WorldCat Identities

Fitzsimmons, Mary K.

Overview
Works: 11 works in 18 publications in 1 language and 494 library holdings
Roles: Author
Classifications: HQ773,
Publication Timeline
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Most widely held works by Mary K Fitzsimmons
Including students with disabilities in large-scale testing : emerging practices by Mary K Fitzsimmons( Book )

2 editions published in 1998 in English and held by 112 WorldCat member libraries worldwide

This brief identifies practices that include students with disabilities in large-scale assessments as required by the reauthorized and amended 1997 Individuals with Disabilities Education Act. It notes relevant research by the National Center on Educational Outcomes and summarizes major findings of studies funded by the U.S. Office of Special Education Programs concerning appropriate accommodations, alternate assessments, and reporting of results. In the area of appropriate accommodations, the paper finds great variations across disability groups and from district to district and state to state. Efforts to embed curriculum-based measurement into the process, develop a classification of accommodations, and create standardized methods for determining accommodation validity are summarized. Addressing alternate assessments, the paper notes efforts in Kentucky to use portfolio assessments and in Maryland to measure outcomes that are life-skills oriented. Concerning the reporting of results, the paper describes an effort in Long Beach, California, to tie large-scale assessments to school effectiveness policies and include all special education students. (DB)
Violence and aggression in children and youth by Mary K Fitzsimmons( Book )

4 editions published in 1998 in English and held by 109 WorldCat member libraries worldwide

This digest discusses the need for troubled students to receive habilitative services instead of haphazard punishment, then outlines sources of frustration for aggressive students and stages of frustration (anxiety, stress, defensiveness, physical aggression, and tension reduction), and appropriate responses. Teachers are advised to prevent antisocial behavior by using available curriculum to divert antisocial children from a path leading to adjustment problems by tailoring interventions to students who show at risk status with individual counseling and one-on-one behavior management plans and providing wraparound services that extend beyond the school building to encompass family and social support services. The digest also provides strategies to cope with students with aggressive and violent tendencies, including: (1) practice for a crisis; (2) train all staff to respond to student aggression; (3) dress appropriately by wearing low heels, loose-fitting garments, and omitting dangling earrings and sharp jewelry; (4) move items of value out of reach; (5) establish trust and rapport with students; (6) define behavioral expectations and apply consequences for rule compliance and noncompliance; (7) remain calm and in control; and (8) maintain a therapeutic attitude. The digest closes by reviewing relevant requirements under the Individuals with Disabilities Education Act. (CR)
Functional behavior assessment and behavior intervention plans by Mary K Fitzsimmons( Book )

2 editions published in 1998 in English and held by 106 WorldCat member libraries worldwide

This digest discusses the new requirement under the Individuals with Disabilities Education Act that Individualized Education Program teams conduct a functional behavioral assessment (FBA) and implement behavior intervention plans that include positive behavioral interventions and supports for students with disabilities. It describes the purpose of a functional assessment and outlines key steps that are common to most FBAs, including: (1) verify the seriousness of the problem; (2) define the problem behavior in concrete terms; (3) collect data on possible causes of problem behavior; (4) analyze the data; and (5) formulate and test a hypothesis. The digest then addresses behavior intervention plans and the need to implement intervention plans that emphasize skills needed by the student to behave in a more appropriate manner and that provide proper motivation. Tips for evaluating the plan are also included. (CR)
Beginning reading by Mary K Fitzsimmons( Book )

3 editions published in 1998 in English and held by 84 WorldCat member libraries worldwide

This digest summarizes what is known about teaching the processes of phonological awareness and word recognition. It finds unequivocal research evidence that students who enter first grade with phonological awareness skills are more successful readers and urges explicit instruction in these skills. Examples of phonological awareness activities and teaching tips on developing phonological awareness and alphabetic understanding are provided. Research evidence on word recognition is reported which clearly shows that reading comprehension and other higher-order reading activities depend on strong word recognition skills, including phonological decoding skills. Several teaching tips for helping students learn to read words are presented, such as the importance of explicit instruction in the connection between sounds and letters and sounds and words. (DB)
School-wide behavioral management systems by Mary K Fitzsimmons( Book )

1 edition published in 1998 in English and held by 77 WorldCat member libraries worldwide

Including Students with Disabilities in Large-Scale Testing: Emerging Practices. Eric/sep Digest E564 by Mary K Fitzsimmons( Book )

1 edition published in 1998 in English and held by 1 WorldCat member library worldwide

This brief identifies practices that include students with disabilities in large-scale assessments as required by the reauthorized and amended 1997 Individuals with Disabilities Education Act. It notes relevant research by the National Center on Educational Outcomes and summarizes major findings of studies funded by the U.S. Office of Special Education Programs concerning appropriate accommodations, alternate assessments, and reporting of results. In the area of appropriate accommodations, the paper finds great variations across disability groups and from district to district and state to state. Efforts to embed curriculum-based measurement into the process, develop a classification of accommodations, and create standardized methods for determining accommodation validity are summarized. Addressing alternate assessments, the paper notes efforts in Kentucky to use portfolio assessments and in Maryland to measure outcomes that are life-skills oriented. Concerning the reporting of results, the paper describes an effort in Long Beach, California, to tie large-scale assessments to school effectiveness policies and include all special education students. (Db)
School-Wide Behavioral Management Systems by Mary K Fitzsimmons( Book )

1 edition published in 1998 in English and held by 1 WorldCat member library worldwide

This digest reviews and summarizes what is known about effective school-wide behavioral management systems. Emphasis in such systems is on consistency throughout the building and across classrooms with the entire staff, both professional and nonprofessional, uniformly implementing common strategies. Common features of school-wide behavioral management systems are highlighted, including: (1) total staff commitment to managing behavior, whatever approach is taken; (2) clearly defined and communicated expectations and rules; (3) consequences and clearly stated procedures for correcting rule-breaking behaviors; (4) an instructional component for teaching students self-control and/or social skill strategies; and (5) a support plan to address the needs of students with chronic, challenging behaviors. Systems reviewed include Effective Behavioral Support, a school-wide process and individualized instruction designed to prevent and decrease problem behavior; expansion of placement options for students with behavioral and/or emotional disturbances; and Unified Discipline, a system which emphasizes unified attitudes, expectations, consequences, and team roles. A sample school-wide code of conduct is provided. (Contains 10 references.) (DB)
School-Wide Behavioral Management Systems. Eric/sep Digest # E563 by Mary K Fitzsimmons( Book )

1 edition published in 1998 in English and held by 1 WorldCat member library worldwide

This digest reviews and summarizes what is known about effective school-wide behavioral management systems. Emphasis in such systems is on consistency throughout the building and across classrooms with the entire staff, both professional and nonprofessional, uniformly implementing common strategies. Common features of school-wide behavioral management systems are highlighted, including: (1) total staff commitment to managing behavior, whatever approach is taken; (2) clearly defined and communicated expectations and rules; (3) consequences and clearly stated procedures for correcting rule-breaking behaviors; (4) an instructional component for teaching students self-control and/or social skill strategies; and (5) a support plan to address the needs of students with chronic, challenging behaviors. Systems reviewed include Effective Behavioral Support, a school-wide process and individualized instruction designed to prevent and decrease problem behavior; expansion of placement options for students with behavioral and/or emotional disturbances; and Unified Discipline, a system which emphasizes unified attitudes, expectations, consequences, and team roles. A sample school-wide code of conduct is provided. (Contains 10 references.) (Db)
Violence and Aggression in Children and Youth. Eric/sep Digest E572 by Mary K Fitzsimmons( Book )

1 edition published in 1998 in English and held by 1 WorldCat member library worldwide

This digest discusses the need for troubled students to receive habilitative services instead of haphazard punishment, then outlines sources of frustration for aggressive students and stages of frustration (anxiety, stress, defensiveness, physical aggression, and tension reduction), and appropriate responses. Teachers are advised to prevent antisocial behavior by using available curriculum to divert antisocial children from a path leading to adjustment problems by tailoring interventions to students who show at risk status with individual counseling and one-on-one behavior management plans and providing wraparound services that extend beyond the school building to encompass family and social support services. The digest also provides strategies to cope with students with aggressive and violent tendencies, including: (1) practice for a crisis; (2) train all staff to respond to student aggression; (3) dress appropriately by wearing low heels, loose-fitting garments, and omitting dangling earrings and sharp jewelry; (4) move items of value out of reach; (5) establish trust and rapport with students; (6) define behavioral expectations and apply consequences for rule compliance and noncompliance; (7) remain calm and in control; and (8) maintain a therapeutic attitude. The digest closes by reviewing relevant requirements under the Individuals with Disabilities Education Act. (Cr)
Functional Behavior Assessment and Behavior Intervention Plans. Eric/sep Digest E571 by Mary K Fitzsimmons( Book )

1 edition published in 1998 in English and held by 1 WorldCat member library worldwide

This digest discusses the new requirement under the Individuals with Disabilities Education Act that Individualized Education Program teams conduct a functional behavioral assessment (fba) and implement behavior intervention plans that include positive behavioral interventions and supports for students with disabilities. It describes the purpose of a functional assessment and outlines key steps that are common to most FBAs, including: (1) verify the seriousness of the problem; (2) define the problem behavior in concrete terms; (3) collect data on possible causes of problem behavior; (4) analyze the data; and (5) formulate and test a hypothesis. The digest then addresses behavior intervention plans and the need to implement intervention plans that emphasize skills needed by the student to behave in a more appropriate manner and that provide proper motivation. Tips for evaluating the plan are also included. (Cr)
Beginning Reading. Eric/sep Digest # E565 by Mary K Fitzsimmons( Book )

1 edition published in 1998 in English and held by 1 WorldCat member library worldwide

This digest summarizes what is known about teaching the processes of phonological awareness and word recognition. It finds unequivocal research evidence that students who enter first grade with phonological awareness skills are more successful readers and urges explicit instruction in these skills. Examples of phonological awareness activities and teaching tips on developing phonological awareness and alphabetic understanding are provided. Research evidence on word recognition is reported which clearly shows that reading comprehension and other higher-order reading activities depend on strong word recognition skills, including phonological decoding skills. Several teaching tips for helping students learn to read words are presented, such as the importance of explicit instruction in the connection between sounds and letters and sounds and words. (Db)
 
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Audience level: 0.52 (from 0.50 for Violence a ... to 0.96 for School-Wid ...)

Languages
English (18)