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Achieving an academic success
Relationship between students and success
Achieving an academic success
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Laney is always prepared and ready to work when class begins. She is always eager to learn new academic concepts and works extremely hard in class. In math and social studies, she shows average skills, however, in science, Laney is above average. Laney does show ambition to learn reading concepts, even though this is a tough subject for her. Ms. Jacobs did administer a reading assessment on January 7, 2018, and discovered Laney has difficulty with decoding. As a result, Ms. Jacobs worked with her on letter-sound correspondence and sight words. After three weeks of collecting data, Ms. Jacobs used the four-point rule to determine whether Laney had made progress. According to the data, Laney was on target for the first three data points, which
Lee Lor was a fifteen year old Hmong girl. She was diagnosed with an acute appendicitis. During the operation to remove her appendix, doctors discovered an eight inch cancerous tumor in abdomen. Without consent they removed the tumor which cost Lee an ovary and part of fallopian tube. The doctors told her parents after the procedure what had happened and promised that she was still fertile and able to still have children. The Hmong people do not accept the western world tradition and science. They hold on strongly to their ancient traditions, are animist, and very spiritual. When the parents were made aware of the extra procedure taken place they did not trust the doctors and refused Lee further treatment including chemotherapy.
Based on presenting information, Mrs. William and Paul were included in the treatment process. However, Peter and the LCSW preselected sessions that families could attend. During the first session, the LCSW began by asking a question Peter what he wanted from agreeing to therapy. Peter responded that he wanted to “get help with managing stress, marital issues and communication tactics.” When asked how he would know that he was getting that helped, he said he would be relaxed at home, and sociable and his marriage will start to feel like a partnership again. This was expanded on when the Miracle Question (MQ) was asked. LSCW: “Peter, if you woke tomorrow and all of your issues were no longer present what are some things that would be different.”
Hunter was assessed using a running records assessment. This type of assessment is done with the student reading a book out loud to the instructor while the instructor follows along on a sheet to mark off any mistakes made. Hunter read confidently for the most part, only stumbling over a few words. He substituted the word “individual” for “instinctual” and, at first, said “have” instead of “live”, but this error he quickly corrected and was able to continue with the reading without a problem. The results of the running record assessment done on Hunter show that he is a very proficient reader. He only made a total of two mistakes and, of these two, one was self-corrected. Hunter’s accuracy rate is 99.5%,
In conclusion, Mikayla may not be where she thinks she should be in her reading, but she accepts that reading is not her strong suit. However, instead of giving up, Mikayla attempts with her best effort. She double checks her clarity with questions and is not afraid to highlight the text or take additional notes. Mikayla does not let her disabilities define her but rather plays them up as a strength. She also does not let the comment of her twelve grade English teacher define her as well. Mikayla has improved her reading skills based on her own and her parent’s assessments. She admits she is extremely lucky to have overly involved parents and sibling who have guided her in becoming a better reader. With graduation coming up, Mikayla understands the struggles of a reader but, she will do her best to help her students succeed just like others have helped her.
When the year started, Melinda did poorly in school. She often used stolen late passes and rarely did homework. By the end of the year this was much different. In the third marking period, Melinda says how she showed up to class every day throughout the semester, did some homework, and didn’t cheat on any tests. I see this as a vast improvement.
From the video, Cassandra is a first grader who attends a school in Boston. It was learned that the Cassandra teacher Ms. Perez works with her students and Cassandra to ensure that they are constantly reading. Reading is something that is important because it is something that students will use for the rest of their lives. It was learned from the video that Cassandra is a first-grade student who is academically reading wise exactly were a first grader reading should be at. The teacher Ms. Perez gave Cassandra an assessment in the beginning of the year to see if she knew any of the words that first graders should know and at the end of the assessment. It was drawn that she knew 20 out of the 24 words. Ms. Perez also gave her harder words,
- If all of the options were explored, and patient is given antibiotics and is treated without any pain or suffering than the treatment identifies with the ethnical principles of autonomy, non-maleficence, and veracity. In turn, Mrs. Dawson will be happy with the outcome of the procedure.
The running record assignment provided me with insight on how to effectively assess a student, analyzing and interpret data and consider strategies to address areas of need and/or strengths. The process of giving this assessment has allowed me to better understand and appreciate running records. I understand the value of using an assessment that evaluates a student’s reading ability. The data is vital information that influences instruction and planning.
“All she needs is some motivation. She has the smarts but she just pushes it off until a couple days before it’s due” said her mother while cooking dinner. “I never really gave it that much attention until I saw her always typing things into her computer day and night” she said. “I think she can do it a little earlier”
• Gauging his own comprehension of the concepts through his ability to satisfactorily complete the worksheet
the Assessment focus e.g. ‘I can read the time to the hour and half past the hour’
The student didn’t have any problems stacking the cups. Next, Mrs. Banks conducted the scanning assessment. She gave the student an I Spy Book and asked the student to identify and object on the page. Mrs. Bank discussed with me to always observe how close the student holds the book to their face which was 3 inches from her face. The student was able to identify red, yellow, blue, and green during the color vision task. The I Spy book was also used for visual discrimination. Next, the student was assessed with the visual motor task. The student was given shapes to cut out and Mrs. Banks advised to make sure that all shapes are printed dark enough. Activity cards were used for the visual closure tasks. The student was asked what is different in the picture and was able to identify that the girl was missing a shoe and hair. The learning media assessments was the last part of the assessment. Mrs. Banks gave the student a sheet with different size fonts on it. The student was asked to read each line. The student couldn’t read the line with 12 font but could read 18 and 24 font lines. A book was given to the student on a lower level to measure the student’s reading rate. Mrs. Banks advised me to use a book well below the student’s reading level because I am not determining reading level; I am measuring the reading rate.
In the second grade classroom that Miss Banks is currently substituting has just taken their STAR test. The word STAR stands for (Standardized, Testing, and Reporting). The STAR test students on their reading comprehension, fluency, and decoding skills. This type of assessment is called Data Driven Decision Making (DDDM) it refers to school teachers, or administrators collecting data from a student (assessments, portfolios,
...nce of these skills as a child leaves her More at Four Program for kindergarten.
A student’s results are based on their ability to break apart each phoneme. The teacher will work individually with the student. The teacher will say a word. The students will break apart each sound in the word. The teacher will circle the items the student answered correctly. The tool will accurately assess the student’s ability to recognize