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Last edited on 2006-11-20 17:10:30 by MelissaClingersmithAdditions:
//**November 16, 2006**//
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Revision [1163]
Edited on 2006-11-20 17:07:44 by MelissaClingersmithAdditions:
Deanne then discussed with me another parent who had called in concerned that his/her child (8th grade) made have ADHD. The mother explained that she also has ADHD, and the student has been struggling in school for quite some time. Deanne said that in this situation, she would go and observe the student in his classroom, and have the teachers fill out a behavior form. She would then type up the results of her observations and the teachers' comments for the parent to take to the student's pediatrician for a possible diagnosis.
Deanne then received a letter from another parent. This parent wrote to Deanne requesting to meet with her, and to request testing (Woodcock Johnson) for her son. The letter was grammatically incorrect with many spelling errors. The student currently has a 504 plan for an anxiety disorder, specifically for test anxiety, thereby giving the student extra time for tests. However, the teachers have not witnessed nor reported any signs of this anxiety, and say that the student's low grades seem to be related to a lack of motivation rather than anxiety. After speaking with the school counselor, Deanne learns that the student is apparently failing all of his classes due to his own decision not to work as well as hanging around with the "wrong crowd." Deanne was concerned that the parent, who is also diagnosed with an anxiety disorder, may be transferring some of her symptoms onto the child. Reading over the student's screening summary, the mother's behavior rating scale did not at all match that of the teachers. Furthermore, the report from the student's second grade teacher stated that the mother is overly stressed and concerned that her son may be dyslexic like her. Her concerns seemed to be causing added anxiety for the young boy. The stundent had also attended the monseignor carr clinic where children and adolescents work with social workers, psychologists, and psychiatrists.
Later in the afternoon Deanne had some testing to get done for re-evaluations. She was only able to test one of the three students since the other two were in either math or language arts. Deanne mentioned that those 2 subjects are very important in the 8th grade year due to the mandatory state exams, and thus she tries to avoid pulling the students from those subjects. The one girl that Deanne tested was a sixth grade girl. Deanne used the VMI and the KBIT 2. During the testing, I noticed that the girl would giggle a lot if she didn't know the answer. Later on the girl admitted that she was guessing on the answers, which Deanne explained later to me can be a problem by actually creating lower scores than the student should've really attained. Deanne explained to the girl that the test is made for all age ranges and that she doesn't have to worry about getting each one correct. After this, the student refocused on the next section of the test. Throughout the test, it was also apparent that the student needed frequent repitition of the questions, and would then repeat the question to herself. Deanne feels that this need for repitition is due to the student's processing disorder, and the repitition gives the student extra time to process the question before answering.
One final situation that Deanne was faced with before the end of the school day was the request from a mother for her daughther to receive extra time in math due to the child's diagnosis of separation anxiety disorder. However, those normally diagnosed with SAD usually cry frequently and can't even make it to their first class. These symptoms have not been observed in this student. Furthermore, this diagnosis should be global and affect all aspects of her school work, not just her math class. Deanne already had already received a psych evaluation from a local psychologist, but told the mom that she would need an updated report from the therapist. The mother then sent the same report with the date whited out so Deanne needs to contact the therapist to see if the diagnosis still stands, and whether the student is even still seeing the therapist. However, the report that Deanna has fails to mention that the disorder is affecting the student's education. The report only states that her disorder is affecting her family and social interactions.
Deanne then received a letter from another parent. This parent wrote to Deanne requesting to meet with her, and to request testing (Woodcock Johnson) for her son. The letter was grammatically incorrect with many spelling errors. The student currently has a 504 plan for an anxiety disorder, specifically for test anxiety, thereby giving the student extra time for tests. However, the teachers have not witnessed nor reported any signs of this anxiety, and say that the student's low grades seem to be related to a lack of motivation rather than anxiety. After speaking with the school counselor, Deanne learns that the student is apparently failing all of his classes due to his own decision not to work as well as hanging around with the "wrong crowd." Deanne was concerned that the parent, who is also diagnosed with an anxiety disorder, may be transferring some of her symptoms onto the child. Reading over the student's screening summary, the mother's behavior rating scale did not at all match that of the teachers. Furthermore, the report from the student's second grade teacher stated that the mother is overly stressed and concerned that her son may be dyslexic like her. Her concerns seemed to be causing added anxiety for the young boy. The stundent had also attended the monseignor carr clinic where children and adolescents work with social workers, psychologists, and psychiatrists.
Later in the afternoon Deanne had some testing to get done for re-evaluations. She was only able to test one of the three students since the other two were in either math or language arts. Deanne mentioned that those 2 subjects are very important in the 8th grade year due to the mandatory state exams, and thus she tries to avoid pulling the students from those subjects. The one girl that Deanne tested was a sixth grade girl. Deanne used the VMI and the KBIT 2. During the testing, I noticed that the girl would giggle a lot if she didn't know the answer. Later on the girl admitted that she was guessing on the answers, which Deanne explained later to me can be a problem by actually creating lower scores than the student should've really attained. Deanne explained to the girl that the test is made for all age ranges and that she doesn't have to worry about getting each one correct. After this, the student refocused on the next section of the test. Throughout the test, it was also apparent that the student needed frequent repitition of the questions, and would then repeat the question to herself. Deanne feels that this need for repitition is due to the student's processing disorder, and the repitition gives the student extra time to process the question before answering.
One final situation that Deanne was faced with before the end of the school day was the request from a mother for her daughther to receive extra time in math due to the child's diagnosis of separation anxiety disorder. However, those normally diagnosed with SAD usually cry frequently and can't even make it to their first class. These symptoms have not been observed in this student. Furthermore, this diagnosis should be global and affect all aspects of her school work, not just her math class. Deanne already had already received a psych evaluation from a local psychologist, but told the mom that she would need an updated report from the therapist. The mother then sent the same report with the date whited out so Deanne needs to contact the therapist to see if the diagnosis still stands, and whether the student is even still seeing the therapist. However, the report that Deanna has fails to mention that the disorder is affecting the student's education. The report only states that her disorder is affecting her family and social interactions.
Deletions:
Revision [1162]
Edited on 2006-11-20 15:49:10 by MelissaClingersmithAdditions:
November 16, 2006
When I first arrived at LaSalle Middle School, Deanne was talking with the speech and language specialist. The parent of an eighth grade student had requested that the child receive speech, even though the student has not been hindered academically by any previous speech problems. Neither Deanne or the speech and language felt that the services were really necessary at this point.
Deanne then discussed with me another parent who had called in concerned that his/her child (8th grade) made have ADHD.
When I first arrived at LaSalle Middle School, Deanne was talking with the speech and language specialist. The parent of an eighth grade student had requested that the child receive speech, even though the student has not been hindered academically by any previous speech problems. Neither Deanne or the speech and language felt that the services were really necessary at this point.
Deanne then discussed with me another parent who had called in concerned that his/her child (8th grade) made have ADHD.
Revision [1161]
Edited on 2006-11-20 15:41:32 by MelissaClingersmithAdditions:
=====**PSY 498D**=====
November 14, 2006
Today at G.J. Mann was another day filled with annual review meetings. When I arrived at the elementary school, Deanne was already in one CSE meeting so I waited outside for the meeting to finish. It was very apparent that there was a much greater level of parental involvement at the elementary level. Having a parent present at each meeting appeared to be the norm rather than the exception, as at the middle school level. Most of the parents were very concerned with the progress that his/her child was making academically and socially. One parent, who had twin boys, stressed his desire for the special education services to be gradually decreased as to prevent his sons from using the services as a "crutch." Ultimately, his goal for his children was for them to be able to function on their own without any special education services. The students' tests scores, and the teacher's opinion, made it apparent that this goal was close at hand.
The next parent that came in was the mother of a student who had been sent to G.J. Mann to receive special educational services from a different local elementary school. The mother had to write a letter to the superintendent in order to get special permission to send her son here. The regular teacher and the consultant teacher ranted and raved about the progress that the boy was making in the third grade. The possibililty of declassifying the student also came up. The student has average and above average test scores, but was considered speech impaired, however his progress may reclassify him as language learning disabled. The mother thought it best to keep him at this school due to his success academically and socially. Deanne discussed with me how declassification, although not altogether common, does happen a lot more frequently at the elementary level than the middle school level. The rest of the meetings went very smoothly, and the programs for these students were to remain the same.
November 9, 2006
November 14, 2006
Today at G.J. Mann was another day filled with annual review meetings. When I arrived at the elementary school, Deanne was already in one CSE meeting so I waited outside for the meeting to finish. It was very apparent that there was a much greater level of parental involvement at the elementary level. Having a parent present at each meeting appeared to be the norm rather than the exception, as at the middle school level. Most of the parents were very concerned with the progress that his/her child was making academically and socially. One parent, who had twin boys, stressed his desire for the special education services to be gradually decreased as to prevent his sons from using the services as a "crutch." Ultimately, his goal for his children was for them to be able to function on their own without any special education services. The students' tests scores, and the teacher's opinion, made it apparent that this goal was close at hand.
The next parent that came in was the mother of a student who had been sent to G.J. Mann to receive special educational services from a different local elementary school. The mother had to write a letter to the superintendent in order to get special permission to send her son here. The regular teacher and the consultant teacher ranted and raved about the progress that the boy was making in the third grade. The possibililty of declassifying the student also came up. The student has average and above average test scores, but was considered speech impaired, however his progress may reclassify him as language learning disabled. The mother thought it best to keep him at this school due to his success academically and socially. Deanne discussed with me how declassification, although not altogether common, does happen a lot more frequently at the elementary level than the middle school level. The rest of the meetings went very smoothly, and the programs for these students were to remain the same.
November 9, 2006
Deletions:
November 7, 2006
Revision [1160]
Edited on 2006-11-20 15:27:23 by MelissaClingersmithAdditions:
November 7, 2006
Deanne's day was booked with 13 annual review meetings. The first meeting that I got to sit in on included Deanna, the student's parent, a regular education teacher, and a consultant teacher. It was apparent that both the parent and the teacher were well aware of the fact that the young girl that we were meeting about was struggling emotionally and academically. As Deanna had previously made aware to the girl's father, there was discussion about transfering the girl to another local middle school to place her in a 15-to-1 classroom that might better meet her needs socially and academically. The parent was very understanding and supportive of the idea. Furthermore, Deanna and the father made arrangements with the new school for him to meet with the girl's new teacher. As a very involved and understanding parent, he was also asked if he would be interested in acting as a parent advocate for future CSE meetings. The district has a group of parents who volunteer to sit in on CSE meetings and provide insight and advice from an outside, parental viewpoint. The father seemed flattered and consented with the offer.
Another parent showed up for the second meeting that I got to sit-in on. It was great to see such active parents, since the first couple meetings that I had sat-in on earlier in the school year did not include many parents. The teachers had glowing reports about the student, a young boy currently in a 15-to-1 program with a consultant teacher. The main disability that the boy needed to continue working on was his language skills. Although the boy is extremely quiet, it was made known that he was selected as student of the month, to the father's surprise.
The next couple of meetings simply involved Deanne, the consultant teachers, and regular education teachers. Most of the students appeared to be progressing well, and the decision to keep their IEPs remained. A little later in the afternoon, another parent showed up for her son's annual review. The mother was informed that her son very rarely completed his homework, and was constantly falling asleep in class and/or looked extremely tired at all times. The mother stated that she works evenings and doesn't get home until 11 pm, and that her son is usually still up watching tv when she gets home. She decided to remove the tv from his bedroom and to try to make sure he got more rest. The teachers also suggested possibly taking him to his pediatrician to make sure his fatigue wasn't a medical condition.
The last annual review meeting that I got to sit-in on was very interesting. This meeting involved an advocate for one of the special education students. Deanne informed me that the mother was trying to pull the student from the school, while the student had a desire to be declassified. This particular student has been an academic and behavioral problem for the school. Deanne also said that he had run the gamet of special education services. He is currently in a 15-to-1, but has also been in the ALPs program at the Academy, has been declassified, has had a consultant teacher, among other interventions. The student continues to pose problems for the district, and is currently suspended from the school for fighting. The debate was whether to place the student in the alternative school where he would have a consultant teacher, or whether to place him in a more restrictive setting, which would require sending the student out of district, a very costly decision. The head of the CSE board also was present at this meeting, along with the school counselor, principle, special education teacher, advocate, parent, and student. The student was very stubborn to any suggestion, often giving attitude to his mother. The advocate comforted the disgruntled student, who insisted on being declassified. However, after reviewing his test scores, it was made aware that this eighth grade student was reading at a third grade level. The mother and the advocate kept stating that the student's ultimate goal was to pass the school year and move on to high school next year. After much debate and reviewing of options, the decision was made to send the student to the alternative school within the city of Niagara Falls. Furthermore, the more restrictive school was also to be contacted for possible future placement. Due to the small class sizes at the restrictive school, there is a long wait list, and thus a request well in advance is necessary for consideration. This last meeting was especially interesting, and I was really glad that I got to see how the school psychologist functions with other professionals on the board.
Deanne's day was booked with 13 annual review meetings. The first meeting that I got to sit in on included Deanna, the student's parent, a regular education teacher, and a consultant teacher. It was apparent that both the parent and the teacher were well aware of the fact that the young girl that we were meeting about was struggling emotionally and academically. As Deanna had previously made aware to the girl's father, there was discussion about transfering the girl to another local middle school to place her in a 15-to-1 classroom that might better meet her needs socially and academically. The parent was very understanding and supportive of the idea. Furthermore, Deanna and the father made arrangements with the new school for him to meet with the girl's new teacher. As a very involved and understanding parent, he was also asked if he would be interested in acting as a parent advocate for future CSE meetings. The district has a group of parents who volunteer to sit in on CSE meetings and provide insight and advice from an outside, parental viewpoint. The father seemed flattered and consented with the offer.
Another parent showed up for the second meeting that I got to sit-in on. It was great to see such active parents, since the first couple meetings that I had sat-in on earlier in the school year did not include many parents. The teachers had glowing reports about the student, a young boy currently in a 15-to-1 program with a consultant teacher. The main disability that the boy needed to continue working on was his language skills. Although the boy is extremely quiet, it was made known that he was selected as student of the month, to the father's surprise.
The next couple of meetings simply involved Deanne, the consultant teachers, and regular education teachers. Most of the students appeared to be progressing well, and the decision to keep their IEPs remained. A little later in the afternoon, another parent showed up for her son's annual review. The mother was informed that her son very rarely completed his homework, and was constantly falling asleep in class and/or looked extremely tired at all times. The mother stated that she works evenings and doesn't get home until 11 pm, and that her son is usually still up watching tv when she gets home. She decided to remove the tv from his bedroom and to try to make sure he got more rest. The teachers also suggested possibly taking him to his pediatrician to make sure his fatigue wasn't a medical condition.
The last annual review meeting that I got to sit-in on was very interesting. This meeting involved an advocate for one of the special education students. Deanne informed me that the mother was trying to pull the student from the school, while the student had a desire to be declassified. This particular student has been an academic and behavioral problem for the school. Deanne also said that he had run the gamet of special education services. He is currently in a 15-to-1, but has also been in the ALPs program at the Academy, has been declassified, has had a consultant teacher, among other interventions. The student continues to pose problems for the district, and is currently suspended from the school for fighting. The debate was whether to place the student in the alternative school where he would have a consultant teacher, or whether to place him in a more restrictive setting, which would require sending the student out of district, a very costly decision. The head of the CSE board also was present at this meeting, along with the school counselor, principle, special education teacher, advocate, parent, and student. The student was very stubborn to any suggestion, often giving attitude to his mother. The advocate comforted the disgruntled student, who insisted on being declassified. However, after reviewing his test scores, it was made aware that this eighth grade student was reading at a third grade level. The mother and the advocate kept stating that the student's ultimate goal was to pass the school year and move on to high school next year. After much debate and reviewing of options, the decision was made to send the student to the alternative school within the city of Niagara Falls. Furthermore, the more restrictive school was also to be contacted for possible future placement. Due to the small class sizes at the restrictive school, there is a long wait list, and thus a request well in advance is necessary for consideration. This last meeting was especially interesting, and I was really glad that I got to see how the school psychologist functions with other professionals on the board.
