MAP stands for Modified Academic Program. Several years ago,
MAP was mostly for students with behavioral issues, inside a regular classroom
setting. With the introduction of CIP classes in regular schools, MAP rarely
has students with behavioral issues, unless the student’s behavior becomes such
that the regular school cannot handle them. In recent years, MAP has seen more
students who have either gotten in trouble with the police and/or have been
willful and persistent in their school violations in a regular school setting.
MAP is predominately made up of students that have made a series of poor
decisions, or committed one zero tolerance offense, and been made to leave
their regular school. The primary goal of the staff at MAP is to help students
learn to manage their decisions and/or behaviors that ultimately got them sent
to MAP, in the first place.
The most effective way for teachers in two schools to work
together is through an open line of communication. When students come to MAP,
it is very helpful for the teacher at the home school to communicate with the
MAP teacher about the things they have already covered in class and/or things
that need to be covered again. Many students would choose to get in trouble
overlooking “dumb” in class. Unfortunately, many of our students have holes in
their education and have missed key portions of information. Because they would
prefer not to look “dumb” in front of their peers, many times, they act out to
divert attention away from the original problem—they do not know how to answer
the teacher’s question, because they lack the educational background to make an
informed decision.
When a student comes to MAP, communication with the teacher
at the home school is key. In the same train of thought, communication is
definitely needed when a child returns to their regular school. Students often
have a behavioral “target” on them, when they return to their regular school.
If MAP teachers email the regular teacher and make them aware of the student’s
progress, grade average, behavioral concerns, and potential ways they can
prevent behavioral outburst, it will only bridge the gap, when a child returns
so they don’t feel so out of place. For 9th grade students who do
not start the year at a regular school, it would also be beneficial if a staff
member from MAP could accompany them to their regular high school.
Transitioning into high school can be hard enough for a child, but when they
have been in an alternative school setting, it can make it even more difficult.
Both the regular and MAP teacher should make every effort to
follow the pacing guide for subjects, so a student will hopefully be within
just a few days of where they are (or were) at the school they are
transitioning from. If the county’s pacing guides are not followed as closely
as possible, it makes student transition excessively hard.
A student may succeed at MAP without any communication
between the regular and MAP teachers. However, with effective communication
between both the regular and MAP teachers, the transition for the student
becomes easier for everyone involved. The goal for both the regular school and
MAP should be for student success. With collaboration, in terms of
communication and staying in line with the county’s pacing guides, we can
almost guarantee a more effective transition for students.
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