Reason For Referral - Original Writing

Yanni is a 9th grade student who has difficulty keeping up with classmates of the same age in a developmentally appropriate learning environment. Yanni has extreme difficulty with comprehending what he reads. Since he doesn 't monitor his comprehension when he reads, he doesn 't recognize when he is "getting it" and when he is not. He works at a much slower pace than other students and requires extra time to complete certain tasks; he never forgets to do his homework and has no difficulty with planning. Yanni has a hard time remembering information - memorizing is very difficult for him. This leads to poor recall of facts, as well. Yanni prefers math to ELA. However, he continues to need encouragement in math. He often gets confused in math and cannot communicate his thinking. His basic math facts are not yet in

Based on Crystal's current levels of functioning in Mathematics, Crystal has been able to make progress in the general education setting with a limited understanding. Crystals basic math skills and problem solving skills may cause her to not understand mathematic process if they are involved with these essential skills. Based on interaction and informal observations of crystal in both Special and General education settings, Crystal struggles to complete operations such as long division past a decimal, multiplication with regrouping and skip counting by numbers as low as

According to Table 1.2, the following categories fell within close range to the mean: number sense, attends to print, basic reading, articulation, communication (receptive), matching, pre-writing, colors, and shapes. It is evident through this data analysis that most students are at the emerging stage of ability levels, implicating that they require some level of prompting to ensure they produce a correct response. It is concluded that students require continued instruction with addition, reading, and working independently are skills that require continued instruction. Division, multiplication, graphing, and telling time were areas that all students found to be the most challenging, thus these findings confirmed my original assumptions,

This October 2017, practicum observation at Sharpsville Elementary consisted of a third grade Math Assessment interview and observation. The third grade teacher works on formative and summative assessment in the math class. The teacher uses different ways to assess students in the classroom. In most cases, whether the child is above level or at the level where the child should be she has many options and strategies on how to solve mathematical problems as a whole-group or individually. This reflection will discuss the formative assessment, summative assessment, how students respond to the instruction, and a student interview observation..

She has difficulty time with the concept of subtracting larger numbers, for example, 20-4. She, also, struggled in understanding word problems and keywords in the word problem to understand if the math problem is addition or subtraction.

Based on the recent administration of the WJ-IV, Madilynn performed in the Math Calculation Skills cluster with a standard score of 96 (Average when compared to same age peers). On the two subtests within the Math Calculation Skills cluster Madilynn achieved the following: Calculation-90 (Average) and Math Fact Fluency-130 (Superior). When tested on three tenth grade level algebra related exams, Madilynn received an average score of 83%. When tested on three tenth grade level geometry related exams, Madilynn received an average score of 77%. Additionally, her teacher reports that there is slight difficulty with geometry word problems and following step-by-step directions in the math textbook, but these issues are predicted to be related to her reading skill and not math skills. On a timed test containing one hundred double digit problems (multiplication, division, addition, and subtraction) Madilynn was able to correctly answer 89 out of the 100 problems within 4 minutes. It has been observed that Madilynn often counts with one hand and/or taps the desk/table to aid with counting numbers. The team agreed that there are no apparent needs or concerns in math (with the exception of reading geometry word problems and directions) that need to be

Ella is currently receiving services in ICR (Inclusion) Math class. Based on the result of the i-Ready assessment administered in October 26, 2016, Ella's overall performance placed her at a 4th grade level. The result shows that Ella is able to round whole numbers from tens to hundred thousand, divide up to four-digit numbers, compare and order decimals, read and write decimals, read and write decimals to rhousands in standard form, word form and expanded form, express fractions, solve problems involving partitioning in equal groups, identify multipples of whole numbers, identify factor pairs of whole numbers up to 100, tell time to the minute, choose ounces, pounds or tons to measure weight, cover a plane figure with unit squares

Through the results of this process, it becomes apparent that each student is on their own level, and ability to, comprehend and process mathematical problems. With that being said, each individual needs their own individualized instruction to be most beneficial in the future. The teacher after reviewing all the data would need to individually discuss with the student what is their strengths and what is their weaknesses and focus future teaching to what the majority of students are struggling with, based on the results it is just sign recognition, and what the sign

These samples of student’s work support the standards 3.3 and 3.5. For addition, subtraction, multiplication, more or less, and word problems, the student has learned how to do these methods through visual, audio, modeling, guided practice, and individual practice. When teaching the lessons, I used modeling, visual and audio instructional strategies. Once the methods were taught, the student did guided practice and then individual practice. For this student I start with addition problems because they are something he enjoys doing. Once he has done some, I am able to have him complete less desired tasks such as subtraction and word problems.

This is my first time teaching students that were not kindergarten. From my observation, the math program seemed one-sided, more teacher-centric. The only question I would ask about the math instruction is the following: Is the purpose of the teacher-centric style because the students are approaching the STAAR test so the teacher is teaching key components that will appear in the test? I distinctly remember hearing Mrs. Sweet telling her students if they remember some strategies she has taught them. That is a possible indication that her previous classes probably contained student-teacher interaction, clearly, that is only an assumption. However, I do see Mrs. Sweet calling a small group of students to the back of the room where she gives them one on one instruction to include various strategies to help them be successful in solving the problem. Then she will go to the front of the class and give a quick run-down of the day's lesson. Mrs. Sweet does emphasize to the students that when they take the STAAR test, they should be mindful of the different strategies they have learned,

Janet is experiencing academic difficulty in mathematics and timed tasks, however her language skills (vocabulary and comprehension) appear to be strong, yet her parents feel it would be best to evaluate Janet in order to draw on her strengths and help pin point her limitations. As the psychologist that will be evaluating Janet, I will be administering the following tests:

Mrs. Cartwright, Gianna’s general education teacher, reports that Gianna’s academic skills improve when tasks are broken down into smaller parts and she is provided frequent opportunities to practice a skill over time. Furthermore, Gianna benefits from math fact charts and having tests read to her.

Shelby’s overall ability is 106, which is a score that falls into the average range. Her ability to handle tasks across various areas of learning fell within the average and high average range. Due to the variability in her scores a better representation of her true ability would be to focus on her specific abilities. Based on her referral and the given data available Shelby 's abilities should be closely examined to understand why she has been experiencing difficulty with her math skills. In the classroom Shelby performs at the same level if not higher than her classmates. She receives letter grades of 89% to 98% across all subject areas. Shelby needs assistance practicing her Calculus skills and gaining an in-depth understanding of the material. To best accommodate this student her cognitive abilities should not solely be summarized using this data due to significant variability within subsections of the tests.

I am worried about the young adults that are dealing with Mental Health disabilities that are even pregnant and some are even homeless in this area of Springfield Massachusetts which I reside. Ages ranging from middle school age straight through high school age. There are many different agencies that help those in need of a shelter. Although after a young adult decides to sign themselves, out of the DCF- Department of Children and families. It’s very hard to find an agency that will take a consumer without a referral, which is like a clearance from the previous if you will. I know this because I am a foster parent as well as some of my close friends even some being Social Workers and this is something that I hear quite often

[“Everyday Mathematics” is the math curriculum the school uses currently. The 5th grade general education teachers do not follow this curriculum. They develop their own lesson plans every week and align them with Minnesota Education Board standards for the 5th grade. I have developed my lesson plans keeping in mind my focus learner’s annual math IEP goals. Since there was no specific textbook used to teach math, I decided to base the content of the learning segment based on a research-based intervention called “Solving Math Word Problem: Teaching Students with Learning Disabilities Using Schema-Based Instructions done by Asha K. Jitendra in 2007. The features of the above evidence-based intervention align with state and national standards,