Welcome to My Site!
Name: Ed GlassicTitle: Pa. Certified School Psychologistemail:firstname.lastname@example.orgPhone:610-779-3060 (2153)Room: Guidance Room 1< Mt. Lafayette
Greetings and thank you for vising my page. Please allow me to share a little background.Since 2003, I have had the pleasure of working as a Pa. Certified School Psychologist at Exeter School District, at both the elementary for five years, and at the secondary levels for 18 years or so. Throughout the week these days, I can be found working in the Guidance Office of Exeter High School along-side an experienced and well respected group of professionals, who share my commitment to promoting individual achievement and personal growth. My primary responsibilities, as a School Psychologist, involve evaluating/reevaluating students for IEP eligibility or continued eligibility respectively. I am a member of the Threat Assessment team, Student Assistance Team (SAP), Flight Team, and also assist with crisis services, as needed, here at the High School. Outside of my primary vocation, I enjoy my life with my wife, Betsy, who is also an educator, and with our son, Michael. Much of my free time is spent with my family, wonderful family dog, and our cool cat. I also enjoy weight training, cooking, walking, jogging, biking, hiking, meditation, fishing, kayaking, archery, Eagles football, listening to music, watching movies, and hanging out with friends. I'll be glad to speak with you if you have any questions or concerns. Please email or call, if you would like to meet during parent/teacher conferences or at any other time at email@example.com or 610-779-3060 (2153).Below are some recommendations and resources that may be of interest to you:Homework Completion
Mr. Glassic's general homework recommendations:
Two of the biggest issues that I see at the high school involve assignment completion and attendance. They both often go hand in hand.
If possible and feasible at home concerning average students with non-medical, emotional, cognitive, learning, serious behavioral, or other challenges and I emphasize the words if possible and feasible, consider one or all of the following:
Figures in the field:A few prominent names regarding RTI or RTII: Joseph Kovaleski in PA. and Donald Deschler in Kansas for Secondary RTILinks:Academics and behavior--interventioncentral.orgADHD---addwarehouseBehavior---pbis.orgHigh Schools---betterhighschools.orgNational Alliance of Mental Illness (NAMI)---nami.orgSecondary RTII in Pa. website--- http://www.pattan.net/category/Resources/PaTTAN%20Publications/Browse/Single/?id=4dc09560cd69f9ac7fc10000Self-help---recoveryinternational.orgWhat Works Clearinghouse---ies.ed.gov/ncee/wwc/Recommended Readings:Parenting a Child Who Has Intense Emotions: Harvey and PenzoDying of Embarrassment: Barbara G. MarkwayTaking Charge of ADHD: The Complete, Authoritative Guide for Parents. BarkleyLost at School: Ross W. GreeneMy favorite authors in the field of psychology: Nancy McWilliams and Russell BarkleyAffiliations: National Association of School PsychologistsRecommended Viewing: Video for increasing homework productivity: https://www.youtube.com/watch?v=ACX_mRSi8IcFavorite Sayings: Practice motionless sitting. Abraham LowIt is not the adversity that disturbs you, but your view of it. Epictetus
- Supervise the student's attendance on all virtual classes and other school venues.
- At a set time each day, the student shows the guardian what assignments are due, and what the plan is that evening to work on those. Students typically know how to navigate the required apps. for school, and can show the parents what is used and so forth. Parents do not need to try to learn everything about the program apps.
- The guardian discusses with the student a set check in time to go over what homework was completed that evening. The student shows the guardian what he or she did at the check time. This can be an hour or two after the assignment review that occurred after school (from B above).
- The student and guardian discuss areas of confusion or need, and the student emails the teacher for clarification and/or to ask for assistance. The student shows the guardian that email and a possible response that evening or the following day.
- The guardian and student ask the teacher and/or Guidance Counselor for other recommendations, if needed.
- As far as Chrome books and materials being taken home are concerned, it is my opinion that in most instances a child loses the right to determine what he or she should take home, if he or she is failing classes due to poor attendance and/or lack of assignment completion. The guardian knows the student, and would make that decision, if negotiating with the child does not work. That is just my opinion in general. Some circumstances dictate otherwise, as would be the case with very volatile family involved relationships. A student who is very defiant would warrant a different approach. Professional individual or family counseling may be needed in those listed cases.
- Please contact teacher (s) in question, the child's Guidance Counselor, or me in excessively confusing, strained, or tense homework related circumstances. One or all of us may be of some assistance to you.