Academic Achievement And Functional Performance

Strengths: Being diligent, make sure that I submitted all the requirements in the class before due date. Enthusiastic in learning new skills and activities.

As a result, she lacked confidence in her education. She stated, “My early education did not partake of the abundant opportunities which the present day affords and which even our common schools now afford. I was never sent to any school; I was always sick.” Even though she did not attend a formal school it did not put her out of reach of a proper education (Peterson, 9).

Ana even goes as far as telling her mother “Why is a women’s virginity the only thing that matters? I have thoughts, feelings, and opinions.” (Real) her mother looks at her weird. On the other hand there is Ana’s teacher Mr. Guzman, who sees the benefits from sending Ana to college and leaver her dirty old neighborhood. Mr. Guzman helps Ana out by pulling some strings at Colombia University. He also tells her to apply for scholarships, but when she doesn’t he shows up at her house. When she did get into Colombia University the first person to tell her was Mr. Guzman. Ana’s mother does not support Ana leaving for college and leaving the family. Even on the day does leave, her mom doesn’t even say goodbye to her own daughter.

Ingrid is a social worker, wife, and a mother who lives in a two story colonial home with her husband and two daughters, aged 8 and 15 years old. She was active in the school of her children, serving on committees and volunteering to read in the classroom. She attended to church habitually, though her husband did not accompany her. Her interests included swimming, snorkeling, and hiking. Not only was she close to her immediate family, but also maintained frequent contact with her college friends living throughout the country. As well, Ingrid requires moderate assistance with most of her basic activities of daily living (BADL).

Due to concerns regarding T’Niq not having his glasses during the administration of the WISC-, he was administered the CTONI-2 to obtain a measure of his general intelligence utilizing a nonverbal format. T’Niq obtained a full-scale IQ score of 79 on the CTONI-2 which falls at the 8th percentile, indicating that he scored at or above 8 percent of his peers. This score falls within the poor range. T’Niq’s score of 79 on the CTONI-2 is consistent with his score of 73 on the WISC-IV administered at age 9.

Community Living: After graduation, Jayland will live temporally with his parents and then will move into a dorm with a

Functional School Skills: When Rowen’s name is called, he will occasionally look up as if he is recognizing he is being addressed. Rowen is working on developing his shape and color recognition skills. Interactive activities have been used such as songs, books, videos and puzzles.

Strengths - On the spelling portion of the test, Alex scored a total of 13 out of 22 questions correctly. This score reflects his spelling skills are at an equivalent age of 9-3, and a grade equivalent of 4.4. He demonstrated great knowledge and understanding of the words that were dictated. Alex remained confident and spelled correctly many words that are commonly misunderstood. During the writing portion, Alex obtained a total of 21 out of 24 correct responses in a seven-minute time span. In general, Alex displayed ease and confidence during most portions of the test. He worked quickly and showed few errors. The student was able to quickly read the words and place them together to make a correct sentence. The student writes at an age equivalence of 12 years old, and

She was left to fend for herself and got a job as a bartender and working at a pizza place to make ends meet. While delivering pizzas and bartending she began school at California State University in Northridge, but did not finish because she did not feel school was right for her. With her mom having her PhD in psychology and her dad being a lawyer, her news that she didn’t want to finish school did not go over well with them and they did not support her decision causing more issues between

Marcelina was a well behaved child in school and had always had straight A’s. She was in the school choir and she had her own choir in church while participating in three other church choirs. She wanted to pursue becoming a doctor. She also wanted to graduate a year early from school.

After losing a family member, Kiara’s eyes opened, and she remembered what this person said to her. So, she realized that she had to make them proud and do it for them. That was one of the things that put Kiara where she is today. Kiara was very excited about enrolling in college. Furthering her education was going to be the key to success in her eyes.

Her educational outcome is also influenced by a dual frame of reference (Feliciano Lec.2/15/16). She views the struggle her dad confronted when living in El San Salvador and how far he’s come to be living in the United States. From a shack to a homeowner Ana’s father has come far but still struggles to maintain his family and provide for all his children. Her dual frame of reference creates an atmosphere where she’s wiling to succeed greatly academically to be able to provide for her family when her parents wont be able to.

The person that I chose to interview for this assignment was my mom, Annie Sequeira. I chose to interview my mom because I act like my mom in many ways, and I want to compare her high school experience to what mine will be. During my mom’s high school years, she was very focused on her education and wanted to receive a degree from college. But, most of the people in her village disagreed with her and thought that girls should not have to study or work; they would marry and become housewives. My mom’s family worked in the rice fields, and they thought that she should stay and help them with the farming; but, my mom wanted a better life, so she studied hard. My mom had a teacher and mentor, Mrs. Pimenta, who encouraged her during her high school years and gave her the important advice that an education would help her achieve a better life than farming. Even today, she is proud that she put a lot of effort into her high school education, because there is now a plaque with her name at her school which awards her for high academic distinction.

Gianna’s parents report that she has a hard time adjusting to living in two separate households because of the two different expectations set by her mother and father. When asked about her mother’s and father’s relationship, she rarely expresses how she feels. At school, Gianna isolates herself from the class, pouts, and cries when she feels hurt or left out from her peers. When she gets into conflicts with her peers, Gianna has a difficulty expressing her feelings and resolving those conflicts effectively. When upset, Gianna will usually sit quietly in class with a frown on her face. Moreover, she has a hard time verbalizing her concerns and engages in avoidance behaviors, such as staring, when she does not understand academic concepts. It is recommended that Gianna learns coping strategies and problem-solving skills to assist her socially and

She displayed these specific strengths and weaknesses as a writer. As a writer, she is able to write in complete sentences and spell commonly confused words correctly. She does not demonstrate the ability to use voice with an emphasis on figurative language, create written descriptions using precise language and use revision strategies to improve the organization of her