Evaluating Classwork

Case Study: Grace What does this description of Grace’s school performance suggest to you? Grace’s school performance suggests that she is capable of learning. This is confirmed by her scores on Verbal Comprehension, Perceptual Reasoning, and Processing Speed scores from the Wechsler Intelligence Scale for Children, Fourth Edition.

Chapter Evaluation form SOCIOLOGY 341 After my reading of the Chapter 1: The Sociology of Gender: Theoretical Perspectives and Feminist Frameworks 1. I found and have learned … That all social interaction is gendered and guided by status, positions, and roles. I have also learned

RTI Model Holly Mills MTE/562 Ray Gless May 4, 2015 RTI Model Jasmine Keller is a fourth grade student who has been monitored and reported as a student at-risk. Jasmine has a, “weak short-term memory that affects her involvement and progress in the general education curriculum in the areas of reading decoding, reading fluency, reading comprehension, spelling, and math calculations. Her reading level is at second grade. Broken down word recognition is at an equivalent of grade 1.7, and comprehension at 1.3. She has relative strength in vocabulary. If given classroom assessments with a screen reader she is very successful. Her writing skills assessed to be uneven with only weak spelling skills, which is at a first or

Amy Johnson just started first grade. She enjoys going to school because she gets to hang out with her little friends. She loves Ms. Kim, her teacher because she is very nice and lovely. One day Ms. Kim asked the children to get into groups so that can play a spelling game. When Amy was selected to spell “happy”, she completely forgot how to spell it. She was embarrassed. Ms. Kim believed she was just shy to talk in front of her classmates. The next day, Amy was told to read a three-word sentence, but she was not able to carry it out. Amy sometimes turned in her homework incomplete or late. Ms. Kim started to become concerned about Amy because she was showing learning developmental delays. Ms. Kim decided to contact the elementary school social

Literacy: Marina is currently setting and working towards learning goals in reading and writing. In reading, Marina is beginning to read word by word and is encouraged to work on using reading strategies to help develop confidence when reading. She would benefit from reading books with repetitive sentence patterns. Marina

Jayla is a first grade student attending Lake Forest Elementary Schools of the Arts and Sciences. She participates with non-disabled peers in the general education class more than 79% of the time. Jayla is a caring and loving person who is concerned about her family, little brother and others. Although she is loving and caring , she continues to struggle with interacting appropriately with her peers and adults. She curses on a regular basis, hit other students, and falsely accused others talking about her. When focus, Jayla is able to read, write , spell and work well with minimal assistance.

Miranda is a 9th grade female student with a speech and comprehension disability. She lives with her two parents and has an older sister. Since the third grade Miranda has had an Individualized Education Plan (IEP) implemented in her education. Both Miranda’s parents are Mexican-American parents that are involved in

Cognitive Perceptions The mother states that her oldest daughter has ADHD and dyslexia. Because of this she maintains the routine schedule for afterschool homework where she can be available to help and to encourage that they stay on task. She encourages learning by taking the girls to outings to the library and bookstore and has instilled a love for reading since an early age in both girls. She leads this by example being an avid reader herself. The mother feels that education is a team effort between the teachers and parents and is in close contact with her children’s teachers in order to accomplish this.

All work handed in by the learner, they must sign and date and confirm that it is their own work.

Interviews Parent 1: Marisol Marisol’s son Jason had been recommended for services for almost seven months by school teacher and supporting staff. Throughout his year in Pre- K, his teacher documented several incidents which lead her to believe he needed to be evaluated for special education. He was not reaching academic milestones for his age. In response, Marisol felt that she was being pressured into rushing an evaluation and thought her son deserved to meet the milestones at his own pace. Marisol delayed the evaluation process by not submitting necessary consent and paper promptly. When asked what hopes or fears she had about special education, she expressed fears of Jason being treated different not only by teachers and peers, but by relatives and friends. She noted that she also did not feel well- informed on the process of evaluation and allocation of services when asked about what would help calm her fears. Marisol explained that she just needed a meeting where every question she had would be answered with knowledge, exactitude, and expertise. After Jason’s behavior led to a teacher injury, Marisol felt forced to allow the evaluation process to begin. Jason, who is now five years old, was placed in a twelve-to-one Kindergarten setting upon

Ashley showed her mom her tests that requested in-depth explanations and serious critical thinking for answers. Frustration and fear crossed Ashley’s face as she struggled with adding details to her short answers and book summaries. Rosa told her teenager, “You need to show your teacher that you fully understand what you read. It helps to pretend like your teacher has never read the story, and it is your job to give your teacher specific details to show her what the reading focused on the

A second grade The mother explained she cannot read or write in the English Language, but her son’s older siblings can and try to help the younger sibling. The two older siblings have been very successful throughout their educational experience and have not struggled as the younger. She stated that her son as no desire to read at home, and completing homework is an everyday struggle with him. This student is in Tier 3 of the Response to Intervention (Mesmer & Mesmer, 2008) process, and has been referred for testing for special education services.

Case Study: Specific Learning Disabilities Criteria Name: Jennifer Birthdate: 12/17/92 Jennifer is a 2nd grader being referred for possible learning disabilities in reading. Jennifer has always attended Sand Hill Elementary and has not repeated a grade. She is eight years old. She has been screened for vision and hearing problems and was found to have normal vision and hearing. Her teachers have described her as cooperative and likable. She does not exhibit behavioral problems.

The paper will examine and appraise a teaching session that I planned and implemented as a nursing student on a cardiology ward, in the form of a reflection what? So what? Now what? (Bortons, 1970). The aim of the teaching session is to provide up to date and relevant information to enable individuals to make an informed choices on there nutritional intake.

Entry 1: Promoting Literacy Development through Writing 1. Instructional Context Genesis is a ten year old African American female and is in the fifth grade. She lives in a low income neighborhood with her Grandmother whom has sole custody. While Genesis’ Grandmother would like to play a more active role in her granddaughter’s education, she works a full time job and has health problems that prevent her being able to drive. Genesis was in my fourth grade Read 180 class and is with me again as a fifth grader. I selected this student because she is strong in phonemic awareness, yet her writing scores are weak and she needs the most individualized support in writing.