Collateral Interview

Formal standardized tests or screens that are used for children whose mother tongue is not English are often not very helpful for the following reasons

Collateral interview with Ms. Jennifer Small-Felix/Child Advocate and therapist was conducted via phone to discuss child’s behavior and follow up in reference to status of her medication. Child’s advocate was informed of change in child’s behavior reported by the foster mom.

A collateral interview was conducted with Ms. Arlin Zapata, Mr. Tika’s wife. Ms. Zapata is a 28 year old individual born and raised in Brooklyn, NY. She indicated that her family is from the Dominican Republic.

A collateral interview was conducted with Ms. Michelle Schneider, Mr. Schneider’s wife. Ms. Schneider reported that there is nothing new in her life. She indicated that they relocated full time to Sag Harbor. She indicated that she works from home, they have met new friends. Ms. Schneider reported that they moved in April of 2015. She stated that Matthew loves it. Ms. Schneider reported that she and her husband had spent more time with Mathew in the past. Things are more stable. She indicated that they are no longer trying to get pregnant any more.

The mother stated that the child is always on time to school. She indicated that he does not go to school with clothes that are unwashed. She indicated that the school has never reported concerns regarding James hygiene.

S.A. and his family were facing imminent homelessness after his mom was diagnosed with a physical disability. Due to a lack of resources during that traumatic time period, S.A. missed many days of school, which caused him to be behind. He is now in 6th grade, but does not meet grade level requirements. He obtains a 4.5 grade level in math and reading, which could retain him from entering middle school. With his family’s involvement at ForKids, S.A. is required to partake in the Hot Meals & Homework Program. ForKids has also been able to provide services that would assist S.A. in coping with his learning disability. Through our educational program, our goal is to get S.A. to meet his grade level requirements.

A collateral interview was conducted with Chelsea Barnes, former nursing assistant for Ms. Leavitt father. Ms. Barnes reported that she resides in Richmond Hill, NY. She has three children 22, 19, and 8. She also indicated that she has a grandson who is 9 months old. She indicated that her children was not difficult to manage. She reported that she does not have experience handling children who are aggressive.

Ms. Deamatie reported when the parents became married, they stayed with her for about a year. The older child Kiran was born. She indicated that the father was working as a painter. Both parents agreed for the father to care for the baby, while she was working. The mother was pregnant and having difficulty breathing.

A collateral interview was conducted with Ms. Yelena Halperin LCSW, therapist for Ms. Choi. She has been working with the mother for approximately one year. She indicated that the mother was overwhelmed with fear of the father retaliating due to the mother starting the divorce. The patient found her through the internet. She had to pay the fee initially. However, she is now covered under Medicaid.

The mother says that she recollects the child having a good relationship with his father, prior to the past few years. The mother reports that when they were in

In order to find out how the homeroom teacher Ms. Mendez*, collaborates with parents an interview took place on February 21 after school. The interview has taught me the importance of documentation. When conducting parent teacher conferences or speaking to administration, data needs to be presented in regards to students’ academic progress. Thus, documenting everything the student does will serve as evidence to parents and faculty. Additionally, Mrs. Mendez makes sure to bring grades, test scores, anecdotal notes, and work samples when conferencing with parents and/ or the school administration. Although, the school sends out progress reports every four weeks and report cards every semester, Mrs. Mendez uses ClassDojo for parents to be informed of the class content each week.

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

The mother reported being able to understand most of child is saying. The mother reported that other people can understand what her child is saying. She thinks her child walks, runs, and climbs like other children his age. The mother reported that the child family does not have a history of childhood hearing impairment. The mother reported no medical problems in the last several months. The mother is not concerned about her child behavior. She is not worried about anything with her child. Since the child only struggles were in the communication section, I would make recommendation for this section. The child struggled to make comparison of words; I would recommend him practicing comparison words to improve his communication. I would recommend the parent provide an activity or work sheet for the child to practice comparison words. The final recommendation I would make, would be that the parent and the child engage in more conversations. The child had a difficult time repeating two sentences that was previously said to him. These recommendations would enhance the child communication to keep him on track for developing at his

The children went through many evaluations, some included comprehensive, expressive, auditory discrimination and phonological evaluations. Some of the evaluations,

The ability of a student to learn effectively and comprehend what they have learned depends on the interaction of multiple factors. These factors include the level of connectedness between the student and their teacher, the role of a parent in motivating the student to learn as well as the student’s own effort. For a sixth grader, who shows fluctuating classroom performance with better test performances but poor on homework, a partnership between the student, teacher and parents can be forged to improve the student’s performance. This would be done through data collection on their progress by observation, documenting, measuring and monitoring the data for implementation.