The Importance Of Parental Request Testing For Children

From the age of fifteen months through nineteen months Dominic’s physical, social, language and cognitive development has matured. Although Dominic’s physical development has matured, he is below the norms in fine motor development when he makes towers or puts together puzzles; His fine motor skills although match the norms (My Virtual Child). Socially, Dominic gets along with children well although he began to show separation anxiety around eighteen months. Along with the separation anxiety, he is securely attached to both parents yet he is less clingy and is interested in exploring (My Virtual Child). Dominic’s communication skills and language comprehension and production are typically developing. He uses the word me a lot and knows over 50 words which he puts into sentences such as “doggie outside” (My Virtual Child).

Middle school is a period of transition for adolescents. Students are no longer the children were once were in elementary school; they are beginning to mature into the adults they will need to become. Gifted learners at the middle-school level face the same developmental and tasks tasks and challenges that their peers do. Yet, gifted learners also possess traits that are different from their peers, which often make them misunderstood or ignored. The need for teachers to identify these students and differentiate instruction in a way that addresses the needs of the gifted students in the classroom is becoming more crucial than ever.

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.

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.

The experiment started when Karen Lott, the principal of Brennan-Rogers, chose to extend the school day by an hour and 25 minutes. Her reason, she wanted to close the gap between her low performing school and the neighboring high performing schools. The result, Brennan-Rogers School had exhausted teachers and students and the same test results. The question that begged for an answer was why would a principal extend a school day to bring up test scores? In 2010 the Katherine Brennan School merged with other neighboring schools due to federal funding. This merge brought together a low income school with high income schools. The result was devastating for the children. Student behavior was out of control, a student set another student’s hair on fire (Bailey, 2014). Behavior was determined as the cause of low test scores. Only 12 percent of third graders met state reading goals compared to the 57 percent met by the district.

A school psychologist strongly believes a particular child is in need of special services. What is the psychologist trying to control for if he or she uses the most recently normed test available?

The school psychologist then assigns individuals in the student study team to perform certain tests. The psychologist may do four hours of testing broken up over a couple of days, the speech specialist does around two hours of testing and the special education teacher spends around three hours with the child. The teacher and parents provide information about the child. The information gathered include intellectual function, visual motor integrations, behavior rating scales, parent and

The second compliance standard we discussed was “Identified gifted/talented students are assured an array of learning opportunities that are commensurate with their abilities and that emphasize content in the four (4) foundation curricular areas.” She stated that the G/T students are given additional challenging and creative opportunities to master the content. Furthermore, G/T teachers are required to demonstrate the ways they facilitate the differentiated content for these students. This includes participating in projects and fairs, taking field trips, and encouraging student-centered instruction. The last standard we discussed was “A minimum of thirty (30) clock hours of professional development . . . required for teachers who provide instruction and services that are a part of the district’s defined gifted/talented services.” She mentioned that Plummer Middle School provides adequate staff developments for educators who are also given a deadline to complete their certification. Teachers are well informed about opportunities to improve professionally and the principal is keen on allowing them to attend these activities (Texas Education Agency, 2009; M. Studer, personal communication, February 16, 2017).

(2013). Curriculum Issues. Gifted child Today. Retrieved from Education Full Text (H.W. Wilson), Ipswich, MA. Accessed July 29, 2015.

An information letter was sent to families, making clear that the intervention would be delivered during regular class time at no cost to parents, and anonymity would be preserved. Informed consent was obtained. A week before the implementation of the program, the school’s Guidance Officer went to the each Year 6 and 7 class to administer the student’s pre-assessment package during school hours. Each question was read aloud to the group and their understanding of each item checked. Each child, then individually rated each question in their own assessment pack.

Kurtis’ classroom teacher ratings suggest he has difficulty maintaining necessary levels of attention at school. At times Kurtis might disrupt academic performance and functioning of those around him. He is restless and impulsive, and has difficulty maintaining his self-control. Socially Kurtis generally plays alone and has difficulty with social interactions in the classroom with peers his own age. Kurtis has difficulty comprehending and completing schoolwork especially when reading is concerned. When he is having a good day he is more willing to learn and treat others respectfully. Kurtis often struggles with understanding what is asked of him. He needs directions repeated and the teacher utilizes proximity and re-directing as needed to assist him in the classroom. Kurtis’ teacher expresses his concern about his inability to answer comprehension questions and expressing himself. Kurtis’ mother indicates that Kurtis plays with his younger brother and older cousins. During play he has appropriate social skills. At times, Kurtis’ mother, indicated he may struggle with attention. Kurtis’ mother reports that he generally exhibits adequate expressive and receptive communication skills and he is able to seek out and find new information when needed. They read books together and Kurtis is able to answer general comprehension questions. Kurtis is described as being thoughtful and helpful; however, he could always improve his listening skills.

Before the 1950s, most educators and school systems tended to follow Louis Terman’s example and based most decisions about gifted individuals on IQ and scholastic achievement scores. Standardized group intelligence tests, such as California Test of Mental Maturity, were often used to determine IQ. In these tests, educators were looking for exceptional ability in verbal or performance IQ, or a combination of the two. For the final identification, individual IQ tests such as the Wechsler scales and the Stanford Binet were used. Most school systems around this time considered an IQ of 130 or above to fall in the "gifted" range. This information comes from a book by Frederick B. Tuttle, Laurence A. Becker, and Joan A. Sousa (48).

Pupils who exhibit gifted characteristics along with another disability are referred to as ‘twice-exceptional students’ (Morrison, 2001; Nielsen 2002). This term is used in the article that I have chosen to review, which analyzes the responses and perceptions through interview, of one particular individual (Andrew) who was identified as being gifted and talented (G/T) and who had emotional and behavioral disabilities (EBD). What the researchers aimed to accomplish through this analysis was a clearer understanding of Andrew’s community and school experiences, as they stated that there was a lack of empirical data focusing upon pupils who displayed such behaviors.

My case subject is Regina Holms, a second grader, from County Elementary School. Before I interviewed the subject, I received permission for her guardian. During the interview, Regina and I conversed while working on one of the seven Piagetian tasks, the volume task. During this task, Regina’s stage of development was determined.

2) Woodcock-Johnson III Tests of Achievement is norm based that test oral language skill through word identification, reading fluency, story recall, and understanding directions.