Reflection On My Internship At Tenaya Middle School

In this particular assignment, I worked with a 20 year old female name Sabrina. While completing this assignment, I used Sabrina’s descriptive evaluations of her educational progress including; data summaries for IEP goals and objectives and an ecological inventory in the form of a parent interview was used to identify sills for assessment. On August 26, 2016, the parent interview sheet went home to her parents. The interview sheet included five questions on things that are important to Sabrina including her current skills, skills used or needed within her home environment, and what is important to her parents for her future. The parents’ preferences for Sabrina’s skills development were taken into account for her current IEP goals and objections. To complete the chart, more information was needed in a few areas. These included: 1) clarification of the type of symbols and symbol format for Sabrina’s communication; 2) an assessment in Sabrina’s current skills in the area of vocational; 3) an assessment in Sabrina’s current skills in math and money skills; 4) an

The student assessed is a fourth grade caucasian female. She is nine years and ten months old and is the youngest, only girl of three siblings. Her brothers are in high school and junior high. This is her second year in our school district, she attended a private Christian school from kindergarten through second grade. Her mother is a first grade teacher in our district and father is a diesel mechanic, both parents live at home and are active in her school life. She has a love for creating and has shown this in her school work as well as her non school activities. She is constantly creating fashion items from random household objects, is writing her own stories, and videoing her daily life as well as creating songs and jingles to narrative her thoughts. She has a natural drive to entertain people and is very focused on improving her skills as a creator, fashion designer, writer, and future youtube entertainer all of these reasons are why she was chose to be evaluated.

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

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%.

History: This student has been on our campus since Kindergarten. At an early age, he was brought to the Response to Intervention Committee for behavior concerns in the classroom and bus. Over the years his behavior has had its positive and negative effects on his academic areas with a large concern in English Language Arts. He has been a Tier 2 or Tier 3 student in reading since first grade. He is currently receiving a reading intervention, however at the fourth grade level there is an urgency to provide an intervention in writing.

Currently, Jaikayliah is enrolled in school full-time at Churchland Middle School. In the last three months, Jaikayliah has attended school regularly, but there has been intervention by school administration. Jaikayliah is currently failing math and physical science. She has A's in academic lab and health and physical education. She also has C's in English and US History. Jaikayliah is currently not involved in any school activities, but reports an interest in participating in track. Jaikayliah believes school is beneficial to her and her placement at Churchland Middle School is appropriate. Mr. Wilson reported historically Jaikayliah has done well in school and has never repeated a grade. Jaikayliah has a history of requiring mediation from school officials and being defiant. Her defiance is usually in the form of verbal disrespect or

Antazia is working to complete grade level work. Antazia has reported behavioral issues. Antazia’s number of referrals decrease during this period. The school has reported Antazia’s behaviors include verbal and physical aggression towards peers and adults, defiance and refusal

EE107’s teachers referred EE107 to the Determination Team. EE107 was retained once in kindergarten and placed in a transition classroom for a portion of her 4th grade year. She currently receives math and reading interventions. However, she is not responding to the interventions based on progress monitoring data. Thus, the Determination Team has requested a comprehensive evaluation of EE107 to assist the team in determining whether or not she would qualify for assistance through the Exceptional Children’s program.

James is a second grade African-American student who attends school in an urban community he struggles with keeping his schoolwork and homework organized. His teacher reports he has problems listening to instructions in class and constantly interrupts classroom lessons. His parents and his teacher both reports he has behavior problems and has problems playing with children in his age group. His mother at first believed his behavior was typical for a boy, however she has expressed concerned with his behaviors because constantly fidgets and moves about. His mother is also concerned with his social skills because he has only two friends and she states when in public with her so, he lacks appropriate social skills, he runs about and climbs on objects such as handrails all the time. According to school records his teacher last year referred him several times to the school counselor for failure to remain in his seat and disturbing the learning environment, his 2nd grade teacher is reporting the problems. Due to his inability to stay focused and organized, James grades are fair but could be much better if he completed assignments on time and actively participated in all classroom activities. His teacher has referred James to the school counselor for help with his behavior and academics.

Denied. On April 20, 2105, a date agreed upon with Travis’s mother, the parties attended a ARD committee meeting to discuss continued placement and services until such time that a comprehensive evaluation could be completed. At this time, the District has assigned approximately-trained professionals to conduct the agreed-up and parentally approved assessments. Once the assessments are completed, the ARD committee will appropriately consider the results and develop an appropriate educational program reasonably calculated to provide Travis with educational benefit in his least restrictive environment.

I inquired about her experience on the campus of SUNY Old Westbury. I questioned are interactions with students, faculty and

During both my internship and my pre-internship classroom experience, I have had students with suspected Fetal Alcohol Spectrum Disorder (FASD). One was in the process of being diagnosed with Alcohol Related Neurodevelopmental Disorder, the other was suspected to have partial Fetal Alcohol Syndrome. Though both students were quite different, they did share some commonalities. Both had trouble with following directions and trouble with memory. I also had trouble reaching both in the classroom as they needed more individual instruction than I could give them. There were often times I felt like I was making no difference at all, which was devastating as a teacher. These students though the most challenging have made the most lasting impact

Currently, Keshawna is enrolled in school full-time, as a 9th grade student at East End Academy in Newport News, Virginia. She is there through the Virginia Independent Clinical Assessment Program (VICAP) process, and she is receiving day treatment services while there. In the last three months, Keshawna has some full day unexcused absences, and there has been intervention by school administration. Keshawna's performance at school is not promising; she is averaging C- or

During the 2012-2013. 2013-2014, and 2014-2015 school years, the Student passed the State of Texas Assessments of Academic Readiness. After reviewing all of the evidence, it was finally concluded that the Student did not need to receive special education services. The argument the Students parents were making was that ECISD did not evaluate the Student for an IDEA disability. However, the Respondent’s evaluation and application was done in agreement with the IDEA. Evidence also showed that the Student did receive educational benefits from the school’s regular education