Veersyrus Research Paper

Ms. Foster teaches a self-contained classroom of ninth to twelfth graders. Her students have mild to moderate cognitive disabilities and one student is considered autistic although at a high functioning level. Ms. Foster’s students move to other settings throughout the day, but they receive reading and writing instruction from her. She has one child who is considered ESOL but he has been in the US since he was small and does not appear to have problems with English.

I am reaching out to you because I have some major concerns with my son Braydon Thorman's education. Braydon is in Mrs. Kuithe's 3rd grade class. Braydon seems to be struggling A LOT. Braydon is a very bright kid and that is one reason I am so concerned. Braydon has ADHD and has been diagnosed sence kindergarden. He struggled mostly with being still in KG and first grade. second grade was great, we did have handwriting issues. This year however is such a set back. This is Braydons first year of getting grades and such a transition, a very very hard and stressful transition. When I first saw signs of this I requested a meeting with Mrs. Kuithe and Mrs. Montgomery. I felt good about that meeting. I felt like we really hashed out some of my concerns. He almost made honor roll, then

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

Currently I work at a school that I have been at for the ten years. As a former Special Education teacher and second grade teacher, I have been able to view the academic picture from multiple vantage points. As a campus, we have consistently seen success in the area of math, however, reading has been an area of inconsistencies. When I began to look at data from recent years I noticed something in particular regarding third grade.

Setting: I observed this fourth grade student during his English Language Arts block for 45 minutes. The class consists of 22 fourth grade students in a student-centered classroom. During my observation, the students collaborated with other students while the teacher conducted a guided reading group. Students were on computers, writing and reading to respond in a journal. Three days a week this students is pulled out of the classroom for a 30 minute Fountas and Pinell Literacy Intervention due to the Tier 3 instructional level.

Ja'mari is a 3rd grade student attending Lake Forest Elementary Schools of the Art and Sciences. He participates with non-disabled peers in an inclusion classroom for the majority of the day. He is a very sweet and kind student who is willing to work on any task that is given to him. Although Ja'mari is willing to work on any task,he struggles to be confident and social with his peers and adults. He requires prompting, verbal encouragement, one on one support, task adaptations to complete assigned task. According to his recent I-ready results, Ja'mari overall scale scores increased from 404 to 449. He made a 44 point gain. He is making tremendous progress. His strength is in Phonological Awareness. He tested out. Ja'mari has demonstrated the

The turret top card table from the Verplancks family of New York City, dates far back to 1765. This meticulously crafted table is made from mahogany, mahogany veneer, birch and tulip poplar, with dimensions of 28 7/8 x 37 x 38 inches. The table was used for leisure and not eating. Therefore it is apparent that the Verplancks were very wealthy, for they owned a table for pure leisure when most poor and middle class table could barely afford one or two tables to eat on. The table was also crafted from mahogany, a very expensive wood that only the elite could afford. Lastly they has a whole other room for leisure, which also illustrates how wealthy the Verplancks were. Since they were wealthy, yet are immigrants, it is likely that James De

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

In regards to the reading program it is appropriate for each special education and at-risk student. The reading program is implemented with specifications acquiescing to their individual education programs (IEP), and recommended reading levels. Although the students are working together in a small group in the second tier of the intervention process, each student progresses according to individual achievement based on goals designated in their IEP, and teacher recommendations based on their current reading grade level. The individual responsiveness of each student determines whether they transition to the third tier of the RTI process, or if they are able to appropriately progress at the current level of intervention. Presently, the two at risk students have maintained the status quo, not progressing sufficiently, and have

RTI provides the framework for reading instruction at Newsome Park elementary School. Due to limited resources and a burgeoning population of at-risk students RTI is not implemented in mathematics or content areas. A school wide positive behavior intervention system is in place. Every student in second grade is screened using the Phonological Literacy Screening (PALS). This data is used to identify instructional reading levels, and spelling/phonics knowledge. PALS assesses accuracy, fluency and comprehension. However, the comprehension assessments are not considered rigorous enough for an accurate assessment of this skill. Additionally, students are screened for sight word recognition using the Fry word lists. The results of these screenings guides development of small groups, identifies students for the most intense levels of intervention, and serves as a basis for goal setting. The full PALS is administered in the fall and spring (Newport News Public Schools, 2015). An additional PALS assessment is given in mid-year as a diagnostic. PALS quick checks, Fry word lists, informal running records and DRA’s are administered throughout the year to monitor progress and set new goals (Newport News Public Schools, 2015). This is all in accordance with Virginia’s Response to Intervention Initiative. This initiative establishes a multi-Tiered system of interventions. The initiative states that typically 5- 10% of students would receive Tier 3 instruction, 10- 15% would receive Tier

Michael is a 6 year old first grader at Stillmeadow Elementary School in Stamford, CT. According to Michael’s kindergarten teacher, his current DRA level is 14, which is above the benchmark for students at the start of first grade. The benchmark DRA level entering first grade is level 6. In kindergarten, Michael’s teacher consistently provided extensions for assignments in addition to homework more challenging than others in class, as she found he would typically finish work quickly and stated he was bored. The purpose of testing Michael was for enrichment. The reading interest survey revealed that Michael enjoys reading nonfiction books and books with humor. He also stated that he loves to read and becomes uninterested while reading books

Response to Intervention, RTI, has the potential to improve struggling readers’ education. When used in providing early intervention, RTI ensures that all students are given high-quality research-based instruction with a curriculum that is practical, but also rigorous. It can curtail the development of substantial reading difficulties, and reduce inappropriate referrals and placements in special education services. The scenario provided does not give enough crucial data needed; therefore, we can only assume without progress monitoring and assessments. Progress monitoring data is used to determine whether a student is responding successfully to an instructional approach, and it can be used to decide if the student is meeting grade-level expectations

Aidan is an11 year old boy in the 6th grade at Valley Central Middle School. Aidan was initially referred to CSE in November 2010 during kindergarten. Aidan was born premature at 33 weeks and had difficulty breathing upon birth. He was prescribed medication during infancy to mature his lungs. Aidan had significant communication delays and it was noted that Aidan utilized gestures to communicate. Aidan’s academic testing indicated very low reading and math skills. His cognitive testing indicated that Aidan’s overall cognitive skills are in the very low range. Aidan’s speech evaluation results indicated receptive and expressive language skills in the very low range. Aidan demonstrated difficulties with pencil grasp and did not demonstrate a

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

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.