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Praxis > System Level > Flashcards

System Level Flashcards

1
Q

What does scholarship increasingly demonstrate about student characteristics and environmental system features?

A

Interactions of individual student characteristics with environmental system features like home, community, peer group, classroom, school, and culture are responsible for student successes and difficulties in learning, emotional and social adjustment, and behavior.

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2
Q

What is the ecological orientation in educational services?

A

It emphasizes addressing classroom and school climates, facilitating home-school collaboration, and augmenting educational system capacities for universal interventions.

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3
Q

Who must school psychologists direct their expertise and attention to for effective service to children?

A

Adults, as they control children’s contexts for development and learning.

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4
Q

What is the role of school-based organizational consultants?

A

They intervene at the systems level to promote effective organizational functioning, which helps students.

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5
Q

What are the three types of consultation models mentioned?

A
  • Client-centered consultation
  • Consultee-centered consultation
  • Organizational consultation
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6
Q

What does Bronfenbrenner’s ecological systems theory focus on?

A

Child development through transactions between the child and several nested environmental systems.

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7
Q

Define the microsystem in Bronfenbrenner’s ecological systems theory.

A

Contexts of the child’s direct, immediate membership, such as family, neighborhood, and classroom.

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8
Q

What is the mesosystem?

A

The system of interactions between different microsystems, such as between school and family.

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9
Q

What does the exosystem represent?

A

Settings where the child is not actively involved but which still indirectly affect the child.

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10
Q

What does the macrosystem include?

A

Governments, laws, policies, and the larger cultural context influencing all lower-order systems.

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11
Q

What is the chronosystem?

A

The system of time, encompassing all life experiences including historical events and major life transitions.

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12
Q

What is the primary focus of the three-tiered schoolwide positive behavior support systems?

A

Primary (Tier 1/universal) prevention.

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13
Q

Who originated the concepts of primary, secondary, and tertiary prevention and intervention?

A

Caplan.

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14
Q

What is the significance of ecological theory in multi-tiered preventive approaches?

A

It informs the emphasis on interventions targeting contextual factors.

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15
Q

What are the stages of school-based organizational consultation?

A
  • Entry
  • Operational problem definition
  • Systemic needs assessment
  • Intervention
  • Evaluation of intervention efficacy
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16
Q

What does standards-based education aim to address?

A

Student achievement through clearly defined academic content standards.

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17
Q

What is a criticism of standards-based education?

A

It may force teachers to focus on average students at the expense of remedial and gifted students.

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18
Q

What is the role of organizational consultation in standards-based education?

A

To help educators differentiate instruction and support students with social and emotional learning (SEL) standards.

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19
Q

What does Response to Intervention (RtI) typically provide?

A

Preventive, primary intervention universally to students in Tier 1; targeted, secondary interventions to at-risk students in Tier 2; and individualized, intensive interventions to selected high-needs students in Tier 3.

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20
Q

What is resource mapping?

A

A system-building process for aligning resources and policies with specific goals, strategies, and expected outcomes.

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21
Q

What are the steps in the resource mapping process?

A
  • Pre-mapping
  • Mapping
  • Taking action
  • Maintaining and evaluating mapping work.
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22
Q

What criteria should guide data collection methods in resource mapping?

A
  • Credibility
  • Practicality
  • Timeliness
  • Accuracy
  • Ease
  • Objectivity
  • Clarity
  • Scope
  • Availability
  • Usefulness
  • Balance
  • Cost-effectiveness
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23
Q

What are the advantages of high-stakes standardized achievement tests?

A
  • Help teachers base learning plans on student needs
  • Enable parents to compare school performance
  • Improve test-taking skills with practice
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24
Q

What are some disadvantages of high-stakes testing?

A

They can detract time and attention from subject content not assessed by these tests.

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25
Q

What is the primary benefit of state-level testing data for parents?

A

It enables parents to compare their school’s performance to others’ to make better-informed decisions about their children’s education.

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26
Q

What are the potential disadvantages of standardized achievement tests?

A

Preparing for these tests can detract from subject content that promotes creativity, leading to sacrifices in arts, sciences, history, and social studies.

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27
Q

What is ‘social promotion’ in education?

A

Passing students to the next grade even when they have not met grade-level performance standards or academic requirements.

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28
Q

What are the adverse educational results associated with retention?

A

Increased probability of dropping out of school.

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29
Q

Which states determined promotion to certain grades based on statewide test performance?

A

Delaware, Florida, Georgia, Louisiana, Mississippi, Missouri, North Carolina, Texas, and Wisconsin.

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30
Q

True or False: Most educators support social promotion as an effective practice.

A

False

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31
Q

What is the public opinion regarding social promotion versus retention?

A

More than 80% of teachers and employers, and about 75% of parents are against social promotion.

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32
Q

What is School-Wide Positive Behavior Support (SWPBS)?

A

A system for preventing and remediating learning and behavior problems, emphasizing prevention.

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33
Q

What are the three tiers of intervention in SWPBS?

A
  • Tier 1: Primary prevention
  • Tier 2: Secondary intervention
  • Tier 3: Tertiary intervention
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34
Q

What is included in Tier 1 of SWPBS?

A
  • Defining and teaching behavioral expectations
  • Implementing a system of rewards
  • Applying consequences for undesirable behaviors
  • Continuously collecting data
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35
Q

What are the key components of Tier 2 in SWPBS?

A
  • Universal screening of students
  • Monitoring progress of at-risk students
  • Enhancing home-school communication
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36
Q

What does Tier 3 of SWPBS focus on?

A

Intensive and individualized interventions for students with higher educational/behavioral needs.

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37
Q

What criteria must a practice meet to be considered evidence-based?

A
  • Explicit description of the practice
  • Clear definitions of implementation
  • Identification of expected outcomes
  • Support from peer-reviewed research
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38
Q

What role does organizational theory and systems theory play in school improvement?

A

They inform efforts to understand and improve school organizations and systems.

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39
Q

What are some activities included in a district improvement plan?

A
  • Guiding improvement actions
  • Identifying high-priority areas
  • Supporting implementation of strategies
  • Assessing progress with measurable indicators
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40
Q

What is the relationship between student learning and school improvement?

A

Instruction must improve on the same scale as learning improvements; both are influenced by organizational and social contexts.

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41
Q

What factors are critical to effective school organizations?

A
  • A shared mission emphasizing teaching and learning
  • A strong professional community
  • Instructional leadership
  • Sufficient resources
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42
Q

What is the primary requirement for improving student learning according to research in the 1990s?

A

Improving schools is required for improving student learning.

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43
Q

What are some critical factors for effective school organizations?

A
  • A shared mission emphasizing teaching and learning
  • A strong professional community
  • Instructional leadership
  • Sufficient resources
  • Accurate, timely student learning data
  • Well-qualified instructional personnel
  • Professional development opportunities
  • Parent-teacher relational trust
  • Community support
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44
Q

True or False: Research has provided effective strategies for attaining success in school organizations.

A

False

45
Q

What are some challenges to improving school organizations?

A
  • Complex nature of schools
  • Enormous number of potential points for intervention
  • Unpredictable outcomes of interventions
  • Traditional school structures and norms
46
Q

What evidence exists regarding school improvement?

A

There is evidence of exemplary improvement results in some schools.

47
Q

Name some main areas where school districts institute improvement programs.

A
  • Accountability
  • Standards and assessments
  • Data systems
  • Professional development
48
Q

What is one responsibility of educators regarding classroom environments?

A

To make and keep classroom environments safe and positive.

49
Q

What are common conflicts in schools that can lead to violence?

A
  • Bullying
  • Discrimination
50
Q

According to the National Center for Education Statistics, what percentage of public high schools had at least one violent incident from 1999-2000?

A

92%

51
Q

What project has been formed to develop resources for preventing violence in schools?

A

Safe and Responsive Schools (SRS) project

52
Q

Fill in the blank: One strategy emphasized by the SRS project is establishing a _______ promoting interactions and alternatives to violence.

A

positive school climate

53
Q

What is another strategy emphasized by the SRS project?

A

Implementing a system for early identification of and intervention with students at risk.

54
Q

What is a key strategy for dealing with persistent, serious behavioral issues in schools?

A

Developing effective responses.

55
Q

What are individual risk factors for violence?

A
  • Violent victimization history
  • ADHD
  • LDs
  • Early aggression history
  • Alcohol/tobacco/drug use
  • Lower IQ
  • Poor behavioral self-control
  • Information-processing/social-cognitive skills deficits
  • Emotional distress
  • Emotional problems treatment history
  • Antisocial attitudes/beliefs
  • Family conflict and violence

LDs stands for Learning Disabilities.

56
Q

What family factors are considered risk factors for violence?

A
  • Authoritarian parenting style
  • Inconsistent/lax/harsh discipline
  • Low parental involvement
  • Low child emotional attachment to parents
  • Low parental income
  • Low parental education
  • Parental criminality
  • Parental substance abuse
  • Family dysfunction
  • Poor child supervision and monitoring
57
Q

What are social and peer risk factors for violence?

A
  • Delinquent peer association
  • Gang involvement
  • Peer social rejection
  • Lack of engagement in typical activities
  • Poor academic performance
  • Low school commitment
  • School failure
58
Q

What community factors are risk factors for violence?

A
  • Reduced financial opportunities
  • Low-income neighborhood
  • High transiency
  • Family disruption
  • Low community participation levels
  • Neighborhood social disorganization
59
Q

What are individual protective factors against violence?

A
  • Higher IQ
  • Intolerance of deviance
  • High academic achievement/GPA
  • Positive social orientation
  • Superior social skills
  • Realistic planning skills
  • Religiosity
60
Q

What family protective factors help against violence?

A
  • Connectedness
  • Discussing problems with parents
  • Perceived high parental expectations regarding school performance
  • Frequent shared activities
  • Consistent parental presence
  • Social activities
  • Family/parent constructive coping models/strategies
61
Q

What social and peer protective factors are associated with violence prevention?

A
  • Prosocial, close, strong school relationships
  • School commitment
  • Close non-deviant peer relationships
  • Peer groups rejecting antisocial behavior
  • Prosocial activities
  • Positive school climates with clear behavioral rules
62
Q

What are some key elements of bullying prevention activities?

A
  • Assess school’s prevention and intervention procedures
  • Assess school bullying frequency and locations
  • Implement awareness campaigns
  • Create and communicate a mission statement and code of conduct
  • Build a safe environment
63
Q

True or False: Discrimination in schools is often linked to cultural xenophobia.

A

True

64
Q

What strategies are recommended for addressing hate and bias in schools?

A
  • Responding to overt intolerance
  • Immediate intervention
  • Modeling unbiased behavior
  • Prohibiting vandalism and hate graffiti
  • Establishing environments making hate symbols unwelcome
65
Q

What dimensions are assessed in school climate?

A
  • Safety
  • Relationships
  • Teaching and learning
  • External environment
66
Q

What are the eight components of Coordinated School Health (CSH)?

A
  • Health Education
  • Physical Education
  • Health Services
  • Nutrition Services
  • Psychological/counseling and Social Services
  • Safe, Healthy School Environment
  • Staff Health Promotion
  • Family/Community Involvement
67
Q

Fill in the blank: Factors related to academic and behavior problems during kindergarten and first grade include _______.

A

[key learning term]

68
Q

What are some protective factors against school truancy?

A
  • Strong school leadership
  • Positive school culture
  • Parental involvement
  • Community support
  • Clear, strong attendance policies
69
Q

What are the main risk factors for school dropouts?

A
  • Learning disabilities
  • Emotional disturbance
  • Teen parenthood
  • High-risk social behaviors
  • Poor school attendance
  • Low educational expectations
70
Q

What are protective best practices in dropout prevention programs?

A
  • Developing life/social skills
  • Real-life practice opportunities
  • Academic support
  • Interactive normative education strategies
  • Family strengthening
  • Behavioral interventions
71
Q

What factors contribute to youth suicide risk?

A
  • Family history of suicide
  • Previous suicide attempts
  • History of mental disorders
  • Substance abuse
  • Feelings of hopelessness
  • Social isolation
72
Q

What protective factors against youth suicide are identified by the CDC?

A
  • Easy access to clinical interventions
  • Effective clinical care
  • Family and community connection
  • Ongoing supportive care relationships
  • Problem-solving skills
73
Q

What is the importance of crisis prevention and preparedness plans in schools?

A
  • Prevent unneeded trauma
  • Ensure effective resource deployment
  • Address legal risks
  • Generate greater control and calmness
74
Q

What does local government immunity exempt schools from?

A

Litigation for failing to respond adequately to school crisis events.

Research studies report harmful effects in terms of adverse public relations and financial expenses for schools.

75
Q

How do schools with crisis plans benefit their communities?

A

Generate greater control and calmness, help communities recover more effectively from crises.

Survivors perceive crises as manageable when schools have followed their crisis plans.

76
Q

Name a legislative initiative that has funded crisis preparedness efforts.

A
  • Improving America’s Schools Act (1994)
  • Schools Safety Enhancement Act (1999)
  • Goals 2000 Educate America Act
  • School Anti-Violence Empowerment Act (2000)
  • No Child Left Behind Act (ESEA, 2001)
  • Every Student Succeeds Act (2015)

These initiatives motivate school crisis prevention and planning.

77
Q

What does the Individuals with Disabilities in Emergency Preparedness Executive Order require?

A

Public entities’ emergency preparedness efforts to include people with disabilities.

Signed in 2004 by President George W. Bush.

78
Q

What is the main goal of school crisis prevention and preparedness efforts?

A

Developing school crisis teams and plans.

These teams and plans enable protocols to decrease the probability of crisis events.

79
Q

List some barriers to effective crisis prevention and preparedness.

A
  • Lack of comprehensiveness
  • Insufficient regular practice
  • Poor coordination with community agencies
  • Lack of discussion with stakeholders
  • Ignoring special-needs students
  • Factual basis for planning
  • Resource limitations

Many barriers persist over time, including myths about the likelihood of crises.

80
Q

What should school emergency management plans include according to the US Department of Education?

A
  • Crisis response teams established per the Incident Command System (ICS)
  • Collaborations with local government and emergency services
  • An ‘all hazards’ approach
  • Modifications for individuals with disabilities
  • Maintenance and updating timelines

These components ensure effective emergency management.

81
Q

Fill in the blank: The prevention/mitigation components of school emergency management plans include an _______.

A

Assessment protocol

This protocol delineates assessment schedules and responsible personnel.

82
Q

What are some preparedness components of school emergency management plans?

A
  • Steps to transfer command
  • Criteria for lockdown and evacuation
  • Emergency supplies lists
  • Communication plans
  • Training schedules

These components ensure readiness during emergencies.

83
Q

What is one component of emergency response plans according to the US Department of Education?

A

Designating a Public Information Officer (PIO).

The PIO is responsible for communicating with the public and media during emergencies.

84
Q

What are some recovery components of emergency management plans?

A
  • Protocol for assessing damage
  • Financial recovery strategies
  • Continuity of Operations Plan (COOP)
  • Criteria for reopening schools
  • Mental health support protocols

These components aid in recovering from emergencies.

85
Q

What does the US Department of Education suggest for promoting family involvement in schools?

A
  • Time for school personnel and families to get acquainted
  • Effective communication strategies
  • Outreach activities like newsletters and workshops

Successful programs close parent-school information gaps.

86
Q

What is a guideline for forming effective partnerships between families and schools?

A

Tailor approaches to existing effective community practices.

Flexibility and innovation are essential in partnership strategies.

87
Q

True or False: Successful school-family partnerships require a ‘one size fits all’ approach.

A

False.

Each partnership should be customized based on local strengths and needs.

88
Q

What are some external sources of support for school parent involvement initiatives?

A
  • School districts
  • Public agencies
  • Community organizations
  • Local universities
  • State education agencies

These external sources can provide funding and resources.

89
Q

Fill in the blank: Schools need to create more inviting, personal environments that welcome _______.

A

Parents

This helps recruit their support for children’s success.

90
Q

What are some strategies to overcome obstacles to family involvement in schools?

A
  • Providing bilingual services
  • Outreach to parents with less formal education
  • Building trust between homes and schools

These strategies promote intercultural understanding.

91
Q

What is the primary goal of successful school-family partnerships?

A

To revisit existing methods of operation and restructure school organizations to be less hierarchical and more personal and accessible to parents.

92
Q

What factors can impede family communication and participation in school activities?

A

Differences in language, culture, and education between families and school personnel.

93
Q

List strategies for addressing differences between families and school personnel.

A
  • Outreach to parents with less formal education
  • Bilingual services for communication
  • Building trust to promote intercultural understanding.
94
Q

What is interagency collaboration?

A

A clearly defined, reciprocally beneficial relationship among agencies to attain shared goals.

95
Q

What are key commitments required for effective interagency collaboration?

A
  • Defining mutual goals
  • Sharing responsibility
  • Sharing accountability and authority
  • Sharing resources and rewards.
96
Q

Why is interagency collaboration important?

A

To address deficiencies in individual agencies and provide comprehensive services.

97
Q

What are potential issues that arise without interagency collaboration?

A
  • Service gaps
  • Duplications/overlaps
  • Lack of communication
  • Fragmentation of services.
98
Q

How does interagency collaboration empower families?

A

By providing services in atmospheres of mutual respect and building trusting provider-family relationships.

99
Q

What historical movement established settlement houses to help impoverished families?

A

The Progressive Movement in the late 1800s.

100
Q

What legislation promotes collaboration among agencies in America?

A
  • Workforce Investment Act (WIA)
  • Temporary Assistance for Needy Families (TANF)
  • Rehabilitation Act
  • Individuals with Disabilities Education Act (IDEA).
101
Q

What should service providers identify when forming interagency collaborations?

A

Common interests shared among the agencies.

102
Q

True or False: Interagency collaboration is an end in itself.

A

False.

103
Q

What is one guideline for effective planning of interagency collaborations?

A

A broad-based commitment to change involving all key participants.

104
Q

What should collaborative partners consider when selecting a strategy?

A

Resource availability, local needs, and priorities of key policymakers.

105
Q

Fill in the blank: Guidelines for effective interagency collaboration include recognizing _______.

A

shared clients.

106
Q

What is essential for establishing a shared vision in interagency collaboration?

A

Developing communication processes that allow for member disagreement.

107
Q

What should be established at the outset of collaborative efforts to create a sense of accomplishment?

A

Attainable goals and objectives.

108
Q

What should agencies do to institutionalize change?

A

Incorporate it into their own organizational mandates and resources.

109
Q

What is a key to promoting larger-scale comprehensive service funding?

A

Publicizing success.

Praxis (4 decks)

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