Description of meeting: The meeting is an Invention & Referral Services (I&RS) Meeting (Teacher’s Meeting), and took place in the Conference Room at the Emerson School. Objectives of the session/contact: To come up with interventions and referrals for the discussed student, MN, at the meeting, based on his academic and behavioral performance in their classes. Individuals at meeting: School Social Worker (field supervisor), MSW Intern (myself), Ms. Rupman (teacher), Ms. Hackett, Ms. Washington, Mr. Bayas, Ms. Hunter (Nurse), and Ms. Mascola. Previous to the meeting: My supervisor informed me who the student in the Emerson School will be at the Invention & Referral Services (I&RS) Meeting, and what is to be discussed. There would be discussions …show more content…
The meeting’s focus of discussion is on a student from Ms. Rupman’s class (Melvin N.). Before the start of discussing the behavior and academic performance of Melvin, my supervisor gave a brief discussion on an Invention & Referral Services (Parent Meeting) that was held on October 6th on the student, NF. This meeting involved School Social Worker, NF’s mother, Ms. Hunter (Nurse), and I being …show more content…
Rupman, explains to all at the meeting of her student’s academic and behavior performance in class. He is disruptive in class, by not staying seated in his seat. He has a low level of being focused in class. Ms. Rupman checks his work to see if it is being done. He is able to work with the other students in his class to help him. When completing any test in class, Melvin takes a while for it to be done. He sits in front of the class to maintain focus in what is being taught. He does his work, but is usually copied work from other student’s in class. His Math scores are high, but makes mistakes, and has a hard time remembering to write his answers on paper. He enjoys participating in Math, and is able to give a verbal response, than a written a written response. He has the ability to complete simple Math. Observation during the meeting: As I was listening and recording what was discussed, Melvin does have some difficulties in his academic and behavior performance. On the positive aspects on what was stated about Melvin, it appears that he is a bright student in class. He may be disruptive in class, but he has an interest in the subject, Math. From my observation, the student is trying his best in his work. He just needs some more extra help in the process. Also, it seems as though Ms. Rupman is doing all she can to help Melvin in his learning when in
George disrupts the class by conversing with other and not raising his hand. This behavior is prominent form the beginning of the day to the end. He constantly disrupts the class by shouting out at inappropriate times. This lack of self-control causes a halt in the lesson. The teacher typically relies on the classroom aide to resolve the issue, but his behavior is only corrected for five minutes. If George doesn’t have a 1:1 approach, he is unable to complete any of his work and inevitably gets himself into
Tommy’s teacher provided the time and what happened. From fifteen behavior, accidents there were nine verbal and six physical these accidents occur between two minutes to eighteen minutes. These behaviors happen with six times in math, three in check out, one in social studies, two at lunch, one in spelling, one in a small group, and one individually. The ABC provides that the highest of Tommy’s behaviors occur when she is transitioning the class to a new activity or giving new directions. Some of the consequences the teacher provides to Tommy are giving Tommy a choice, redirection, discussion of behavior, personal space was given, verbal reprimand, change activity, remove from class, and time out. Sometimes Tommy stops his behavior and others it continues even of the
At the end of the previous school year, Carol, and her daughter’s teachers noticed that Carol’s daughter was not progressing in her studies, and an evaluation conducted by the child study team revealed that she had a specific learning disability. An IEP meeting was scheduled, and conducted. The determination was made to place Carol’s daughter in the same resource room as Carol’s client Jody, for half of the day. Carol instantly realized that this decision put her in a predicament where a dual relationship would be created. She would then cross a clear boundary, and become a parent of a classmate, as well as the professional she has already established herself as to Jody and her parents. This would undoubtedly lead to instances in which both her client, and the client’s family would be interacting with her at both school functions and on class trips. She knew that allowing this to happen was against the BACB Guidelines for Responsible Conduct for Behavior Analysts. Carol voiced her opposition and explained the ethical quandary to those attending the IEP meeting, and what would occur if her daughter was placed in the same room with her client. Carol stated that she would speak with her supervisor, but it was probable that he would determine that she would not be able to continue working with Jody. Carol felt that having to become accustomed to another behavior analyst
Response: “If a student is disruptive and says the work is stupid, I mark anecdotal notes on the behavior and make sure the student an...
Jimmy’s school is a special kind of school where it is not a typical K-12 school setting, the school runs its course for the student until the student becomes 21 years of age. The school plays a very big part in Jimmy’s success as an adult with Autism Spectrum Disorder. The school makes up Jimmy’s IEP. Jimmy’s school also does assessments three times per school year and they forward the reports home to Jimmy’s mother to look over. The number one concern for Jimmy’s parents were if he was able to talk and be social, as Jimmy was non-verbal until age five. Over the years that Jimmy has attended the school, the school has helped Jimmy form better communication skills. Another important factor to Jimmy’s parents was social interaction. Jimmy needs
The disabilities identified were Attention Deficit Hyperactivity Disorder (ADHD), Emotional Disturbance (ED), and Attention Deficit Disorder (ADD). The special education teacher began to interact with all of the students right as they entered the classroom and also while the teacher provided them with instruction. She was extremely personable and approachable. It was apparent that even though it was a three- week summer school session, she had established a connection with the students and, therefore, developed a learning bond in the process. The boys seemed to have a great bond as well, and they worked together to complete their assignments. There were also obvious interactions among the boys that were unrelated to the lesson but not disturbing or distracting to the class. The special education teacher jokingly came near the boys and began to talk to them and suggested they continue to work together to keep each other engaged. The special education teacher mentioned that there were times when the boys will not respond to encouraging them to stay engaged and will resist her advances. Therefore, she has to make the decision when to press on to get them involved and when to back off and give them some time with the hopes that they will
The development of a BIP can aid in the reduction of maladaptive behaviors, thus decreasing the likelihood of a suspension or expulsion. My current role as a special education program specialist permits me the ability to work with both elementary and secondary schools. The past several months have illuminated the notion that the secondary settings warrant increased support in relation to proactive behavior strategies following the winter break. There was an influx of suspensions, which produced an increase in manifestation determination meetings. Providing ongoing support as well as relevant information is critical.
The young man name was Chris he’s a 17th year old junior and he transferred from Georgia and he was a first year student of Myrtle Beach high school. While completing 30 hours of my observational study I collected notes on the studies to assist me on Chris strengths and weakness academically. Chris strength was defiantly math
Mrs. Read, Lara’s fourth grade teacher, expressed concerns regarding Lara’s low concentration skills and how it affects her school performance. Her parents, Derya and Ali Oz, agreed with Mrs. Read’s concerns and requested a referral. They believe she is performing lower than her peers and lacks in intelligence skills. A few examples of Lara’s low concentration skills are as follows: bothers her peers during independent work, interrupts lessons to say irrelevant comments, puts her head down on her desk, doodles on class work, and crumbles class work papers into paper balls. Mrs. Read has seen this issue frequently within the last two months.
gives is going to have every students undivided attention. The misbehavior of a student can be
As explained in class, we may have a student who never completes assignments and from that viewpoint, we determined that the student is a lazy person and more than likely does not care about the class. There exist that single chance of being correct on the inference of the students life; however, it so happened to turn out the student loves the discussions in the classroom but is struggling to find a balance between school, home, and work. The student may have collapsed in the wake of anxiety as soon as they sat down to begin a paper f...
It was observed a 5th grade elementary student, that for privacy we will name him J during this case study. He arrived to the school in the second semester of Fourth grade and he has being diagnose under the umbrella of the Autism spectrum from the previous school documentation. J was served by the Especial Education content Mastery (“as known Especial Ed. Classroom”) in period of times during the day, but he was place in a regular education classroom. He immediately presented behavioral issues due to the transition of a new environment and his learning disabilities. After a couple incidences, the administrator called the ARD committee to meet and review his IEP and place new behavioral strategies to follow. J made it through the year with continue incidences where he spend most of the time in the Content Mastery classroom. At the beginning of the 5th grade year they continue with the strategies that were in place from previous year; those were making a changed, not a constant issue, but once in a while his outburst were severe to the point that he got so angry that he broke a glass door, others where he just run away from the classroom crying and went into a bathrooms or outside to the playground stating that he had problems with his sugar levels; “sometimes it has difficult to identify if the cause of his outburst was cause by the diabetes or the autism” as the teacher aide stated.
I do not think being in Mrs. Sachs 's class was the best fit for him because she did not try to fit his needs. Mrs. Sachs is an incredibly strict teacher that does not tolerate students that are not at the standard curriculum. That would be hard enough for any student, but when a student is having trouble in school, that strict environment becomes more difficult. I think Andy would have shown more progress, if he had a different third grade teacher.