Analyzing Rowen's Functional School Skills

We help the children develop these skills by interaction with each other, singing songs, reading and sharing books as well as talking with them and

Scaffolding for this student would include activities to develop the technical vocabulary necessary to understand the reading materials, or having the teacher provide reading materials appropriate to the child’s reading level. Additional instruction may be needed in reading skills, to support the student in a reading activity. The zone of proximal development explains the need for student and task to match, making the task of learning attainable (p87). Teaching to one zone of proximal development is likely to leave some students frustrated and confused, while others can coast through the lesson (p88). It is not so important for the teacher to know exactly what the student’s status is, rather to be aware when the students are becoming frustrated, and are in need of more practice, or when the task is just right for the individual (p89).

The child knew how to turn the pages, show me the title of the book, and show me the title page of the book. The child struggled in holding the book right side up, showing me the front cover, and the back cover, and finding the first page of text. The child was not able to tell me what the author or the illustrator did. With the conventions of print the child was able to tell me where it tells the story at, where we start to read. Lastly the he could tell me that we read from left to right and top to bottom. The child struggled with the return sweep when reading. The child excelled in showing me the spaces between words, and pointing out letters to me. The child struggled in one on one reading, and finding word boundaries around a word. The child also had problems with finding the first word on the page, and the last word on the page, and with counting the words and letters for me. The child was not able to show me the difference between a capital and lowercase letter. The child was able to identify the letters on a page, some of the specific letters that I pointed to, and also was able to identity some of the letters in his name. The child was also able to name some of the letters on a page, some of the specific letters, and some of the letters in his name. He was able to

When a student who has a disability’s educational placement is changed due to challenging behavior, a functional behavior assessment must be conducted. Functional behavior assessment (FBA) is used to aid in the development of behavior intervention plans (BIP’s). In a functional assessment, the type and the source of reinforcement for problem behaviors are used as a basis for intervention efforts that are designed to increase occurrence. Functional analysis can also be used to determine the specific function of a behavior, but FBA’s are more commonly used, especially in school settings. In a functional analysis (FA), antecedents and consequences that represent those in the person’s natural environment are arranged so that their effects on the problem behavior can be observed and measured. The difference between a functional analysis and functional behavior assessment is that the assessment establishes a connection between the behavior and antecedent or the consequent variables, but a functional analysis identifies informal relationships. For this reason, a functional analysis is seen to be a more valid tool for identifying the function of a behavior; however, there are limitations to using a functional analysis. This method may momentarily strengthen the problem behavior or result in the behavior acquiring new functions. Federal mandates like IDEA 2004 and school reforms such as Positive Behavioral Interventions and Supports (PBIS) have played a role in the increase of the

*Intellectual development: he can now understand 3 part instructions, and organise objects by type, size, colour, or shape.

As demonstrated the children were extending their learning and development throughout the activity in all seven developmental areas. They also all demonstrated their enjoyment during the activity by smiling, laughing, talking and happily asking questions.

Brittany Functional Life Skills teacher completed BASC III scales. The BASC III measures a student’s emotional, behavioral, and adaptive functioning. The score that is used for the scale is the T-score. The T-score indicates the distance of a score from the norm group mean. The BASC II has a mean T-score of 50 with a standard deviation of 10. Scores ranging 60 to 69 are considered to be in the At-Risk range. The T-scores that are 70+ are in the Clinically Significant range. On the Adaptive Scale portion of the BASC II, the T-Scores that are from 30 to 39 are in the At-Risk range. The T-scores that are below 29 are in the Clinically Significant range.

Barbara made choices with her outfits each day. In the morning, she was assisted with starting her dressing, as staff would lay the clothes out or ask what outfit she wants to wear. Barbara was monitored to avoid wearing the same clothes from the previous day. At times staff would need to motivate her to finish dressing as she had stopped or was off task. She refused to attend her day program almost every day this quarter and was encouraged to change out of her pajamas. Staff encouraged her to change her clothes each day. When she wanted to go to church, Barbara was supported with choosing and wearing a nice outfit for church. During this quarter Barbara was prompted to wear a heavy or light jacket as the weather would change frequently.

The classroom is well organized and orderly. Students have a routine that is followed each morning. John’s morning activities are without disruption, the morning routine works.

|Data Sources: X( Observation | X( Student Interview | X( Teacher Interview | X( Parent Interview | ( Rating Scales | ( Normative Testing |

Principal Mark Burge is the leader of Blanding Elementary in San Juan School District. Mr. Burge has been in this leadership role the past 4 years. Blanding Elementary School (BES) has an enrollment of 575 students Pre K thru fifth grade. The student population is 44% Native American, 55% Caucasian, with 65% of the students are free and reduced lunch.

Charlie builds the relationships with his educators in the Nursery room. He likes to join his educators and friends in the activities that he is interested in. He sits side-by-side his friends, enjoys the good times together such as singing a song, moving along the music and looking at the animal pictures and naming them. He especially loves to look at the pictures in the books and listen to his educator names each picture. He often pulls on his educator's arm and leads her to the book corner to read a book to him as to initiate and communicate his needs to his trusted educator (EYLF 1.1). He confidently makes his own choices in play and exploration of his surroundings. He is often seen exploring something in one corner of the room and loves to share his discoveries with his educator by getting her attention and pointing to what he finds, such as new toys or books in the corner, bird and airplane in the sky.

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

With the help of Keisha’s father and teachers, the long term goal is to strengthen her fine motor, communication, language, problem-solving and social skills by 3rd grade. Activities would include tracing a series of circus animals on construction paper, cutting the animals out with a scissor, coloring the animals and pasting them on a separate piece of construction paper. Then writing a sentence or two describing each the circus animal and presenting that information to the class.

Students were allowed to play together in semi-supervised activities after the morning song. Whenever possible, the teacher and the aides used the opportunities presented by the children's play to teach basic concepts. They would ask about the color of specific toys or ask children to describe if something felt smooth or rough. For children with physical challenges, some of the paraprofessionals helped them with basic occupational skills, such as holding a crayon and manipulating some toy tools and cars.