【正文】 rious assessment ? Delinquency, emotionally disturbed ? Data can be academic – Reading skills (., decoding, prehension) – Writing skills (., punctuation, paragraphing) – Math skills (., knowledge of tables。 interpreting word problems) 46 Data Can be Collected at Many Levels: Student, classroom, grade, or school ? What are students doing? ? Are the behaviours consistent across teachers, periods? ? What are students unable to do or not doing? ? Is scaffolding necessary to assist students in pleting tasks? ? How does this class pare to other classes in the same grade or at the school? ? Are there anizational or structural changes that can be made to prevent unwanted behaviours before they occur? ? In addition to consequences for negative behaviours, are there incentives in place to promote positive behaviours? 47 At What Level Should the Intervention be Focused? ? If the problem behaviour is prevalent across school or large numbers of students, an individuallyfocused strategy will NOT work. ? In addition to using the problem solving, other questions need to be asked here: – Do other schools have the same problem and at what level? – Have any other schools dealt successfully with the problem? ? If the problem is academic, the curriculum needs to be revisited AND modified if necessary. 48 Trinidad and Tobago NOW has National Norms in the Following Areas ? CGU Officers can assess students in these areas: – Primary ? Prereading and decoding skills ? Reading fluency/prehension ? Learning behaviours ? Adjustment behaviours – Forms 1 to 5 ? English, Math, and Global SelfConcept ? Depression and Anxiety – If your school pleted the School Leadership Center?s Survey, you should have or will soon receive norms on some of the variables from this presentation. 49 Principals and teachers need to think about teaching and students differently ? To see the school as a munity of learners, including the teachers, themselves. ? To involve students in setting rules as well as positive and negative consequences. ? To see themselves as facilitators and supporters and not merely as caretakers and guards. ? To make schools a reinforcementrich environment. ? To realise that students who get into trouble are not “inherently evil,” but are in need of redirection and appropriate consequences for their actions. ? To believe that they can and do make a difference in lives. 50 References 1 Central Statistical Office. (1998). Report on education statistics 1996/1997. Port of Spain, Trinidad: Author Hall, T. E., Watkins, M. W., amp。 Worrell, F. C. (2022) Reading assessments for elementary schools. State College, PA: CEDAR School Psychology Clinic, Penn State. Kutnick, P., Jules, V., amp。 Layne, A. (1997). Gender and school achievement in the Caribbean. Education Research Paper No. 21. London: Department for International Development. 51 References 2 TVAAS. (1997). Graphical summary of educational findings from the Tennessee valueadded assessment system. Knoxville, TN: ValueAdded Research and Assessment Center, University of Tennessee. United Nations Development Programme. (2022). Trinidad and Tobago national human development report 2022: Youth at risk in Trinidad and Tobago. Port of Spain, Trinidad: Author. 52 References 3 Watkins M. W., Worrell, F. C., amp。 Hall, T. E. (2022) Secondary assessment tools. State College, PA: CEDAR School Psychology Clinic, Penn State. Worrell, F. C., amp。 Pierre, P. (2022). Characteristics of Trinidad and Tobago teachers who rate themselves as effective. Manuscript in preparation. Worrell, F. C., Watkins M. W., amp。 Hall, T. E. (2022) Behavioural rating scales for elementary schools: Interim manual. State College, PA: CEDAR School Psychology Clinic, Penn State.