Children At Desert Springs Preparatory Elementary School

I can't help him if I don't know he's struggling. School is VERY important to me and I am also very passionate about Braydon succeeding. To me its not just going through motions its about learning and retaining the information, slapping an F on the paper isn't teaching him anything but failure. I am not a teacher so I'm not sure if that is the correct way of doing something, but that is a concern to me. Braydon's last D in math is actually what promoted me to write this email... He tore the paper out and some of the page ripped.. He raised his hand to ask for a piece of tape and Mrs. Kuithe told him to put his had down. So he did, then turned in both pieces of the assessment and one peace got lost. He received a D for this math assignment. This was a blow to the gut for us at home because we have invested so much time into teaching him how to do this math. every single question counts and this was NOT right. Again its about knowing and not just getting the grade. I understand that teaching styles differ but something isn't right here. Something isn't working. I am not sure how this works.. And I actually really never wanted to do this but... Should we conceder an IEP

A majority of the students in Middle Tennessee Public Schools come from a low- income family household. The school in which I work, Clearview Middle School is not only low- income, but is also a “priority” school. Priority schools are in the bottom five percent in being in the category of lowest- performing in the school district. The population of students at Clearview Middle School are majority African- American, but the cultures among the school are rich and diverse. Many students at Clearview Middle School have high potential of achieving great academic success, but fall short due consistent classroom disruptions throughout the day.

After the doctor’s referral, M’s parents did not receive any call from the evaluation agency. They kept calling the agency but they were asked to wait, because there was lack of the evaluators that speak Chinese in the agency and their appointments were filled. Finally, they found an evaluator who speaks Chinese in Queens (M’s family live in brooklyn.) M’s parents bought M all the way to Queens and took the evaluation. Unfortunately, the evaluator did not get so much information from the evaluation because the environment was new and less secure for M. M was not participated. Later, M received his IEP before summer school in April, 2015. M’s mother wished M can get service as soon as possible. However, the person who in charge of M’s case told M’s parents that they were required to wait because there was no SEIT available during summer. No matter how often M’s parents contacted the agency and the IEP group to help setting up the service for M, they did not get what they wanted. M had no service to assist him in the summer and his SEIT service began in November. M’s parents were not satisfied about the lateness but felt glad that M finally got helps. With the SEIT’s help, M had his speech therapy service in December.

The client attends school where he receives an Individual Educational Plan (IEP) to address his Attention-Deficit Hyperactivity Disorder along with his developmental delay and learning disability. There is limit to no information on the client’s developmental history as the client’s biological mother parental rights have been terminated due to history of domestic violence, neglect and the possibility of physical abuse. The client’s biological sister has also been removed from their biological mother and they both reside with their pre-adoptive

The meeting was for K.H., who is in Mrs. Hunter’s class full time. J.H.’s mother, Mrs. Hunter, Mrs. Harvey, Miss Revell (Staffing Specialist), Mrs. Ott (Speech and Language Pathologist), Ms. Izette, and I were present at the IEP meeting. This student receives speech/language services and occupational therapy during the school week. Mrs. Harvey introduced all of us to the mother and Mrs. Hunter started the IEP meeting.

My two boys, Christian and Adrian Ayala, are both A/B students and both have achieved Principal Honor Roll once every year. My 11 year old son, Adrian, has been medically diagnosed with ADD. He suffers from anxiety and stress disorder. He is taking medically prescribed Adderall for his anxiety and his depression. He is enrolled in the special needs learning program. Even with these challenges, my youngest son has managed to maintain a perfect attendance andcosistently achieves honor-roll recognition every year. He is also a Boy

We discussed how she handles any issues dealing with disciplining students with disabilities. She shared that she always reviews school policies and procedures and then reviews the IEP

Roger Evans is a 5-year-old enrolled in general education kindergarten classes. Roger has been identified as having ASD during a routine check-up at the age of three. Roger’s parents had been unemployed and receiving government aid. Roger’s parents have not been taking advantage of supportive resources. Mr. and Mrs. Evans have not informed the school that Roger has been identified as having ASD. During the first week, Roger’s teacher Ms. Moore observed Roger sporadically sitting by himself during lunch and recess rocking back and forth and hitting himself in the face. Ms. Moore also noticed that Roger was anti-social with his peers. Ms. Moore recorded her observations for two weeks. Roger’s behavior became a daily occurrence. Ms. Moore met with the principal, counselor, special education, and Roger’s parents to discuss her concerns. Roger’s parents admitted that Roger had been identified with ASD and has been fine at home.

Daniel’s positive attitude and demeanor make him a great person to work with. When I become an AVID tutor, many of the teachers spoke very highly of him. For instance, one teacher expressed how much of a positive atmosphere Daniel brought into the tutorial sessions and the classroom in general. I have also known Daniel through our local church, Centro Vida. He has become one of the students’ favorite

Danny, age 9, is a happy 4th grader boy, large and tall for his age. Even though Danny racial background is African American, he fairly interacts with mostly-white peers, and socially is liked and has many friends. Per the case study, Danny is living in the same community since he was born, but his family, mom, dad, and the two older sisters, came from Detroit, Michigan three years before he was born. Presently, he attends the elementary school of residence, and his level of academic achievement measures 121 in Math, 90 in Written Language and 76 in Reading, the IQ is 110. Successfully, passed the hearing and visual screening at school, and owns Gross Motor abilities. However, his teacher evaluated him for ODD and ADD, for defiant and off

IEP team determined that the student had a disability and needs special education and related services.

The IEP’s main focus is to ensure that the child has the same opportunity to be educated as his or her non-disabled peers (Price-Ellingstad, Reynolds, Ringer, Ryder, & Sheridan, 2000). An IEP is developed by the IEP team and takes into account the strengths of the child as well as parental concerns for enhancing the education of their child. It also provides the results of the child’s initial and/or most recent evaluation and the developmental, functional, and academic needs of the child (Price-Ellingstad et al., 2000). The plan must be reviewed at least annually to determine if goals are being met, but can be reviewed more often if the situation warrants. An IEP contains information about the child’s present level of academic achievement and functional performance, including how the disability affects the child’s participation in appropriate activities if appropriate. IEP services must be provided in the least restrictive environment (LRE) to support the child’s participation in the general education curriculum with his/her peers (Price-Ellingstad et al.,

From the assessments, I noticed that Sebastian is academically ahead of his peers and I found most strengths than weaknesses.

Daniel is one of the most respectful and humble kids I have had the opportunity to be around. In the classroom, he did all of his work well and on time. On the football field, Daniel was one of the hardest workers. Other players gravitated to him because of his work ethic and humble attitude. He was asked to play several different positions at different points of his playing

Lately, the negative behavior at school and home has increased and the consequences do not seem to be enough to deter his behaviors. Daniel received another write from the bus and now is suspended from the bus for a week. Daniel continues to engage in negative peer interactions which have him placed in a behavioral modification program at school. Where he is in a classroom all day by himself and he eats lunch by himself for three days. Natalie explained to MSTT while she is home Daniel does not engage in the negative behavior because he knows there will be consequences. Meaning she will take his phone. The behaviors like leaving home without permission and not informing anymore his whereabouts, talking back occur when she is not around. MSTT ask mom to bring in grandma and Tee when they joined the session. They expressed how Daniel behaviors have them at a place where they would rather leave him alone until Natalie comes home to deal with the issues. Natalie expressed this is an issue for her because she gets a lot of phone calls while she is at work because no one in the home wants to address Daniel's behavior because of his push