response 2 712

100 word response 1 reference due 5/27/2023

Blackman

Thinking about the “New Normal” following the pandemic, everyone has his or her idea about what education should look like as we embark into future learning and developments. In the light of COVID-19 taking a toll on students’ academic performance across the globe, many are still trying to adjust and find ways to improve from the loss students encountered during the pandemic. As a result of the pandemic, most of the common and traditional education has become obsolete, or useless. In 2020, state standardized tests were canceled, student attendance dropped, motivation of learning, and social interactions declined; which caused students to lose interest in education.  With this in mind, as curriculum leader, I would propose how educators can stimulate learning using life relevancy through PBIS intervention (positive behavior intervention and support).  Inclusively, this will support the needs of students’ social behavior, learning and emotional needs to empower all students, whether they have an IEP, 504 plan, or any type of learning disability that will positively affect students learning and overall success.  Cahapay, (2020) suggest that between integration and reduction of content three considerations are suggested to define essential content such as significance, relevance, and utility. Therefore, implementing PBIS intervention, will enable teachers and students to become acclimated to accept new ideas, reciprocate, and adhere to expectations and standards of learning. Thus, intervention will ensure that we are using essential content from various subjects and disciplines across the curriculum to make learning more relevant and relatable. For example, Cahapay, (2020), depict ways teacher can make learning more relevant by explaining how one teacher began work with her students a topic on coronavirus vaccines in animals which is a relevant topic both in the general situation and ranching societies. Another teacher focused on teaching a new normal behavior called social distancing. Each teacher provided examples of content that are relevant in the new normal post COVID-19 era. However, some key element to consider in this proposal would be, what we can do as educators to get students engaged, motivated and actively learning through Post Covid using PBIS and relevant content? Also, how can implementing the PBIS intervention be done equitably to a point of understanding that everyone can merge to the same level of learning given that we are already behind? According to Cahapay, (2020), discussing the curriculum possibilities in terms of goal, content, approach, and evaluation, educators in the field will be better informed of the key problems, decisions, and solutions that must be cogently considered as we approach the new era. This will provide the opportunity to provide, more training, resources, professional development, tutoring, hired consultants, data analysis, data tracking, pretest, student surveys, and teacher surveys to drive instruction and build from where students are. Nevertheless, using PBIS will make learning fun and more interesting to the point where students are excited about coming to school and seeing positive behavior in teachers and staff. Per Senge, et.al. notes (2012), “Learners have substantial control over the purpose, the content, the form, and the pace of learning, and furthermore, the learner is the primary judge of when sufficient learning has occurred.”-Peter Vaill. (p.165-166).  Therefore, providing an environment conducive for learning is essential to ensure qualitative and creative learning.  After introducing this plan, it will provide evidence based information to create a plan of action, implement the plan, and to evaluate the plan to see how effective it is or if modification needs to be done to ensure that the model works for everyone using the leadership team analysis.  By doing so, it will increase communication, collaboration, commitment, critical thinking, support, and ensure accountability so that students can take ownership in learning.