My Behavioral Philosophy.pdf

`ĕ ]ääâĂĂĀ¦ÁÁ¿eĎĆĄªĩħÍŃéÁÁ¿eěę¿ ĂĂĀ¦ĆĄªěę¿ĩħÍŇíĩħÍŀæĂĂĀ¦ĕ Hanna Perry EDLC 623 Liberty University School of Education Dr. Tracy Blankenship November 6, 2023

;ńłłśäÛÛÝÛÛôżƕżƕŶƏœœŬœœŬŉŉŢ A.?ĆĈĆĆğżƕùùûùùĒŶƏĭīīńŲƋƅƞĭīīńœœŬŋŋŤ˛ Ƭ Located in Myrtle 1each, South 2 arolina Ƭ 7th Q?Grade - United States History Ƭ Students’ common core classes are taught by a team of 4 teachers Ƭ 4 students with I<*Ps (individualized education plan) Ƭ 1 part time paraprofessional Ƭ 15 Students Ɣ 8 P>Female Ɣ 7 Male

;ńłłśäÛÛÝÛÛôżƕżƕŶƏœœŬœœŬŉŉŢ J7HǀùùûùùĒĆĈĆĆğŲƋƅƞĭīīńœœŬŋŋŤäÛÛÝÛÛôńłłśĭīīńƅƞĭīīńĆĈĆĆğżƕ˛ Ƭ 2 students have ±ttention 8&eﬁcit Hyperactivity 8&isorder (±8&H8&) Ɣ ±ØØorÞing to thâ 9 a^-5, ±9ZE9 is ÞâﬁnâÞ ¿s “pâoplâ who show ¿ pârsistânt p¿ttârn of in¿ttântion ¿nÞ/or hypâr¿Øtivity-impulsivity th¿t intârfârâs with funØtioning ¿nÞ Þâvâlopmânt.” ( hâ ±99 âsourØâ 3ântâr, 2013) Ƭ 2 students have 8&yslexia Ɣ 9yslâxi¿ is ÞâﬁnâÞ ¿s “ ¿ spâØiﬁØ lâ¿rning Þis¿×ility th¿t is nâuro×iologiØ¿l in origin. It is Øh¿r¿ØtârizâÞ ×y ÞiffiØultiâs with ¿ØØur¿tâ ¿nÞ/or ﬂuânt worÞ râØognition ¿nÞ ×y poor spâlling ¿nÞ ÞâØoÞing ¿×ilitiâs. hâsâ ÞiffiØultiâs typiØ¿lly râsult from ¿ ÞâﬁØit in thâ phonologiØ¿l Øomponânt of l¿ngu¿gâ th¿t is oftân unâxpâØtâÞ in râl¿tion to othâr Øognitivâ ¿×ilitiâs ¿nÞ thâ provision of âffâØtivâ Øl¿ssroom instruØtion. âØonÞ¿ry ØonsâquânØâs m¿y inØluÞâ pro×lâms in râ¿Þing Øomprâhânsion ¿nÞ râÞuØâÞ râ¿Þing âxpâriânØâ th¿t Ø¿n impâÞâ growth of voØ¿×ul¿ry ¿nÞ ×¿ØkgrounÞ knowlâÞgâ.” (Intârn¿tion¿l 9yslâxi¿ ±ssoØi¿tion , 2018)

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;ńłłśäÛÛÝÛÛôżƕżƕŶƏœœŬœœŬŉŉŢ J7HǀùùûùùĒĆĈĆĆğŲƋƅƞĭīīńœœŬŋŋŤäÛÛÝÛÛôńłłśĭīīńƅƞĭīīńĆĈĆĆğżƕ ;œœŬŋŋŤƅƞĭīīńŋŋŤƤĆĈĆĆğÿÿāÿÿĘ˛ TUmJ7H żƕ Ƭ ±ll four students have I<*Ps for the school year and stay in general education classes. Ɣ <*ach student’s I<*P allows them extra time on assignments, as well as the opportunity to test in class quietly, or another predetermined room with a paraprofessional. Ɣ The students who have 8&yslexia are guaranteed a paraprofessional to help them read the question and answers on quizzes/tests, Ɣ

A.?ĭīīńƺĆĈĆĆğŶƏżƕĭīīńƅƞǁ ĭīīńŋŋŤ ƅƞĩħħŀĆĈĆĆğ ;ńłłśäÛÛÝÛÛôżƕżƕŶƏœœŬœœŬŉŉŢ Ƭ Students come from lower to middle class homes, most are a 2 income household. Ƭ Horry 2 ounty is the third largest school district in South 2 arolina Ƭ “±s of the 21-22 school year, 61% of schools in district received excellent or better rating on state report card” (Horry 2 ounty Schools, 2023) Ƭ Student’s primary language is <*nglish. Ƭ Predominantly caucasian students: Ɣ 85% 2 aucasian Ɣ 10% ±frican ±merican Ɣ 3% ±sian Ɣ 2% Hispanic

“Q?Gracious words are like a honeycomb; sweet to the soul and healing to the bones.” - Proverbs 16:24

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qypprpǁ 9ĆĈĆĆğĩħħŀäÛÛÝÛÛôƺĭīīńœœŬŶƏäÛÛÝÛÛôńłłś ĩħħŀĭīīńńłłśœœŬżƕœœŬŲƋĩħħŀǁ Ƭ ±s seen in Proverbs 16:24, kind words are sweet to the soul. I believe that every child deserves to be in a positive, genuine and kind environment. I am of the opinion that we should be proactive and not reactive. Ƭ I intentionally have chosen middle school because I feel that is where Q?God is pulling me the most. High schoolers have their minds made up, and elementary students are too young. Middle schoolers need the love and guidance through the pre-teen and begninng-teen years, I want to be the middle school teacher I didn’t have. I aim to be a safe place for all students. Ƭ <*ach student should feel as though I am championing for them, not against them.

qypprpǁ 9ĆĈĆĆğĩħħŀäÛÛÝÛÛôƺĭīīńœœŬŶƏäÛÛÝÛÛôńłłś ĩħħŀĭīīńńłłśœœŬżƕœœŬŲƋĩħħŀǁ ˛ ;œœŬŋŋŤƅƞĭīīńŋŋŤƤĆĈĆĆğÿÿāÿÿĘ Ƭ ͆ɾ ââƔãâǔäîË¿¿űÀ¿ƱÁËØØƊÙØǊÚäĀƲāĀǲĂČââƔãâǔäîŃȵŅŏŇȹŉœ ūŵĀƲāĀǲĂČĨħșĩĳ ŀȲłŌɆŖŠɁőś ŃȵŅŏââƔãâǔäîǋĚęȋěĥË¿¿űÀ¿ƱÁËɁőśĄƶąĄǶĆĐĨħșĩĳġĠȒĢĬŇȹŉœĀƲāĀǲĂČĄƶąĄǶĆĐŀȲłŌŇȹŉœ ɒƐŃȵŅŏŇȹŉœɁőś ÞÞƐßÞǐàêĨħșĩĳġĠȒĢĬ͇ɿɁőś ǄēĒȄĔĞɆŖŠŇȹŉœɁőś ĀƲāĀǲĂČË¿¿űÀ¿ƱÁËɚŪŴââƔãâǔäî ŇȹŉœɁőśɆŖŠÞÞƐßÞǐàêââƔãâǔäîġĠȒĢĬɁőśŇȹŉœ ÷Ʃø÷ǩùăĨħșĩĳŃȵŅŏ ĨħșĩĳġĠȒĢĬââƔãâǔäî űŻââƔãâǔäîË¿¿űÀ¿ƱÁËŃȵŅŏ̤ɢ ɁőśĀƲāĀǲĂČââƔãâǔäîűŻ ĀƲāĀǲĂČË¿¿űÀ¿ƱÁËɚŪŴââƔãâǔäî ŇȹŉœɁőśɆŖŠÞÞƐßÞǐàêââƔãâǔäîġĠȒĢĬɁőśŇȹŉœ ūŵĀƲāĀǲĂČĨħșĩĳ ɚŪŴĄƶąĄǶĆĐââƔãâǔäîūŵ ɁőśĀƲāĀǲĂČââƔãâǔäîǑĠğȑġī Ë¿¿űÀ¿ƱÁËŇȹŉœ ͇ɿɁőśĀƲāĀǲĂČââƔãâǔäîĄƶąĄǶĆĐŃȵŅŏ͇ɿ ɁőśââƔãâǔäîË¿¿űÀ¿ƱÁËØØƊÙØǊÚäĀƲāĀǲĂČââƔãâǔäîŃȵŅŏ ÷Ʃø÷ǩùăĨħșĩĳŃȵŅŏ ǋĚęȋěĥĄƶąĄǶĆĐ÷Ʃø÷ǩùăââƔãâǔäî̡ɟ̿ɷ ̸ɰ _ɆŖŠŇȹŉœɁőśĄƶąĄǶĆĐġĠȒĢĬ Ë¿¿űÀ¿ƱÁËŃȵŅŏɁőśââƔãâǔäî̡ɟ Ƭ I believe that you need to understand the WHY to a behavioral issue to solve the HOW. I don’t believe that there is a one size ﬁts all solution and instead each student deserves to be considered as such. Ƭ I will have clear, concise rules, policies and procedures in my classroom that I will model and expect students to adhere to as well. I believe that this will allow order and understanding, therefore fostering an environment free of distractions and allow learning to occur. Ƭ However, if rules are not followed, there will be negative consequences in accordance with the district or school’s policies.

qypprpǁ 9ĆĈĆĆğĩħħŀäÛÛÝÛÛôƺĭīīńœœŬŶƏäÛÛÝÛÛôńłłś ĩħħŀĭīīńńłłśœœŬżƕœœŬŲƋĩħħŀǁ ˛ ;œœŬŋŋŤƅƞĭīīńŋŋŤƤĆĈĆĆğÿÿāÿÿĘ Ƭ I will use positive reinforcement - at the beginning of the year and the end of each quarter, I will give out “reward” surveys with options for students. 8&oing the survey multiple times ensure students feel as though they have a choice as they learn and grow through the year. Ɣ This will be completely conﬁdential between the student and I. Ɣ This will allow me to reinforce positively in the manner that is most appropriate for the student, therefore tapping in to what works for what student and my hope is that students will feel seen/heard and therefore continue to behave appropriately (2 urran & the IRIS 2 enter, 2023, pg iv). Ƭ I will greet students by their preferred name everyday. Ƭ I will create a warm, consistent environment where all students feel included and loved, therefore trying to foster their best try at completing all work. Ƭ I will have an open door policy where students will feel safe coming to chat with me about anything that may be affecting them - school wise or other. Ƭ I will build a relationship with them based on honesty, mutual trust, and respect.

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qypprpǁ 9ĆĈĆĆğĩħħŀäÛÛÝÛÛôƺĭīīńœœŬŶƏäÛÛÝÛÛôńłłś ĩħħŀĭīīńńłłśœœŬżƕœœŬŲƋĩħħŀǁ˛ ;œœŬŋŋŤƅƞĭīīńŋŋŤƤĆĈĆĆğÿÿāÿÿĘ Ƭ “P>Fairness” in my classroom looks like ensuring that everyone has equal opportunities to everything; from writing utensils to incorporating projects that show off student’s individuality. Ƭ My students will have assigned seating in groups. I will try to put a students who have different strengths together to foster teamwork and cooperation, as well as show off their individual strengths.

qypprpǁ ;œœŬŶƏĆĈĆĆğ ;œœŬŉŉŢŲƋœœŬŋŋŤĆĈĆĆğŋŋŤƅƞżƕ ˛ ;ńłłśäÛÛÝÛÛôżƕżƕŶƏœœŬœœŬŉŉŢ ƤńłłśĆĈĆĆğżƕ Ƭ “a^¿king ¿ Øl¿ssroom ¿ plâ¿s¿nt pl¿Øâ is ×oth ×ânâﬁØi¿l for stuÞânts ¿nÞ tâ¿Øhârs.” (a^¿¿g, 2018) Ƭ 2 lassroom Rules: Ɣ Phones are put away and on silent Ɣ Headphones are out of ears and put away unless given permission to use. Ɣ Students will raise their hands and wait to be called on. Ɣ Students will stay engaged with lesson and quiet, Ɣ Students will treat everyone with mutual respect and care in my classroom. Ɣ Students will treat others how they want to be treated. Ɣ Once a week, we will choose a student and the classroom will go around and give a genuine compliment to this student.

qypprpǁ ;œœŬŶƏĆĈĆĆğ ;œœŬŉŉŢŲƋœœŬŋŋŤĆĈĆĆğŋŋŤƅƞżƕ ;œœŬŋŋŤƅƞĭīīńŋŋŤƤĆĈĆĆğÿÿāÿÿĘ˛ ;ńłłśäÛÛÝÛÛôżƕżƕŶƏœœŬœœŬŉŉŢ ŶƏœœŬùùûùùĒĆĈĆĆğÿÿāÿÿĘƤŶƏĆĈĆĆğżƕ Ƭ 2 lassroom Procedures: Ɣ When the bell rings, we will be ready and enthusiastic to learn with our materials out and a writing utensil handy. Ɣ Students will raise their hands to answer a question or ask to go somewhere (IT department, restroom, nurse) Ɣ Students will sign out when leaving class and take a pass. Ɣ ±ll homework for the week prior will be due on Monday into the “Monday madness” folder on my desk. Ɣ Students will remain in assigned seats unless given permission to move about.

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qypprpǁ ;œœŬŶƏĆĈĆĆğ ;œœŬŉŉŢŲƋœœŬŋŋŤĆĈĆĆğŋŋŤƅƞżƕ ;œœŬŋŋŤƅƞĭīīńŋŋŤƤĆĈĆĆğÿÿāÿÿĘ˛ ĆĈĆĆğƻäÛÛÝÛÛôŶƏÿÿāÿÿĘżƕ Ƭ Students may earn bonus points to boost their grade by: Ɣ ±nswering the bonus question at the end of the test or quiz Ɣ Submitting their study guide to me on the P>Friday of the quiz/test to prove it was done Ɣ ±t my discretion Ƭ Students will receive rewards chosen from me at times they have shown they deserve it. Ƭ ±t the beginning of the unit, students will collaborate and vote on how they want to celebrate the end of a unit after their test. Ɣ This may be something educational, like a dish from a speciﬁc time period Ɣ This may be something fun like a board game Ɣ This may be a free period for students to get caught up on work for other classes.

qypprpǁ ;œœŬŶƏĆĈĆĆğ ;œœŬŉŉŢŲƋœœŬŋŋŤĆĈĆĆğŋŋŤƅƞżƕ ;œœŬŋŋŤƅƞĭīīńŋŋŤƤĆĈĆĆğÿÿāÿÿĘ˛ ;œœŬŋŋŤżƕĆĈĆĆğŵƎƤĆĈĆĆğŋŋŤùùûùùĒĆĈĆĆğżƕ Ƭ 1st Offence: Redirect Ƭ 2nd Offence: Verbal Warning Ƭ 3rd Offence: Written warning Ƭ 4th Offence: Note home to parents (may also call parent dependent on nature of the student and behavior exhibited) Ƭ 5th Offence: Write up Ƭ 6th Offence: Refer to school’s consequence policy

qypprpǁ ;œœŬŶƏĆĈĆĆğ ;œœŬŉŉŢŲƋœœŬŋŋŤĆĈĆĆğŋŋŤƅƞżƕ ;œœŬŋŋŤƅƞĭīīńŋŋŤƤĆĈĆĆğÿÿāÿÿĘ˛ ĆĈĆĆğùùûùùĒœœŬŶƏÿÿāÿÿĘ efne~ĆĈĆĆğĆĈĆĆğŲƋĭīīńŋŋŤğġğğĸ ¬££¥££¼ǁżƕƅƞĆĈĆĆğŉŉŢ Ƭ Per school policy: Ɣ ±ll grades will be input into our online learning management system Ɣ ±ttendance will be taken at the beginning of class and turned in; if a student comes late, they will be marked as tardy. Ƭ I do not believe in publicly shaming students, so all records kept are conﬁdential and only for myself, the school and/or parents when necessary. Ƭ <*ach offense I will write an incident report that I will keep in a locked ﬁle in my desk, but also uploaded to my drive in the event something happens to the hard copy. This report will include the date, time, what lesson we were on, what happened/who was involved, how many times it has happened and what number offense this is. Ƭ I believe you cannot have too detailed records!

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;œœŬńłłśńłłśäÛÛÝÛÛô÷÷ù÷÷ĐœœŬŶƏäÛÛÝÛÛôƅƞĭīīńœœŬŋŋŤ ˛ ÑÈÈÊÈÈáĭīīńƅƞĩħħŀĭīīńŋŋŤ ƅƞĩħħŀĆĈĆĆğ ¬££¥££¼ùùûùùĒĩħħŀœœŬœœŬńłłś Ƭ “ hâ proÞuØtivity ¿nÞ ¿Þ¿pt¿×ility of sØhools Ø¿n ×â ânh¿nØâÞ ×y Ørâ¿ting struØturâs th¿t f¿Øilit¿tâ Øoll¿×or¿tion ¿mong tâ¿Øhârs.” ( sØh¿nnân‐a^or¿n, 2001) Ƭ 2 ollaborative teaching is a huge beneﬁt for both teachers and students. Students are assigned to a team of four teachers who will teach them the common core classes (<*nglish, Social Studies, Mathematics, Science) and all share a planning period and as such create the classroom rules and procedures together. This allows for individuality in how the rules are implemented per classroom, but has a united front as all students are expected to follow the same rules and conduct across all classes. Ƭ The procedures are the same on each grade level and that is dictated by the school. Ƭ Meetings: Ɣ 1iweekly the departments each meet on Tuesday after school. Ɣ Weekly each team will meet during a planning period. Ɣ Monthly there is a mandatory staff meeting that is building wide.

;œœŬŉŉŢŉŉŢƤŋŋŤĭīīńùùûùùĒäÛÛÝÛÛôƅƞĭīīńœœŬŋŋŤ ˛ ÑÈÈÊÈÈáĭīīńƅƞĩħħŀ äÛÛÝÛÛôŶƏĆĈĆĆğŋŋŤƅƞżƕ Ƭ I believe that ongoing parent communication is a crucial key to a successful student. Ƭ Like my students, I have an open door policy with parents. I am available via email, phone or the Remind app. Ƭ I will offer parent-teacher conferences twice a year - per district policy. Ƭ ±ll of my communication home about student performance or behavior will be done via email so that both the parents and myself have written record. Ƭ I believe in “tattling” on my students with good behavior - if someone is really rocking a concept or showing exemplementry skills, I believe in letting their parents know how great they’re doing.

;œœŬŉŉŢŉŉŢƤŋŋŤĭīīńùùûùùĒäÛÛÝÛÛôƅƞĭīīńœœŬŋŋŤ˛ ÑÈÈÊÈÈáĭīīńƅƞĩħħŀ äÛÛÝÛÛôŶƏĆĈĆĆğŋŋŤƅƞżƕ ˏ ;œœŬŋŋŤƅƞĭīīńŋŋŤƤĆĈĆĆğÿÿāÿÿĘ ±n example of an email I would sent home: Hello! My name is Hanna Perry and I am looking forward to teaching your student in US History this year! I graduated with my masters in <*ducation from Liberty University and am a Myrtle 1each Native. I wanted to touch on my communication policy with parents this year. I believe in offering positive feedback on student behavior, as well as anything negative or concerning. I have an open communication policy and therefore will be available via email, phone call or Remind from 7-3 Monday-P>Friday and by conference at your request. ±ny communication from me will be either email or Remind, unless requested otherwise by you. I believe that students can conduct themselves in an appropriate manner by following our team’s classroom rules and procedures. If you’d like more info on those, please click here. If your student violates those procedures, then consequences will be placed in accordance with the school and district’s procedures. If you’d like to review those, please click here. I look forward to an amazing school year with you and your student! Please do not hesitate to reach out! Hanna Perry Phone number ext. 123/<*mail/Remind link and activation code

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hiqhhäÛÛÝÛÛôƻżƕ˛ TUmŋŋŤÿÿāÿÿĘĭīīńƺĭīīńÿÿāÿÿĘƤäÛÛÝÛÛôńłłśżƕ ƻĭīīńƅƞĩħħŀ A.?ĭīīńżƕäÛÛÝÛÛô÷÷ù÷÷ĐĭīīńńłłśĭīīńƅƞĭīīńĆĈĆĆğżƕ J7HÿÿāÿÿĘƤùùûùùĒäÛÛÝÛÛôƅƞĭīīńœœŬŋŋŤ ±ùùûùùĒƅƞ ˔TUmA.?J7H±˕ Ƭ Signed into law by President P>Ford in 1975 Ƭ This law governs how students with disabilities receive services and education. Ƭ This law requires students with certain learning abilities access to Individualized <*ducation Plans (I<*Ps) tailored to their speciﬁc and unique needs and requires schools to provide special education and services to help support learning. Ƭ This law helped establish procedures for the identiﬁcation, evaluation and placement of students with disabilities. Ƭ This law was put into place to help accommodate students with disabilities and better their learning outcomes. (United States 8&epartment of <*ducation, 2022)

hiqhhäÛÛÝÛÛôƻżƕ˛ F_ŶƏĆĈĆĆğĆĈĆĆğ ±ŲƋŲƋŶƏœœŬŲƋŶƏĭīīńäÛÛÝÛÛôƅƞĆĈĆĆğ Ƥ÷÷ù÷÷ĐńłłśĭīīńùùûùùĒ J7HÿÿāÿÿĘƤùùûùùĒäÛÛÝÛÛôƅƞĭīīńœœŬŋŋŤ ˔F_± J7H˕ Ƭ ± subset to I8&<*±, this law mandates that students with disabilities receive an education that is provided at both public expense and tailored to meet the student’s unique needs in a way that is appropriate and effective. Ƭ This includes the development of I<*Ps to address each student’s unique needs with the goal of enabling students to be sufficient and get into general education classes when possible. Ƭ This ensures that students with disabilities are getting the same quality of education as their peers. (United States 8&epartment of <*ducation, 2010)

hiqhhäÛÛÝÛÛôƻżƕ˛ qypprpäÛÛÝÛÛôŋŋŤĭīīńĝğĝĝĶĆĈĆĆğżƕƅƞ A.?ĆĈĆĆğƅƞĆĈĆĆğŶƏŉŉŢĭīīńŋŋŤäÛÛÝÛÛôƅƞĭīīńœœŬŋŋŤ ĆĈĆĆğƺĭīīńĆĈĆĆğƻ ˔qypprpA.? ˕ Ƭ ± subset of I8&<*±, this is a legal process that covers students with disabilities. Ƭ ± M8&R is when a team of professionals (usually a student’s I<*P team) meet to determine if a student’s behavior was caused by their disability or is a related to their disability. Ƭ The team will also consider and judge on if the school has followed the I<*P and provided appropriate support to the student. Ƭ If the team ﬁnds that the behavior is a result of the student’s disability, the student is not subjected to certain disciplinary actions (like suspension or expulsion). Instead, the team must modify or change the I<*P to meet the needs of the student. Ƭ If the behavior is not a result of the student’s disability, they are subject to the discipline outlined by the school district. (8&isability Rights of South 2 arolina, 2021)

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hiqhhäÛÛÝÛÛôƻżƕ˛ hiqhhĆĈĆĆğäÛÛÝÛÛôżƕƅƞ ĆĈĆĆğżƕƅƞŶƏĭīīńùùûùùĒƅƞĭīīńƺĆĈĆĆğ J7HŋŋŤƺĭīīńŶƏœœŬŋŋŤŉŉŢĆĈĆĆğŋŋŤƅƞ ˔hiqhh J7H˕ Ƭ This is a guiding principle that falls under I8&<*±; it is the idea that students with disabilities are in general education classrooms as much as possible. Ƭ This law plays an important part on both where students will receive their education, but how services will be provided. Ƭ This law states that students will not be removed into a special education classroom unless learning cannot take place among a general education classroom, even with services provided. (IRIS 2 enter & Vanderbilt University, 2019)

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ĆĈĆĆğĝğĝĝĶĆĈĆĆğŶƏĆĈĆĆğŋŋŤùùûùùĒĆĈĆĆğżƕ ˛ Ƭ Staff, 1. (n.d.). roverbs 16:24-33 - gracious words are a honeycomb, sweet to the soul ... 1ible Study Tools. https://www.biblestudytools.com/proverbs/passage/?q=proverbs%2116%3±24-33 Ƭ 8&eﬁnition of dyslexia . International 8&yslexia ±ssociation. (2018, July 16). https://dyslexiaida.org/deﬁnition-of-dyslexia/ Ƭ The ±8&8& Resource 2 enter. (2023, October 30). 8&S`-5 2 riteria for ±8&YGJ8& . ±8&8& Resource 2 enter. https://www.addrc.org/dsm-5-criteria-for-adhd/ Ƭ ±bout YGJ2 S / Quick P>Aacts 2023 . Horry 2 ounty Schools. (n.d.). https://www.horrycountyschools.net/Page/18664#:~:text=James.,2 arolina’s%20third%28&largest%20school %20district. Ƭ ±bout idea . Individuals with 8&isabilities <*ducation ±ct. (2022, November 7). https://sites.ed.gov/idea/about-idea/#I8&<*±-History Ƭ Vanderbilt University. (2019, September 25). Zeast restrictive environment (ZR<*) - vanderbilt university . IRIS 2 enter. https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_info_briefs/IRIS_Least_Restrictive_<*nviron ment_Info1rief_092519.pdf

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ĆĈĆĆğĝğĝĝĶĆĈĆĆğŶƏĆĈĆĆğŋŋŤùùûùùĒĆĈĆĆğżƕ˛ ;œœŬŋŋŤƅƞĭīīńŋŋŤƤĆĈĆĆğÿÿāÿÿĘ Ƭ 2 urran, 2 . M., & IRIS 2 enter (n.d.). <*ncouraging appropriate behavior . IRIS 2 enter. https://iris.peabody.vanderbilt.edu/standards/encouraging-appropriate-behavior/ Ƭ <*rwin, H. (2022, ±ugust 4). 1uilding teacher student relationships in the classroom . Moving Minds 1log. https://blog.moving-minds.com/2018/09/12/building-relationships-in-the-classroom/ Ƭ Maag, J. W. (2018). 1ehavior management: P>Arom theoretical implications to practical applications . 2 engage Learning. Ƭ Tschannen‐Moran, M. (2001), "2 ollaboration and the need fortrust", TUournal of <*ducational ±dministration , Vol. 39 No. 4, pp. 308-331. https://doi.org/10.1108/<*UM0000000005493 Ƭ US 8&epartment of <*ducation (<*8&). (2010, ±ugust). P>Aree appropriate public education under Section 504 . Home. https://www2.ed.gov/about/offices/list/ocr/docs/edlite-P>F±P<*504.html Ƭ 8&iscipline of students with disabilities . 8&isability Rights South 2 arolina. (2021, ±ugust 20). https://www.disabilityrightssc.org/discipline-of-students-with-disabilities/

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