign and disagree with certain portions of the document.
• Parents should receive a copy of the IEP.
• Observe the students program to insure that the goals are carried out and services are listed provided and monitored.
• A review of the IEP can be requested at any time
IEP Annual Goals/Short Term Objectives
The annual goals and short-term objectives are appropriate for deficits described in the seven areas of learning and areas specific to ADHD/TS/OCD/ODD.
-Oral Expression
-Listening Comprehension
-Basic Reading Skills
-Reading Comprehension
-Written Expression
-Mathematical Calculations
-Mathematical Reasoning
-Initiation to Task
-On-Task Behaviour
-Organization
-Social Skills
-Test Modifications
Home-School Connection
Parenting Tough Kids Training-Sample Sequence
• Week 1: Introduction - making parents part of the team.
• Week 2: Increasing positive and differential attention.
• Week 3: Decreasing non-compliance.
• Week 4: The “Sure I Will” program and non-compliance in public settings.
• Week 5: The Home-to-School Connection.
• Week 6: Social Skills, Homework, and Parent Tutoring.
Implementing a Home Note Program
• Step 1: Design or select a simple home note.
• Step 2: Decide which behaviours will be targeted for change.
• Step 3: Make contact with the student’s parents to gain their cooperation and explain the system.
• Step 4: Decide when the home note program will start and its frequency.
• Step 5: Explain the program to the student, and answer any questions.
• Step 6: Implement the program. Encourage the student!
• Step 7: Once the program has been implemented, call the parents.
• Step 8: Arrange for another parent conference or talk with the parents by phone to review the student’s progress.
Principal:___________________________________________________ Date_______________________
Name
Home Phone
Business Phone
Parents/Guardians
Identification from most recent IPRC summary:
Any other diagnoses?
Does the student take medication at school?
If so, please include copies of appropriate documentation.
Is the student allergic to anything?
If so, what precautions must the school take?
Does the student take the school bus? If so are there any known difficulties and how are they handled? If not, how can we make travelling to PALS manageable for the student?
Describe the nature of the student’s behaviour or social problems and how these behaviour or social problems interfere with learning?
What precipitates or increases the student’s behavioural or social difficulties? Any triggers?
What is the best way to calm or de-escalate the student? What works and what doesn’t work etc?
Are there any students coming on the same day to PALS that perhaps this student should not be grouped with? Please indicate who these students are?
Who has discussed the PALS program with the parents/guardians? And are they in agreement?
Are parents and school aware that placement may be reviewed at any time to ensure that the program meets the needs of all the students?
Individualized Education Plan
Purpose of the IEP
- Used as a management tool that is used to insure that each student is provided special education and related services appropriate to his/her special learning needs.
- Serves as a means for monitoring compliance at the local, state, or federal level to determine whether a student is actually receiving the free appropriate education agreed to by the parents and the school.
Information Included on the IEP
The following areas should be stated in terms of abilities/strengths and needs/weaknesses:
– Developmental skills
– Academic skills
– Auditory and visual processing
– Language ability
– Motor ability
– Self-help skills
– Social skills
– Neurological functioning
– Pre-vocational skills
Annual Goals
Write clear descriptions of expected educational outcomes by the end of the school year.
Short-Term Instructional Objectives
Each objective should contain:
-Statement of skill being taught
-Level of skill working toward
-Professionals who are responsible for teaching this skill
-How and when the progress will be reviewed
Related Services
• If a student is receiving special services they must be included in the IEP, even if the service is privately funded.
• The following information should appear:
–Name of special service or material
–Who will provide the service
–Objective of the service
–When it will begin
–Date of review
–How many hours per week the service it to be provided.
Reminder!
Each student in Special Education/Behaviour Class should be afforded regular opportunities for contact with typical school students. This may be in the form of: recess, participation in [regular education] classes, physical education, visual art class, extra-curricular activities, etc.
IEP Tips for Parents…and for Teachers to mind
• IEP must be developed prior to placement in a special education/behaviour classroom.
• Parents have equal roles on the IEP team.
• IEP should be written at the meeting.
• All related services should be listed.
• If the parents disagree they do not have to sign OR they can sign and disagree with certain portions of the document.
• Parents should receive a copy of the IEP.
• Observe the students program to insure that the goals are carried out and services are listed provided and monitored.
• A review of the IEP can be requested at any time
IEP Annual Goals/Short Term Objectives
The annual goals and short-term objectives are appropriate for deficits described in the seven areas of learning and areas specific to ADHD/TS/OCD/ODD.
-Oral Expression
-Listening Comprehension
-Basic Reading Skills
-Reading Comprehension
-Written Expression
-Mathematical Calculations
-Mathematical Reasoning
-Initiation to Task
-On-Task Behaviour
-Organization
-Social Skills
-Test Modifications
Home-School Connection
Parenting Tough Kids Training-Sample Sequence
• Week 1: Introduction - making parents part of the team.
• Week 2: Increasing positive and differential attention.
• Week 3: Decreasing non-compliance.
• Week 4: The “Sure I Will” program and non-compliance in public settings.
• Week 5: The Home-to-School Connection.
• Week 6: Social Skills, Homework, and Parent Tutoring.
Implementing a Home Note Program
• Step 1: Design or select a simple home note.
• Step 2: Decide which behaviours will be targeted for change.
• Step 3: Make contact with the student’s parents to gain their cooperation and explain the system.
• Step 4: Decide when the home note program will start and its frequency.
• Step 5: Explain the program to the student, and answer any questions.
• Step 6: Implement the program. Encourage the student!
• Step 7: Once the program has been implemented, call the parents.
• Step 8: Arrange for another parent conference or talk with the parents by phone to review the student’s progress.
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