An Educator S Guide To Assessing Threats In Student Writing

Based on research from the threat-assessment community, this important resource addresses the challenge of assessing concerning online communication, written narratives, and artistic works at schools, colleges, and universities. Drawing from the collective fields of law enforcement, law, and psychology, the authors expand on evidence-based practices to help student affairs staff and K-12 educators best assess the validity of these communications and develop intervention and management plans. Concepts are supported through numerous examples of social media posts, written fiction work, emails and examples from past attacks, as well as averted plans. Appropriate for the classroom, Behavioral Intervention Teams, frontline teaching staff and administrators, this new resource will ensure an evidence-based approach to early assessment and intervention.

Based on research from the threat-assessment community, this important resource addresses the challenge of assessing concerning online communication, written narratives, and artistic works at schools, colleges, and universities. Drawing from the collective fields of law enforcement, law, and psychology, the authors expand on evidence-based practices to help student affairs staff and K-12 educators best assess the validity of these communications and develop intervention and management plans. Concepts are supported through numerous examples of social media posts, written fiction work, emails and examples from past attacks, as well as averted plans. Appropriate for the classroom, Behavioral Intervention Teams, frontline teaching staff and administrators, this new resource will ensure an evidence-based approach to early assessment and intervention.

Your guide to action when student writing crosses the line At what point should violent student expressions be considered a legitimate threat? This legal handbook helps you apply caution and logic in protecting your students′ freedom of speech while also protecting the safety of everyone in the building. Gretchen Oltman, an experienced educator and licensed attorney, shows you how to react appropriately to warning signs from students. You′ll discover how to: Prevent violence by creating a positive and safe school environment Guide teachers in assessing written threats of violence Evaluate writing outside the classroom, including texting and Facebook postings Violence in Student Writing delves into the real-life experiences of administrators, teachers, and students, exploring current and relevant issues in student writing violence and offering solutions that every school administrator needs to know. "This book provides educators with legal and education frameworks for distinguishing students who are writing about violence from writing by violent students. Knowing the difference between the two can possibly save lives." —Kenneth S. Trump, President of National School Safety and Security Services Author of Proactive School Security and Emergency Preparedness Planning "Increased emphasis on writing, combined with evolving trends in online media and bullying, make this a book we all need to keep handy. Here, Oltman combines her wisdom as both a classroom teacher and a lawyer, offering us a guide we can trust as we all seek to navigate our way through the complex landscape of writing instruction." —Jim Burke, Author of The English Teacher′s Companion

Your guide to action when student writing crosses the line At what point should violent student expressions be considered a legitimate threat? This legal handbook delves into the real-life experiences of administrators, teachers, and students to help you apply caution and logic in protecting your students' freedom of speech while also protecting the safety of everyone in the building. Gretchen Oltman, an experienced educator and licensed attorney, shows you how to: Prevent violence by creating a positive and safe school environment Guide teachers in assessing written threats of violence Evaluate writing outside the classroom, including texting and Facebook postings

White Supremacist Violence is a powerful resource for education and mental health professionals who are developing the tools and skills needed to slow the progress of the fast-growing hate movement in the United States. Chapters immerse the reader in a hybrid of research, historical reviews, current events, social media and online content, case studies, and personal experiences. The first half of the text explores the ways in which individuals become increasingly indoctrinated through the exploitation of cognitive openings, perceptions of real or imagined marginalization, and exposure to political rhetoric and manipulation, as well as an examination of social media and commerce sites that create a climate ripe for recruitment. The second half of the book walks the reader through three case studies and offers treatment considerations to assist mental-health professionals and those developing education and prevention-based programming. White Supremacist Violence gives readers useful perspectives and insights into the white supremacy movement while offering clinicians, threat-assessment professionals, and K-12 and university educators and administrators practical guidance on treatment and prevention efforts.

Step-by-step guidance for shaping better writers while keeping faculty workloads manageable Effective communication is a critical skill for many academic disciplines and careers, and so colleges and universities and their faculty members are rightfully committed to improving student writing across the curriculum. Guiding and assessing student writing in classrooms, general education, and departments takes knowledge, planning, and persistence, but it can be done effectively and efficiently. Written in the concise, accessible style Barbara Walvoord is known for, Assessing and Improving Student Writing in College: A Guide for Institutions, General Education, Departments, and Classrooms offers administrators, program chairs, general education leaders, and classroom instructors the guidance they need. The book provides concrete suggestions for how to: Articulate goals for student writing Measure student writing Improve student writing Document that improvement The book begins by addressing four basic concepts: what we mean by writing, what we mean by "good" writing, how students learn to write, and the purposes of assessment. Next, Walvoord explains the various approaches and methods for assessing writing, urging a combination of them adapted to the institution's purposes and political context. After this introduction, successive chapters offer realistic, practical advice to institution-wide and general education leaders, department members, and classroom instructors. Walvoord addresses issues such as how to engage faculty, how to use rubrics, how to aggregate assessment information at the department and institutional levels, and how to report assessment information to accreditors. The chapter for classroom instructors offers practical suggestions: how to add more writing to a course without substantially increasing the grading load; how to construct writing assignments, how to make grading and responding more effective and time-efficient, how to address grammar and punctuation, and how to support students whose native language is not English. The book also includes four helpful appendices: a taxonomy of Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID) programs; sample outlines for faculty development workshops; a student survey on teaching methods instructors can use to inform their choices in the classroom; and a student self-check cover sheet designed to help students take ownership of their own learning and responsibility for turning in complete, correct assignments. Practical, step-by-step guidance for each point in the assessment and improvement process creates a cohesive, institution-wide system that keeps students, faculty, and administrators on the same page.

This book on assessing writing is designed for teachers, school leaders, and evaluators. It begins with a collection of assessment practices that will increase teachers' efficiency and effectiveness as they guide students in learning how to think and write successfully.

Many writing teachers are searching for a better way to turn student writing into teaching and learning opportunities. This book introduces a rubric designed by the National Writing Project - the Analytic Writing Continuum. The authors use sample student writing and multiple classroom scenarios to illustrate how teachers have adapted this flexible tool to meet the needs of their students.