Summary
Various changes which unavoidably configure the world, in the context of the social and economic aspect, demand fewer trends in school if students should be equipped to face the future. Such and other deviations dictate how knowledge, skills, values, and attitudes are imparted to students. This means, that as the world transitions, the school environment variates from adhering to mechanisms that empower students. An obvious observation is that the development of technology, specifically the digitalization issues, offers new opportunities that support equipping students with life-wide and lifelong learning mechanisms.
The learning practicum success is accomplished when students can go beyond learning and embrace the art of understanding information. They need to embrace strategies of respectable and successful interaction with others and work together while taking responsibility. These demands have resulted in issues such as a multi-tiered support system, the response to intervention, positive support, and behavior interventions where school administrators or counselors control the initiatives.
Comparison and Contrast of The Systems
Multi-Tiered Systems of Support
Almost all students blunder obstacles while pursuing their academics, and therefore struggle is part of their journey to success. The academic demands and behavioral challenges are unavoidable and an apprehension that everyone must overcome. An intervention such as Multi-Tiered Systems of Support (MTSS) is one of the innovations that take care of the struggling students to offer them the needed and quick assistance. Through this strategy, educators give support to students in terms of behavioral and academic strategies for students in need. The MTSS, in the same way as the other two strategies, is designed to take a proactive approach.
The system does not wait for failure to occur, as this strategy identifies students’ needs in the context of being at per with others. The component of this strategy entails screening students early while in the school year. It involves tiers of intervention, with the ability to be amplified to meet needs as per their levels. The system also entails taking care of continual assessment and data collection and ensures a schoolwide approach to offer support and expectations to students, then demands parent involvement.
Strength and Weakness
The strength is that this strategy is applicable to all students. This strategy effectively enables students to meet their needs, as it occurs as a continuum of evidence-based practice. The weaknesses are that its depiction of the continuum is inadequate, as it simply delineates levels of interventions in schools. In addition, the system is not accurate in offering the exact contribution each level makes in the reduction of the number of students who need special assistance. The approach does not document in the continuum what every school does daily to take care of behaviors, learning, and emotional problems. Bringing the idea about MTSS is complex as it is considered a culture (Ziomek-Daigle et al., 2016). The process is demanding, with aspects such as having a clear plan of its implementation required to be put in control first.
The Role of Administer
There are various roles that an administrator requires to engage in to help manage this system. First, the individual’s mandate is to observe all the classrooms and, in the event, review school data, which was used to study the needs of the students. The administrator should also work with other general and special education teachers to see to it that the system serves students soundly. The main consideration here is for the administrator to be observant enough to understand whether the outcome is serving the hypothesis or requires a different approach. An Administrator should also take up other duties which would supplement the delivery of service to students properly (August et al., 2017). Issues such as seeking more materials and offering training to teachers if there is a need are the main responsibility of this personnel.
The Response to Intervention
This is a strategic intervention special for those students struggling with a lesson or a skill. This is not a mechanism geared towards handling behavior and academic strategy such as the MTSS, which uses tiers, but works to establish interventions that are a set of teaching procedures to empower students. For instance, for a struggling student, the teacher will use test scores and related measures to ensure progress in supporting the student. Unfortunately, an initial intervention might not succeed, and if it happens, more interventions are improvised to ensure the child is supported. This method’s purpose is relative to MTSS and Positive Behavior Interventions and Support.
Strength and Weakness
For strength, this intervention is applicable even if the targeted child has no learning problems. The intervention is used with all students, even if the child’s ability is adorable. Upon proper use of this intervention, linking it to special education is manageable. The strategy is created to generate a mechanism through which teachers can note early signs of learning issues in a student. In this regard, it creates mechanisms for identifying who is a qualified candidate for special education services (August et al., 2017). Unfortunately, the strategy increases paperwork in terms of documentation and data collection demands during the monitoring and classification levels. This strategy is demanding in terms of space and materials. It requires space to initiate tutoring and intensive interventions for the benefit of the students.
The Role of The Administrator
In this system, the administrator must function as the central figure in promoting a risk-free environment, ensuring the facilitation of shared accountability and responsibility. Besides, he is to establish collaborative norms and take care of meetings to support teachers in structuring their coaching interventions. Any tools responsible for promoting education and student growth are to be supplied by the manager. They are overall in terms of offering guidance and directive measures.
Positive Behavior Interventions and Support
Normally, students struggle with forming their behaviors while in school, especially when they are not sure of what is required of them. Teachers, on the other hand, understand punishment is not the only option in instructing students to learn as expected. At this point, any strategy which positively offers behavior intervention and support becomes essential and very meaningful. This approach is defined by August et al. (2017) as a proactive mechanism through which schools employ in the context of promoting and securing positive behaviors. The strategy, therefore, is used to ensure there is a proper prevention mechanism instead of relying on punishment, and it works more the same as MSS.
The central theme for this strategy is that all teachers need to embrace the art of teaching strategic behaviors positively. Student accountability revolves around the aspects of learning the aspect of manners. This being the case, the study acknowledges that students will easily meet interactive demands after understanding the required expectations (Ziomek-Daigle et al., 2016). Human beings will primarily learn an aspect that is considered as one that uses common language during speaking and is appropriate. Ultimately, unlike the other interventions, this looks at behavior as a form of communication and therefore invests more in correcting students.
Strength and Weakness
Employing this strategy is essentially important in supporting classroom climate, considering a teacher will no longer spend much of their time directing the learners against undesired or bad behaviors. The strategy demands the use of positive language when encouraging students to emulate or display appreciable behaviors. Since it also requires incorporating simple statements of praise, learning becomes easier, and therefore students change considerably (Ziomek-Daigle et al., 2016). Unfortunately, the system has weaknesses, including the need to give many kinds of behaviors because each student is different, and this option can be challenging to implement. Before a school invests in teaching behavior, it requires adherence to science and research, which can be a daunting ordeal.
The administrator or counselor’s role is to ensure there is an implementation of the system and behavior assessment. This involves defining the target behaviors, collecting necessary data regarding when, where, and who issues of the approach. The determination of the functions of the behaviors then occurs, which involves getting or seeking something which should be avoided or is undesired (Ziomek-Daigle et al., 2016). They also need to model and structure the correct way of implementing the system.
In conclusion, it is significant to understand that not all students perform in classwork, considering their ability to approach challenges is varied. Understanding the position, the school operators have discovered models such as multi-tiered support systems, the response to intervention, positive support, and behavior interventions to be fundamental in helping students flourish. The administrator of schools is the determinant of whether any single approach will succeed.
References
August, G. J., Piehler, T. F., & Miller, F. G. (2017). Getting “SMART” about implementing multi-tiered systems of support to promote school mental health. Journal of The School of Psychology, 66(1). 85-96.
Ziomek-Daigle, J., Goodman-Scott, E., Cavin, J. & Donohue, P. (2016). Integrating a multi-tiered system of supports with comprehensive school counseling programs. The Professional Counselor Journal, 6(3). 220-232.