Richard 's Behavior At School

N.E is a ten-year-old boy who attends 4th grade at North Bergen Elementary School. N.E is a very intelligent and creative boy that needs extra help to achieve his academic and social skills. He has little motivation for school achievement, with problems in independent reading, math and classroom behavior. He demonstrates a poor approach in working in a group, usually instead of working on assigned task, he talks to somebody when it is prohibited, playing with his hands or objects, making noises, calling out and looking around. The student gets easily frustrated and cries when he realizes he is having problems with his schoolwork, especially, in the subject of mathematics.

Consistent with classroom performance, testing indicates that Tyler is currently performing below grade level in reading and math. In the classroom setting, he shows difficulty processing information. Tyler’s teacher observes that he has trouble understanding concepts and learns at a slower rate. His performance is noted to improve when he is placed in a small group

After successfully completing his five first academic years in a public school setting, Jerry was diagnosed with several medical problems. The diagnoses were attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), and a conduct disorder (CD). Afterwards, the team that conducted Jerry’s Individualized Education Plan (IEP) decided to place Jerry in a special education setting. The special education team decided that he would be considered successful if he achieve to follow instructions from his teachers 80% of the

Tommy’s educational team has provided some information that will be very helpful in determining where we go next with his behaviors. The staff have specific issues with him during circle time. He is non-compliant and non-engaged during this time. It was said that Tommy has limited attention abilities and has a hard

A. Case: James had a very difficult time in Kindergarten. He could not perform simple functions such as cutting, drawing, and writing. His teacher said that he had trouble staying in his seat and paying attention. Instead, he often spent his 4 hours a day in class laying on the floor under the table or wandering aimlessly through the classroom touching everything. James was unable to stay on task no matter what he chose to do.

Even with the extra help, throughout some parts of his day, Andy still can’t concentrate and focus properly. Both Ms. King and Mr. Baker have noticed a change in Andy in three certain areas: his behavior inside the classroom during seemingly challenging moments, his social skills regarding him interacting and communicating healthily with his peers, and of course, his academic abilities. For example, quite often during a class read-aloud, Andy will often yell out phrases such as, “I don’t understand this book,” “where are we? I’m lost,” “this book is

Prior records from Richard’s Individualized Education Plan (IEP; completed August 21, 2015) and from a mental health evaluation (completed by NARBHA December 15, 2015) indicate Richard has displayed a variety of mental health symptoms including a sense of hopelessness,

In this mock IEP meeting, we examine John Grohman from Kelsey Elementary School. John is a 2nd grade student who has Asperger’s Syndrome. He is a student who has extreme behavioral problems. John’s parents are extremely concerned about his behavior at home and at school. In this mock IEP, we look at John from his parents, special education teacher, administrator, general education teacher, and evaluator; to get a better picture of what is needed to help John be successful.

When looking into 16-year-old Richards case a few details stand out instantly. Richard has not talked to his biological mother in a couple of years and has had no contact with father. Moved from living with his Aunt Mavis into foster care due to being unable to follow rules and losing his temper often. According to the Mavis, Richard has a hard time sustaining attention, he is easily distracted, talks and interrupts others in class. This shows signs of ADHD which is “identified by the symptoms of hyperactivity, impulsivity, and inattention. When the main symptoms are inattention, distraction, and disorganization, the type is usually called primarily inattentive. The symptoms of hyperactivity and possibly impulsiveness appear to diminish with age but are seen in the primarily hyperactive/impulsive type” (Berger, 2014).

Contrasted with the previous placement, the composition of students was generally the same ability level, however they were considerably less inclined to have conduct concerns. In this classroom, there were tw0 children who received SPED instruction for reading, and two more for Math, and two more who received accommodations for both, totaling 6 students. One student was medicated for ADHD and was able to manage his behavior with support from myself and my cooperating teacher. At that point in time, I did not have students who qualified for any programs such as PASS (Positive Approach to Student Success), so my teacher an I elected to utilize the ACEs (Adverse Childhood Experiences) philosophy in order to address concerns about behavior or academic performance that could be linked to a traumatic or chronic life event(s). All of these processes come together to support Bailly’s commitment to developing responsible leaders and

Critical Facts-- During most of his years in the Fairfax County school system, Edward Springer demonstrated no need for special educational services. Although Edward continued to score in the average to superior range of intellectual ability on standardized tests, Edward's eleventh-grade performance suffered because he cut class and frequently failed to complete assignments. The SRO pointed out the abundant psychological evidence that Edward did not have a serious emotional disturbance.

In fourth grade, Morgan improved her reading skills as she demonstrated a good understanding of written materials and vocabulary words. She ended her fourth grade year with a 89% in reading. Furthermore, she maintained an ‘A’ average in writing, spelling, and mathematics. Morgan also demonstrated work habits and study skills that exceeded grade level expectations. Her fifth grade teacher commented on her report card that she took great pride in her work and showed growth in all subject areas. Morgan’s report card indicates that she was absent a total of 11 days during her fourth grade

A collateral interview was conducted with M.S. 54 Booker T. Washington Middle School. It is reported by Mr. Gongaley, Ms. Kirk, Mr. DeLuca and Mr. Behar, that Rafi has been doing very poorly academically the entire year. The child rarely submits homework, does not complete assignments and needs constant refocusing. Although he was with offered the opportunity to go to an afterschool homework program, he does not go often. It is reported that the child needs someone with him in order to reach specific educational goals and in order to complete assignments. He is currently in a class with two teachers, one special education and one regular teacher. In order to help him succeed with an assignment it is necessary for teachers to work closely with

Cintron self-report indicated he was diagnosed with ADHD which is associated with reduced school performance and academic attainment (GAI-91). On interview the client mentioned he received an Individualized Educational Plan (IEP) and was awarded extra help during class. As a result, he was placed into smaller classes. Mr. Cintron weaknesses were mainly on the Arithmetic, as he stated “I don’t know” and randomly responded to questions. Also, on the Vocabulary task as he stated “I don’t know,” to certain words. Nevertheless, Mr. Cintron strength was showed on Visual puzzles. He was observed taking his time as though he was mentally rotating the pieces. It should be noted that although this was a timed test, Mr. Cintron was not made aware, this may have contributed to his performance and decrease in anxiety level.

EE107 is a 12 year, 3-month-old girl in the 5th grade student at ABC Elementary School. She previously attended Pitt County schools. EE107 has a history of frequent absences. She was retained once in kindergarten and for a portion of her 4th grade school year, was placed in a transition classroom. EE107’s scores on her 4th grade EOG tests and her math and reading iReady assessments indicate that she is performing below grade level and will need intensive academic support. Her teachers report that she has significant academic challenges. She struggles with basic reading and math skills. They also noted that she has trouble applying her knowledge to problem-solving scenarios. Her teachers report that EE107 is a hard worker and is well-liked