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MSTT met with the family to assess and address how things have been going over the past week. Quaiesha explained everything went well and had a good time with her family. Quaiesha expressed wanting to return and spend more time with her family. Wilbur expressed things went well and he had no problems with Quaiesah while they were with the family. Wilbur expressed his concerns with summer school starting up and Quaiesha not taking it seriously.
MSTT met with Lemuel to further review the discharge plan and examine how he feels about the discharge. Lemuel stated he wish there was more time but stated he 's ready to take on his responsiblities. Lemuel explained he 's ready to start working and completing his GED program. MSTT and Lemuel then went out into the community to continue the discuss at a local resturant. MSTT encourage Lemuel to continue on the positive path he 's on and to stay motivatied.
2. I pulled out my focus learner and a few other students from the general classroom to teach a small group segment. On page 1 of the Instruction Commentary, the second prompt, you are to supply information that affect your instructional delivery in connection with the learning goal. Does this sound
MHP, MHS and Samantha progress the reported incidents and display of dishonesty. MHP and Samantha review the rules and the prior agreement because of Samantha’s feelings about leaving the placement. MHP, MHS and Samantha review interventions the was effective to decrease reported behaviors. Response: MHS reported Samantha refuse to complete chores,
LP2.1 Assignment: Verbal Communication In Chapter 9 of Kinn’s The Medical Assistant textbook, read the 9-1 Critical Thinking Application on page 141. Answer the questions below. 9-1 Critical Thinking Application: Ashlynn has a tendency to speak a little fast in her normal conversations.
Focus: Anthony and family will learn and demonstrate increased honesty, compliance with rules, control over impulses, and acceptance of responsibility for his behaviors and actions. Ms. Smalls (MHP), Ms. Givens (MHS) and Anthony discuss disruption of placement. Intervention: MHP and MHS discuss school incidents that were recorded, however were not reported to her from the school. MHP review the school documents for SAFY records.
She choiced to fill out an IEP form for paul is because she wanted to see a tour around the Lake Windsor Middle school “We were hoping to see exactly where
Unit 1 Activity 3: Throughout this course, I have been able to develop a wide variety of many different skills, from when I first attended St Louis I had a reasonable understanding of my reading and speaking skills, after reviewing the listening and speaking content and completing the assignments it has helped me improve so much not only in school but in my everyday life since the first day I attended St. Louis improving my skills and helping me to Avoid distractions, listening for the main idea and supporting details, Asking questions, and Visualizing. An example from the course is the Rick Mercer report on the issue of young voters that was shown in class, it was extremely effective in helping me correct my the previous listening skill errors I had made in past assignments, from encouraging the
This will support students by working cooperatively with the teacher to increase their understanding of each requirement (Borich, 2011). Focus Student 1 (Above Proficient) was among this group that met or exceeded the standard in every area identified in the rubric. Additionally, student 1 will be provided enrichment activities to progress his learning. I will build upon their knowledge using strategies to increase my student’s understanding of how to prepare an informative explanatory text using topics that consider the audience. These strategies will assist them with providing credible facts and definitions, well developed points, and a concluding statement that is relative to the topic in their text.
We communicate daily with *Jacks mother through a home/school diary. At the beginning of each new term the class teacher, along with members of the SLT and *Jacks mother come up with new targets for his IEP (individual Education Plan). (Book 1 ST8 2.2) Our school likes to follow the saying: “It is every child’s right to be heard, listened to and taken seriously and to be consulted. ’’
His wife and children would also be able to give input on how Peter’s problem has affected family dynamics. I would also use the opportunity of involving Peter’s wife and children in the assessment process in order to build rapport and determine if group counseling would benefit this family. Definition of Problem Based on information gathered from the assessment, Peter feels he too young to loose his mother to death.
Shakespear presens t Lady Macbeth as a extraordinary woman with great powers and ambition, in addition shestruggle to gain and then sustain her power. For instance in this speech Lady Macbeth is seen to ask for the power to accompany her ambition. By asking that the “spirts”to “unsex me her” to “make my blood thick “ and fill her with “direst cruelty”. It may broadly suggest how she didn’t start with power but like her husband just had ambition.
Near the end of the assessment, there are three lines to write in three goals. When doing this assessment at the beginning, the goals that are written may seem like miracles that might not happen. The therapist can get that assessment out after a while, and see where the client is at with the goals. If the therapy was effective, both the client, their family, and the therapist should see improvement, or maybe even completion of at least one of the goals, and so on. I also appreciated that this assessment has a section about the strengths of the client, and their family.
Asset-Based Assignment A fourth grade student who will be called AB, for the purpose of anonymity, has had an Individualized Education Plan (IEP). AB reads at kindergarten level and is able to complete basic math computations at a first grade level. Although the student has had an IEP since kindergarten and has received specially designed instruction on a regular, he has made little progress in the general education classroom.
Justification: (approximately 100-150 words) Based on Nicole’s SDQA scoring sheet, her instructional level was not determined because she did not score two errors on any level. She scored at 5th grade independent level and 6th grade frustration level. Her score sheet reveals that her reading skills strengths include phonemic awareness and letter-sound knowledge and decoding because she recognized letter patterns in some of the words she misread. This leads me to believe that Nicole has strong phonic analysis skills and a high sight word vocabulary which allows her the confidence to attempt reading multisyllabic words. Nicole’s reading level should begin at the 4th grade level because the last grade-level word list scored as independent was 5th grade.
