Decision Tree Making

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Decision Tree Making by Mind Map: Decision Tree Making

1. Grade 4 Male - Social, outgoing - Likes all classes/teacher - Performing academically well Come February, changes begin. - Work has dropped off - Not talking/participating

2. 3. Talk

3. Reach out the student to talk. Connect with parents and SERT.

4. Provide what you have observed as the teacher in the classroom and allow the student with an opportunity to speak about behaviours in a safe and non-judgemental way.

5. Parents

6. Using non-judgemental language, describe the student’s behaviour to parents and how it is affecting his learning results or his relationship with other students.

7. If the parents have recognized similar behaviour and agree that it is a problem, parents and teacher can collaborate on a strategy to support the student.

8. 4. Consult

9. Discuss with school trained personnel- Special Education consultant, School Psychologist or Counselor.’

10. School psychologists are uniquely qualified members of school teams that support students' ability to learn and teachers' ability to teach. They apply expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally.

11. Positive Behavior Support Consultant. Certified Special Education Teacher or Bachelor's degree in Psychology, School Psychologist, Special Education, Elementary Education or Early Childhood... Elwyn questions about work, benefits, interviews and hiring process: ... Do they hire people with backgrounds.

12. Educational Assistant (E.A) is a teaching assistant or teacher's aide (TA) oreducation assistant (EA) is an individual who assists a teacher with instructional responsibilities.

13. 5. Assist

14. Reach out to the MHSBDT in referral process, treatment plan

15. Communicate with the SERT first and then allow for follow-up

16. Variety of perspectives collaborating and communicating with SERT who then passes along necessary information to the teacher

17. Talk to other teachers who directly deal with the student

18. 6. Monitor

19. Keep an eye out for that student and monitor behaviors

20. Using notes taken during the “watch” phase, compare any variance in behaviour after appropriate steps have been taken.

21. Keep in contact with S.E.R.T and school psychologist.

22. 7. Follow-Up

23. Stay in contact with professionals to get updates and assist in treatment options.

24. Keep observing the student for changing behaviours

25. Communication with parents: It is unethical for teachers to provide a ‘diagnosis’, verbally or written. Instead…. describe behavior & ask the parents what they have noticed.

26. For example……do not say… 1.“I think your child is depressed”. 2.“Eric never stops running around. I think he has ADHD”.

27. Duty to Report (Bill 158/168)

28. Observing and documenting that can contribute to the teacher's knowledge of the student's mental health and well-being

29. Avoid jumping to conclusions!

30. Note escalation of behaviors, any identifiable triggers, and watch for warning signs for various problems/disorders/distress/fear.

31. 1. Watch

32. 2. Research

33. Check records if available (OSR, IEP documents, registration process.

34. Four Domains of Well Being

35. Cognitive

36. Emotional

37. Social

38. Physical

39. The development of abilities and skills such as critical thinking, problem solving, creativity, and the ability to be flexible and innovative

40. This involves learning about experiencing emotions, and understanding how to recognize, manage and cope with them.

41. The development of self-awareness, including the sense of belonging, collaboration, relationships with others, and communication skills.

42. The development of the body, impacted by physical activity, sleep patterns, healthy eating, and healthy life choices.

43. Keep notes on: Frequency: How often does the student exhibit the behaviour? Duration: How long does the behaviour last? Intensity: To what extent does the behaviour interfere with the student’s social and academic functioning?

44. Students

45. Provide students with a safe and private environment to speak freely

46. Ensure that student is aware that there are limitation to what can be kept confidential in a conversation of this nature

47. Be clear with the student that you are there as a teacher to listen to what the student has to say and that if at any point during the conversation feels too overwhelming we can stop. If that situation arises we can then offer the student to bring in additional support or someone who will be easier to talk with.

48. Let the student know that the parent will be included in the resolution and support for them.

49. Record in personal notes, not lesson plans. Ex: ‘teacher reflection journals’ Create incident report forms with Safe Schools Team. Create Behavioral Functioning Assessments or Reports.

50. Things To Consider

51. Confidentiality

52. Privacy Laws

53. Ethical standards for the teaching profession: - Care - Respect - Trust - Integrity

54. The Standards of Practice for the Teaching Profession

55. Commitment to Students and Student Learning

56. Seven virtues of privacy protection (http://professionallyspeaking.oct.ca/march_2008/privacy.asp)