Introduction
Administrators and teachers are supposed to manage students’ challenging behaviors. Some of these students’ actions might be minor disruptions, such as using classroom materials or talking out of turn. However minor it can be, there is a need to correct unwanted student actions to strengthen their capacity to encode information. These behaviors need to be addressed through various strategies, including individual, school-wide conduct plans, introduced evaluation, and skills assessment, among other methods for reinforcing essential manners.
Differences and Similarities between Individual and School-Wide Behavior Plans
Individual behavior plans are a prescription design for a specific behavior, tailored to meet any particular student’s conduct data and needs. The strategy helps explain a specific process, revealing a specified intervention to help control a student’s behavior (Fluke & Peterson, 2015). The approach is straightforward to a student; thus, every individual plan is unique. On the other hand, a school-wide plan is created to outline various practices capable of nurturing students’ emotional and social development; hence, it can support the whole children’s fraternity. This strategy embraces the whole educational approach, including techniques, policies, and relationships, which facilitates a wider community of students ensuring they are supported, engaging, safe, and are challenged for the better (Miller et al., 2018). These approaches are meant to help students succeed in their studies, but the individual plan is more specific and the school-wide targets the community.
The Strengths and Weaknesses of the Introduced Evaluations and How They Differ from Skills Assessments
Evaluation involves various activities, such as program evaluation, testing, assessment, and measurement. The process offers essential facts for obtaining information to apply a descriptive method to judge the particular design, objects, outcomes, and implementation. The strengths are that the process defines objectives to enable new curricula and assess the degree of object realization. The model addresses outcomes’ internal comparison of objectives that are not disruptive or costly between control and experimental groups (Anh Vo, 2018). There are two of the weaknesses: the first one is the assessment, which solemnly focuses on purposes, fails to do the objective evaluation. The second is the aims and contents that are not universal to apply to all subjects. The skills assessment evaluates an individual’s performance ability, and, thus, it is not a program or project assessment system. However, these two techniques are significant in giving relevant information about individuals.
References
Anh Vo, T. (2018). Evaluation models in educational program: Strengths and weaknesses. VNU Journal of Foreign Studies, 34(2), 2525-2445. Web.
Fluke, S., & Peterson, R. (2015). Individual behavior plans & functional assessment. Web.
Miller, C., Whitten, E., Chung, K., Anderson, A., Anderson, J., Bassani, E., Lopez, A., Marulis, M., Manca, M., & Sarbandi, M. (2018). Ardmore elementary school school-wide behavior support plan. Web.