Shaine Case Study Module

Tommy R. is a 6-year-old boy and a kindergarten student in a K-8 combined elementary and junior high school in the San Jose greater metropolitan area. There has been a meeting requested by his educational team and parents to talk about his behavior in school and cognitive abilities in the classroom. School staff have been receiving complaints from Tommy’s teacher and classroom staff about not following direction and non-compliance. Tommy also struggles with completing some classroom tasks as well.

Forming and maintaining positive relationships within a school setting is of great importance. To have good relationships with pupils, staff and parents is not only beneficial to the school but also to pupil’s achievement.

❖ A child’s self esteem and confidence can be affected by negative experiences at school or other aspects of their life

During the placement I was able to spend time observing interactions between parents, children and staff. I witnessed many positive aspects in the schools approach to engaging parents and was particularly impressed by their open door policy for parents and the support provided to families in times of need by the learning mentors. As part of the admission process to the school, staff visit the parents and child at home and discuss the implementation of the home-school agreement (appendix 1.b). This agreement sets out the expectations of each of the parent, school and child in regard to their actions and attitude towards their time in school. This is often one of the first interactions teacher and parents have and Grayson (2011) suggests most teachers report these home visits to have a lasting positive effect on the child and parent-teacher relationship. During the school’s inspection in 2014 Ofsted identified relationships across the school and with parents as a key strength.

I set up an interview with his parents to discuss his progress and find out some information about David. A translator will be needed due to his parents not speaking English. I’ve asked the parents how David’s behavior is at home and how his attitude is towards his school work. I also asked his parents how he reacts when asked about his classmates and school in general. Is he excited to go to school? Does he like learning? Does he have any friends he talks to? After this, I discussed how David is in class including his behavior. He tries to participate sometimes in school and just sits quietly at times. I have noticed him trying to work harder and understand certain material. He will try to reply when spoken to in his best ability. When he is in a group whether it’s playing or working on a project he will attempt to converse with the others.

The criminal justice system is composed of three main parts; police, courts, and corrections. Each system has a unique purpose within our society. In corrections, they deal with the individuals who are sentenced whether it be an adult, or youth member. Part of their job is to determine what risk does the individual pose to society, and how does their everyday life influence the choices they make. They use a method called RNR, which stands for risk, needs, and responsivity. This helps probationary officers determine what the offenders case plan will be during their sentence and when being reintroduced into society. Probationary officers also have tools and test to help them determine these factors like the central eight

Regene was a thirteen-year-old, Form one student who had reading and math skills one to two years below grade level. She was failing every subject. Her teachers described her as disruptive and oppositional in the class. She struggles to pay attention during structured and unstructured activities. At home, Regene was rebellious. Her mother had abandoned her virtually from birth. Her father, overwhelmed by his business, relapsed into drug and alcohol abuse. He was frequently drunk and around Regene when he was moody and volatile. She refused to obey his curfews, going to bed late at night and failing to rise for school in the morning. When she fails her exams, her parents yelled at her, “You’re just lazy and dumb, Regene. You will never get a

Sharga is a redshirt senior who has appeared in 33 games for Temple recording 134 yards rushing on 31 attempts to go along with 1 rushing touchdown. Sharga is a beast at the fullback position. He is a strong lead blocker who gets he’s pads low and drives through the defender. He can block on the outside and between the tackles. He can overpower linebackers and safeties and can hold he’s own against larger defensive linemen as well. Sharga a top fullback talent for this draft and he has the size, speed and athleticism to be successful at the next level.

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

The mother reported that Rhaya is currently enrolled in the second grade at Franklin Square Elementary School, where she has been since kindergarten. She indicated that the child has done well academically, with no social problems. Ms. Cardiello reported that there has recently been some issues

Aliza has maintained progress on the goals she had previously met. She continued to make friends at school and have meaningful conversations with them about their similar interests. Mrs. Neumann has provided Aliza with plenty of opportunities to engage with her peers and friends and Aliza appears to be comfortable with having social interactions. Aliza has done well in home and at school with communication.

It is reported by both parents that the children are doing well. Kiran is currently in the second grade at the John Lewis School. There are no reports of academic or social

Child academically successful she received the Presidential Award for a 4.0 grade average, enjoy school, active/energetic, assertive, confident, conveys feelings appropriately, assertive, sure, convey feelings properly, convey thoughts appropriately, cooperative, developmentally appropriately, interacts well with adults and peers. Father involved and retains employment.

Prior to Madison’s attendance within the Commack School District, she was a student at Suffolk JCC Preschool following her medical treatment. She had difficulties in weak motor ability, weak sense of balance and low muscle core. Interactions with other children were difficult and Madison preferred to stay with adults. She has been a student in the Commack School District since Kindergarten. She was diagnosed with her medical condition prior to her primary school education and was classified as Other Health Impaired upon entering kindergarten at Indian Hollow Primary School in 2007. In Kindergarten, Madison received consultant teacher services that provided an indirect instructional support and did not require removal her from the general education classroom. Also, she had related services through BOCES and Metro Therapy that included orientation and mobility services, vision services, counseling, occupational therapy and physical therapy. She was also provided with a health

I am happy to tell that Koushaw has demonstrated very good progress this year. Koushaw has well-adjusted to the classroom routine and structure. In social-emotional Area, Koushaw enjoys his time at school and enjoys playing in small groups, outside as well as inside. Koushaw respects and responds to teacher’s authority. He follows classroom rules and routines well. Koushaw takes care of his personal needs. Koushaw respects and cares for classroom materials. Koushaw shares with his friends and he takes turns. Koushaw plays well with other children and he has developed a positive relationship with other children and his teachers.