I need soone to proof read my paper and make corrections for…

I need soone to proof read my paper and make corrections for finished product
It is a reflecion paper and it can be written in first or thrid person. APA format is important. I might need an appendix don't know

Running head: PARENT RESPONSE REFECTION PAPER








Parent Response Refection Paper
Betty E. Hyman
University of Phoenix
CUR
562
Thomas Spranley
November 16, 2009


Parent Response Refection Paper
On 14 November, 2009 I attended a conference with my grandson's first grade teacher. It seems that he failed to show adequate progress the first nine weeks from standardized testing. The area in question is "Competency Goal 1: the learner will recognize, model, and write whole
numbers through 30
.
Not working in a public elementary school for a number of years, I had many questions for the teacher from the parent's point of view.
First of all I took all his graded work (math & reading) in a portfolio. The grades ranged from S to S- . How do these alphabets add up to an N (needs improvement)? It seems that S- is a nice way of saying this is a failing mark. There were more S's than S-, but his nine week assessment was very week. That he scored high Kindergarten level. The math assessment was level C, and the writing assessment was level 2. Well if school has only been in progress since August that would be about right. But according to the chart he is border line, instead of scoring on the first grade level. The teacher, said "when we worked together years ago, academic work was age appropriate, but now students are expected to excel beyond age level, if I did not have only eight years to go to get out of here, I would find a job where they treat student learning fairly"
I agree with this teacher, and trust her opinion. The fact that she spoke negatively about the testing situation made me feel better. If I were in this predicament I would use that reverse psychology.
To help my grandson improve we made a Personalized Education Plan (PEP). The plan includes: Reading an extra book every night and writing five sentences, and using a website www. starfall.com
The sample chart is included. He will receive during school mediation with a reading tutor, beginning in January. The truth is told the PEP is just gathering of evidence to use at Jordan's end of the year promotion trial. It seems that if it should come down to the Principal deciding whether Jordy will be promoted or not, she must document all sources of prevention methods. The Principal will present to me the findings and a professional decision, but I will have the last word and decide if Jordan will be held back or not. What this means in relationship to the NC standard curriculum is as long as the child is not in a gateway grade, 3, 5, or 8. He is not required by law to past the test for promotion criteria. If in a gate way grade, specific criteria will be applied to help the child succeed. Moreover, in an attempt to train Title 1 parents to help their students be successful, a workshop was given on 17 November, 2009.
In this workshop many strategies were introduced an explained. For instance, an accelerated reading program- Home Connect, making connections and understanding literature, decoding strategies, comprehension questions, flash cards, and a host of websites were provided to support parent teaching at home
Hopefully there will be a happy ending he has been diagnosed with ADD, and they have tried several medications. The testing came while he was on a med that did not yield great results. He was retested on a better medication and increased a whole level, and fell short just a tiny bit. He will make it; you can believe that, as long as I am in charge!





North Carolina Standard Course of Study
Strands: Number and Operations, Measurement, Geometry, Data Analysis and Probability,
Algebra
COMPETENCY GOAL 1: the learner will recognize, model, and write whole
Numbers through 30.
Objectives
1.01 Develop number sense for whole numbers through 30.
a) Connect model, number word (orally), and number, using a variety of representations.
b) Count objects in a set.
c) Read and write numerals.
d) Compare and order sets and numbers.
e) Use ordinals (1st-10th).
f) Estimate quantities fewer than or equal to 10.
g) Recognize equivalence in sets and numbers 1-10.
1.02 Share equally (divide) between two people; explain.
1.03 Solve problems and share solutions to problems in small groups.
Revised 2003 13 Mathematics nc Dept of Public Instruction


K-8 PERSONALIZED EDUCATION PLAN
______________________________________________School
Part I: Descriptive Information
Student:_______________________________________________________________________________________________________
Social Security#:_____________________________________________ Birthdate: _________________________________________
Parent(s)/Guardian(s): ___________________________________________________________________________________________
Home Telephone: _______________________________________ Work Telephone: _________________________________________
Address: ______________________________________________________________________________________________________
Part II: Diagnostic Information
Attended SCS Pre-K: Yes _________ No _________ DIAL-R: _________ Concepts _________ Communication _________ Motor
SCALE SCALE
TEST LEVEL SCORE TEST LEVEL SCORE
K Reading Assessment _______ _______ K Math Assessment _______ _______
1 Reading Assessment _______ _______ 1 Math Assessment _______ _______
2 Reading Assessment _______ _______ 2 Math Assessment _______ _______
3rd EOG Reading _______ _______ 3rd EOG Math _______ _______
4th EOG Reading _______ _______ 4th EOG Math _______ _______
5th EOG Reading _______ _______ 5th EOG Math _______ _______
6th EOG Reading _______ _______ 6th EOG Math _______ _______
7th EOG Reading _______ _______ 7th EOG Math _______ _______
8th EOG Reading _______ _______ 8th EOG Math _______ _______
LEVEL SCORE LEVEL SCORE
4th Writing _______ _______ 7th Writing _______ _______
8th Computer Skills _______ MC _______ Performance
_______ Pre-SAT _______ SAT _______ EC _______ 504 _______ LEP
Offered Testing but parents denied ___________
Tested for EC but did not qualify ____________ Tested for EC, qualified, but parents denied services _________
Tested and placed in EC ___________________ Exited EC ___________________________________________
NA
NA
NA
NA
NA
P/F
NA
P/F
Pencil Only
9-12 PERSONALIZED EDUCATION PLAN
______________________________________________School
Part I: Descriptive Information
Student:__________________________________________________________________________________________________
Social Security#:_____________________________________________ Birthdate: ____________________________________
Parent(s)/Guardian(s): ______________________________________________________________________________________
Home Telephone: _______________________________________ Work Telephone: ____________________________________
Address: _________________________________________________________________________________________________
Part II: Diagnostic Information
SCALE SCALE
TEST LEVEL SCORE TEST LEVEL SCORE
8th EOG Reading _______ _______ 8th EOG Math _______ _______
Competency Screen Reading ______________ Competency Screen Math _______________
Competency Reading: Date _______ ____ Date ____ ____ Competency Math: Date _______ ____ Date _______ ____
Computer Skills: Date: ____ _____ MC _____ Perf. Date: ____ _____ MC _______ Perf.
SCALE SCALE
TEST LEVEL SCORE TEST LEVEL SCORE
English I _______ _______ ELPS _______ _______
English II _______ _______ US History _______ _______
Algebra I _______ _______ Physical Science _______ _______
Algebra II _______ _______ Biology _______ _______
Geometry _______ _______ Chemistry _______ _______
Physics _______ _______
10th Comprehensive Reading _______ _______ 10th Comprehensive Math _______ _______
11th Exit Exam _______ _______
_______ Pre-SAT _______ SAT _______ EC _______ 504 _______ LEP
Offered Testing but parents denied ___________
Tested for EC but did not qualify ____________ Tested for EC, qualified, but parents denied services _______
Tested and placed ________________________ Exited EC ________________________________________
P/F P/F
P/F P/F P/F P/F
P/F P/F P/F P/F
P.E.P. INTERVENTION PLAN
Student:_______________________________________________________School: _________________________________________
Grade: ______________________ Year:__________________________ Teacher(s):________________________________________
Part III: Intervention Plan
Attendance: Behavior:
Weaknesses:
Reading:
Math:
Writing:
Computer Skills:
Interventions: Dates Monitoring Dates
Tutoring _____ ___D___M___W _______ _____ _______
Before School Remediation _____ ___D___M___W _______ _____ _______
During School Remediation _____ ___D___M___W _______ _____ _______
After School Remediation _____ ___D___M___W _______ _____ _______
Title I _____ ___D___M___W _______ _____ _______
ESL Services _____ ___D___M___W _______ _____ _______
EC Services _____ ___D___M___W _______ _____ _______
Individual Behavior Plan __________
Summer School __________ Recommended __________ Attended
Other (Describe):
Signatures: _________________________________________ Student______________________________________________ Parent
__________________________________________________Teacher____________________________________________ Principal