As I am sure you know, today we had our first SS assessment. I unfortunately suffer from moderate to severe anxiety attacks and ADHD, which often times can really hinder my studies and more frustratingly, my ability to effectively take tests at times. This was a major issue last semester, which ultimately resulted in me performing substantially below my potential for a variety of reason. Yet, for the most part, I have been able to find a solid system to deal with it all since then. However, today during the exam I had pretty overwhelming anxiety attack as the test began, which made me freeze up and blank on a lot of the knowledge that I had meticulously studied the nights before. Considering there was only an hour to take the exam, by the time I was able to orient myself, I was already behind schedule– which only added to the anxious emotions I was feeling. Like many people, I cannot affectively express myself when I am constantly feeling the pressure of the clock running out and as a result, my final test was extremely rushed, poorly written, and nothing close to an accurate reflection of my knowledge of the material. I’m writing this email to you for a couple of reasons. The first, is that I am wondering if I should reach out to Jason and explain what happened? I have overheard him discuss issues of somewhat less …show more content…
I am well aware of the fact that BU has a specific way of dealing with academic accommodations– I tried to get it last year, but my psychological evaluation was not recently enough conducted to be accepted and it can be a very complicated and difficult process to get another one done in a short amount of time. However, I am in the process of scheduling a new evaluation for my future academic career. I am not trying to ask for special privileges or exceptions, but I am wondering if there is anything at all you can do for me to help accommodate these
This essay aims to explore the characteristics that make a good quality social work assessment in child care. Martin (2010) stated that there was “no single agreed definition of social work assessment.” Coulshed and Orme (2006, p24) did not offer a formal definition but they described assessment as “…a basis for planning what needs to be done to maintain, improve or bring about change in the person, the environment or both.” According to the Maclean and Harrison (2015) good assessments must be “purposeful and timely.” This is because practitioners need to be clear about why they are carrying out assessments and what it is they wish to achieve at the end of that assessment.
The assessment will include a discussion of the problem behavior, the social worker will am to gain a clear understanding of the context of the problem and how it is affecting Mrs. Kay. The social worker will ask Mrs.
The reexamination should start with a formal look at the SSI assessment center results and recommendations. The evaluation should review all of SSI’s results to determine the reliability (Heneman, Judge, & Kammeyer-Mueller, 2015, pp. 327-335) and validity of each (Heneman, Judge, & Kammeyer-Mueller, 2015, pp. 336-348). Mandy should take the information shared by her brother-in-law as the leading factors in the evaluation of the SSI results. Furthermore, interviews with the candidates that went through the program should be conducted to obtain details of the assessment process and their perspectives of the assessment. This will give an inside look into how the assessment is handled and the candidates takeaways from it. Mandy should consult with SSI on their process of evaluations in the assessment center, and request a written report of the complete process from start to
I sit in a dim lit classroom with my classmates all around. I hear the teacher’s raspy voice say “One minute left to finish”. I am so terrified that I might fail. I can’t fail, I can’t go to the Thinning, my family needs me and I can’t leave Jake. I know he will probably be fine without me and move on with his life, but I still like to think that he would need me. I have one more question, I tell myself. Then I will be done and I don't have to worry about the test until next year. Jake also promised me that tonight we would go out to eat at my favorite restaurant, Louie's Cafe. They make the best cheesecake there. It is my favorite thing ever.
An assessment that I always use is Ages & Stages Questionnaires (ASQ). Each child receives this assessment. Working in the W. Children’s Learning and Development Center for the past thirteen years allowed me to use them numerous times and have a complete understanding of each child’s developmental based on the information provided when the assessment is resumed. Starting working there with the three years old for two years, I remember vaguely when we applied the Ages & Stages to them. I am not aware of the questions being asked for that age group anymore. Working for the infants and toddlers for eleven years now, allow me to be knowledgeable about where is supposed to be. I usually use the questionnaire when they are 4, 6, 8, 10, 12, and 14
I am interested in obtaining my masters degree in the field of social work because I am passionate about issues of equality and fairness, and want to be in a position to help out in this area in a constructive and meaningful way. Social workers have the ability to make direct, beneficial changes in people’s lives, often the people who need it the most. It may rarely be world-changing on a macro level, but social work, when done right, can have world changing effects, for the better, on the people it touches.
Yes, ma’am I agree with your assessment. Educators have so much to worry about throughout the school year to make sure students learn the assigned curriculum and pass the STAAR. No matter the subject or grade level one teaches, there is never enough time. As a special education teacher, I must ensure that my students have the appropriate accommodations in place for the STAAR-Alternate assessment as well as proper objectives that meet their individual needs. My paperwork must be as perfect as possible since it can be audited at any time and my certificate be on the line. Furthermore, I worked on my professional counseling practicum this semester. I was saddened to see that our three middle school counselors are stressed beyond words with
Mrs. Davis is an Educational Diagnostician in Colslaw ISD. She is working with a group of school administrators and teachers at Harvey Elementary. This team is sharing and discussing assessment data on several of the special education students that are mainly served in inclusive classrooms and are and are also taking the regular STAAR test. (a) For this collaborative context, identify specific professional roles and responsibilities of the Diagnostician, special education teachers, general educators, and school administrators. (b) Discuss specific challenges and skills that Educational Diagnosticians face in identifying students’ educational needs that are derived from large scale and formal assessments and communicating with
The students with this type of disability exhibits hyperactivity, fine and gross motor coordination, low self-concept, and language delays (Friend & Bursuck, 2006). The type of assessment accommodations commonly prescribed for students with a speech or language impairment are allowing to substitute oral exams with written exams, providing a vocabulary list, allowing the use of calculator, private location for testing, modify the length of the test, substitute oral project presentations with written presentations, and allowing extra time for assessments. According to Friend and Bursuck (2006), one critical element in testing students with disabilities is ensuring that the test results reflect their knowledge and skills, not their
When I took the self-assessment test I got one personality type as my highest of all six personality types . The personality type that I scored the highest was social, and it matches perfect with the kind of work I envision doing it in my future. I was not surprised when I got the highest in social because I think this is how friends and loved one’s see myself when I am around them. For instance, they describe as me as a person who value helping others even if I have to go out my way to provide others with what they need. Friends, and close ones always says that I am a caring person who listen and take people’s problems very seriously. Something else that they about myself is that I am good at giving people advice or direct them to the right path. Moreover, my coworkers and friends always referred to me as a someone who is always willing to take new challenges and that I am good at sense when something's not right for them. All of these traits that people say I have are similar to the qualities and skills that social workers in general need in order for them
That night my sister revealed to me that she also suffered from test anxiety at my age, she gave some helpful tips to help relieve my stress. After listening to my sister, I realized that she was right. I needed to take charge and not listen to the voice in my head. That night I got out all my study guides and reviewed went to sleep early, woke up and ate a good breakfast. I felt good that I was ready to get over my fear of taking a test.
Pierangelo, R. A., & Giuliani, G. A. (2013). Assessment in special education: A practical approach. (10th ed.). Upper Saddle River, NJ: Pearson.
“Yep,” I responded, “I just studied for a little bit longer.” Feeling more confident that I was going to pass the test, my stress levels started to fall. Then the day of the test came. The first test I had to do was piano technique or playing the piano. The test was located at another teacher’s house, which was about half an hour away from my house. During the drive, my heart rate started beating faster and faster, until it felt like my heart was going to burst. My dad, who noticed that I was stressing out said, “Calm down Andrew, there’s nothing to be worried about.”
My experience with school was very challenging and overcoming my personal struggles was not an easy feat. I started Kindergarten with an Individualized Education Program (IEP) and I’m thankful that my preschool teacher recognized my learning challenges and encouraged my parents to have me evaluated. We found out that I had ADHD and learning disabilities that would make academic achievement a challenge for me. More specifically, I had difficulty decoding words and pronouncing some letter sounds such as “R’s” and “W’s”. As a result, excelling in school was a challenge due to my disability and the reaction of other students to my disability only made it more difficult.
However, as I have grown professionally, I have become more eclectic in my assessments. I now incorporate a student-performance, along with test of the material presented, and a humanistic approach on how my students are impacted by the grades they receive. For instance, my Asperger student, Lukas, needs his assessments to contain fact-recall questions, and essay questions need to have step-by-step answers. He does not perform well if questions regarding interpretations of emotions or non-factual data of information are part of the assessment.