In this article, we’re going to look at four potential outcomes of a school conference. In this instance, we’re supposing the conference is being held because there is a specific concern of some sort.
1. WAIT AND WATCH – Granted, this isn’t a very potent strategy. Perhaps there are a few changes, but mostly more information or observation is needed. This information will be brought to the next conference; more action might be taken then.
2. INTERVENTIONS REGARDING BEHAVIOR – In this instance, the concerns not academic, but rather involve the child’s behavior. Since behavior often speaks a language of its own, adaptations within the classroom (reseating or special grouping, for instance) can often address the issues quite well. Classroom-based intervention programs, like Positive Behavior Intervention and Support, help teachers better “read” and respond to behavioral issues in the classroom and school.
3. INTERVENTIONS REGARDING ACADEMIC PROGRESS – Missing or incomplete homework is a common problem with difficult and defiant students. It can accumulate into failure. Sometimes a student is not defiant, but needs more time or additional assistance from the teacher to understand and accomplish school work. New applications of federal law require teachers to offer remediation in the classroom BEFORE referring a student for out-of-classroom services or assistance (sometimes referred to as Tier Two Intervention). Teachers are expected to document this intervention and its outcomes. Therefore it would be quite appropriate for a parent to ask about it during a conference. This documentation is sometimes called the RTI File (Response to Intervention).
4. INITIATION OF A FORMAL ASSESSMENT – Often called a “referral,” this outcome calls for formal testing in consideration of a possible handicapping condition affecting behavior or academic progress. This could include anything from depression to a learning disability. (It’s important to note that, when the PBIS or RTI strategies are implemented effectively, solutions are often found, eliminating the need for a “referral.” This is the BEST possible outcome.) If a qualifying handicapping condition is diagnosed, the student’s education can be “modified” through Special Education eligibility, placement and programming. Another option for intervention is something called Section 504.
RELATED: Successful School Conferences (Part One).
A nationally recognized child and adolescent psychologist and speaker, Dr. James Sutton is the author of The Changing Behavior Book: A Fresh Approach to the Difficult Child. He is the founder and host of The Changing Behavior Network, a popular internet radio program supporting young people and their families, and every month he publishes The Changing Behavior Digest, offering tips on managing difficult children and teens. Both resources (and others) are available at no cost through his website, http://www.DocSpeak.com.
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