I Use One Person From My Internship

The administrator must be an individual who has had proper training in administering and interpreting norm-referenced educational and psychological tests; however, it is not required the individuals has a Doctoral degree (Pearson, 2009b). Materials needed to administer, score, and interpret the test include: the stimulus book, record form, response booklet, word card, pseudoword card, audio CD, Oral Reading Fluency, CD player with speakers, stopwatch, blank scratch paper, pencils without erasers, and an optional audio recorder (Pearson, 2009a). The administration instructions are conveniently written in the Record Form, which increase the ease of administration. The instructions were thoroughly analyzed to minimize misinterpretations and misunderstandings that could lead to a lower score (Pearson,

Ms. Foster teaches a self-contained classroom of ninth to twelfth graders. Her students have mild to moderate cognitive disabilities and one student is considered autistic although at a high functioning level. Ms. Foster’s students move to other settings throughout the day, but they receive reading and writing instruction from her. She has one child who is considered ESOL but he has been in the US since he was small and does not appear to have problems with English.

The Reading Comprehension section, Jason was incapable to answer most of the questions after reading short passages. He seemed very frustrated and didn’t want to continue answering questions. During the test, the student asked me to stop the test. We kept going until he couldn’t answer anymore. He finished the section in the 4th percentile and his standard score was 74.

Given the varying methods used to determine the presence of a specific learning disability, what conclusions might the team draw from the Response to Intervention description and the

The Special Education team for learning disabilities will test the student. These students have shown signs of continuous problems with interventions in place. Psychologist, psychiatrist, and any other testing will be conducted with parental consent have evaluated the student. Parents will be mandated to attend all assessment evaluations and the team shall review the findings for referral back to tier two or upgrade student to tier four for special educational services based on educational or problematic behaviors.

Learning disabilities:- Initially assess the level of understanding and speak at the appropriate level without using jargon, allow time to respond and if necessary repeat, used closed questions and picture cards.

Karyss is a 2nd grade, who has repeated second. She will be turning 8 in August. She has an individualized education plan in place to support her writing and reading comprehension. As of April 29th, she started coming to for support with number sense, multiple step word problems and fact fluency. Her math grades have been three all quarter long. Cognitively, she has an even profile: General Conceptual Ability = 95 Average, Verbal = 96 Average, Nonverbal Reasoning = 96 Average, Spatial = 98 Average. These scores show that she has the ability perform on a grade level task. On the Second grade CASE 21, which is a county benchmark assessment she scored two at 39%.

Process of Determining if a Student has a Disability and the Responsibilities of the Teacher

Paula is apart of the target student group in her class. She does lack the cognitive capabilities as her peers in the higher cognitive functioning groups.Though Paula does show eagerness to perform as well as her other peers, there are many things, including her low cognitive ability, that keeps her from catching onto the information he is taught. During the initial pre-test, Paula, scored with a 33.34%,one of the two lowest scores in the class. Like her peers, Paula was not able to finish the test, and the test fairly measured the information that she was able to answer before getting highly frustrated with the pre-test like her peers. Paula was able to correctly identify the questions that asked about the needs of a plant. Paula was

155). There are many types of tests and approaches to cognitive assessments depending on the age of the person and symptoms currently experienced (Cordell et al. 147). These assessments are combined to ensure that there is a clear reason for concern, however, in the film, simply memory testing is done. During sessions with a neurologist, it is important if an informant, someone who has witnessed the change in cognition, is present during the diagnostic process (Cordell et al. 147). After informing Alice of this, she, alongside her husband, is tested through the repetition of sentences and ability to memorize a name and address. Alice’s neurologist merely tests her memory, while excluding other important examinable areas. If the cognitive assessments cause further concerns, a full dementia evaluation is conducted (Cordell et al. 147).

In the first paragraph there is mention of As a someone who worked with DHH students and was required to interpret and or proctor the state mandated tests, I feel the same sentiment you shared in the first paragraph. Especially, since these tests are set up in a way that often sets students with special needs (DHH, LD, ESL) at an extreme disadvantage. In an article about differentiating instruction and Deaf learners, Martin (2010) illustrates how the questions format for standardized testing are difficult for the students to answer and/or understand. Which I believe are applicable to other students with various disabilities.

Daniel is a five years old male student at Desert Springs Preparatory Elementary School, in the SunKids preschool program, this is his second year with us. Daniel, since a month ago, had an IEP for social, and speech and OT as a related service. He identifies with Asian/American ethnic category and speaks only English, which is the language spoken at home. He was on a daily behavioral intervention based on a thumbs up/down checklist, and the OT and Speech specialists were coming once or twice a week to work with him. Currently Daniel had formal assessments administered for his evaluation. His teacher used BASC3 assessment, and the psych, speech, and OT, did also at least 3 of them. His scores were amazing, and he test it out of Special Ed.

Memory concerns. At this point, he would like to hold off on any further testing, which we discussed what could be done. He would like to see how he does with working on his mental health issues and will let me know if he would like to look at that further, if he is finding it to be more of an issue. I have asked him to do a B12, which was omitted from the original lab slip order and again he will be contacted with those results when available.

Zachary, along with every other public school student takes Maryland School Assessments (MSA) in order to determine whether or not his reading abilities are equivalent to grade level standard scores. Zachary’s teacher, Mrs. Mason, expressed concern about Zachary’s low achievement in a variety of subjects, specifically in English and Literature. Mrs. Mason referred Zachary for extra assessments and requested that an intervention plan be created for him if necessary. In addition to the MSA tests, Zachary also administered the Test of Auditory Processing Skills, in order to rule out any potential auditory processing or cognitive problems.

After a student is suspected of having a disability, a multi-disciplinary team typically meets to determine whether an evaluation is warranted. If the team members decide the student should be evaluated, the school must obtain informed consent from the student’s parents before any personalized testing occurs. However, if parents refuse consent for the initial evaluation or fail to respond to the request to provide consent, the district may file a formal complaint with the state education agency to resolve the issue and possibly to authorize an evaluation. Evaluations must be completed in a timely manner, usually within sixty days of receiving parental consent.