Class Profile – 1st Grade Student Name English Language Learner Socioeconomic Status Home Language IEP 504 Plan Reading Proficiency Level (Lexile) Math Proficiency Level Other Internet Available at Home Alex 2 Mid Spanish No No 85-95 At grade level None Yes Ana N/A Low English No ADHD. Difficulty with task completion and executive functioning. 160-230 At grade level Struggles to remain on task. Yes Angela 2 Mid Spanish Speech/ language. Difficulty with phonics and semantics. No 100-150 At grade level None Yes Annie N/A Mid English No No 135-260 At grade level None Yes Betty N/A High English No No 120-200 Above grade level Reads slowly and struggles with comprehension. Yes Bonnie 5 Low Mandarin No No 190-260 Above grade level On the list for gifted testing. No Brad 3 Mid Spanish No No 195- 210 At grade level Struggles with math word problems. Yes Christopher 3 Mid Spanish No No 190-225 At grade level Quiet. Struggles with maintain peer relationships. Yes Cole N/A Mid English No No 150-200 At grade level Tier 3 RTI for reading, writing, and math. Yes Donavon N/A Low English Dyscalculia No 170-250 *Below grade level Struggles with concept of number value and counting. Yes Elijah 5 Mid Spanish No No 185-260 At grade level Struggles to self-regulate behavior; tends to become physical with others. On a behavior plan. Yes Elly N/A High English Dyslexia. Struggles with fluency and comprehension as well as written work. No 135-165 *Below grade level Withdrawn. Struggles with peer relationships. Yes Frank N/A Mid English No No 120-200 At grade level None Yes Gabe N/A Low English ODD. Aggressive and refuses to follow directions. No 170-250 *Below grade level Tier 3 RTI for reading and writing. No Haley N/A Mid English No No 135-165 At grade level Struggles to demonstrate respectful behaviors. On a behavior plan. Yes Hudson N/A Mid English No No 135-165 At grade level Watching for concerns with reading comprehension. Beginning RTI process. Yes Katie 4 Mid Spanish No No 195-210 At grade level None Yes Kyle N/A Mid English No No 170-225 Above grade level On list for gifted testing. Finishes work quickly and accurately. Needs to be challenged particularly in math. Yes Madison 3 Mid Spanish No No 170-250 At grade level None Yes Megan 1 Mid Spanish No No 60-90 *Below grade level None Yes Natalie N/A Mid English No No 150-200 At grade level None Yes Sam 2 Mid Spanish No ADHD. Difficulty with task completion and focus. 85-100 At grade level Eager to please, but struggles to stay organized; works hard. Gets frustrated with himself with task completion. Yes Samantha N/A Mid English Language processing disorder (sounds). No 100-150 At grade level Needs constant reminders to work on task. Struggles with fluency due to sounds. Yes Travis N/A Mid English No Speech. Sees speech pathologists 4 times a week, 15 minutes each (phonemic awareness and letter blend sounds). 100-150 *Below grade level Gets frustrated often and refuses ...

1. Class Profile – 1st Grade
Student Name
English Language Learner
Socioeconomic
Status
Home Language
IEP
504 Plan
Reading Proficiency Level (Lexile)
Math Proficiency Level
Other
Internet Available
at Home
Alex
2
Mid
Spanish
No
No
85-95
At grade level
None
Yes
Ana
N/A
Low
English
No
ADHD. Difficulty with task completion and executive
functioning.
160-230
At grade level

2. Struggles to remain on task.
Yes
Angela
2
Mid
Spanish
Speech/
language. Difficulty with phonics and semantics.
No
100-150
At grade level
None
Yes
Annie
N/A
Mid
English
No
No
135-260
At grade level
None
Yes
Betty
N/A
High
English
No
No
120-200
Above grade level
Reads slowly and struggles with comprehension.

3. Yes
Bonnie
5
Low
Mandarin
No
No
190-260
Above grade level
On the list for gifted testing.
No
Brad
3
Mid
Spanish
No
No
195- 210
At grade level
Struggles with math word problems.
Yes
Christopher
3
Mid
Spanish
No
No
190-225
At grade level
Quiet. Struggles with maintain peer relationships.
Yes
Cole
N/A
Mid
English
No

4. No
150-200
At grade level
Tier 3 RTI for reading, writing, and math.
Yes
Donavon
N/A
Low
English
Dyscalculia
No
170-250
*Below grade level
Struggles with concept of number value and counting.
Yes
Elijah
5
Mid
Spanish
No
No
185-260
At grade level
Struggles to self-regulate behavior; tends to become physical
with others. On a behavior plan.
Yes
Elly
N/A
High
English
Dyslexia. Struggles with fluency and comprehension as well as
written work.
No
135-165
*Below grade level
Withdrawn. Struggles with peer relationships.

5. Yes
Frank
N/A
Mid
English
No
No
120-200
At grade level
None
Yes
Gabe
N/A
Low
English
ODD. Aggressive and refuses to follow directions.
No
170-250
*Below grade level
Tier 3 RTI for reading and writing.
No
Haley
N/A
Mid
English
No
No
135-165
At grade level
Struggles to demonstrate respectful behaviors. On a behavior
plan.
Yes
Hudson
N/A
Mid
English

6. No
No
135-165
At grade level
Watching for concerns with reading comprehension. Beginning
RTI process.
Yes
Katie
4
Mid
Spanish
No
No
195-210
At grade level
None
Yes
Kyle
N/A
Mid
English
No
No
170-225
Above grade level
On list for gifted testing. Finishes work quickly and accurately.
Needs to be challenged particularly in math.
Yes
Madison
3
Mid
Spanish
No
No
170-250
At grade level

7. None
Yes
Megan
1
Mid
Spanish
No
No
60-90
*Below grade level
None
Yes
Natalie
N/A
Mid
English
No
No
150-200
At grade level
None
Yes
Sam
2
Mid
Spanish
No
ADHD. Difficulty with task completion and focus.
85-100
At grade level
Eager to please, but struggles to stay organized; works hard.
Gets frustrated with himself with task completion.
Yes
Samantha
N/A
Mid

8. English
Language processing disorder (sounds).
No
100-150
At grade level
Needs constant reminders to work on task. Struggles with
fluency due to sounds.
Yes
Travis
N/A
Mid
English
No
Speech.
Sees speech pathologists 4 times a week, 15 minutes each
(phonemic awareness and letter blend sounds).
100-150
*Below grade level
Gets frustrated often and refuses to complete tasks. Beginning
RTI process for math intervention.
Yes
*Below Grade Level: Students are currently performing below
first grade level. Progress needs to be monitored.
ELL Levels
Scored as:
1
Pre-emergent
2
Emergent
3
Basic
4
Intermediate
5
Proficient

9. Grade
Reader Measures; Lexile
1
120L – 295L
2
170L – 545L
3
415L – 760L
4
635L – 950L
5
770L – 1080L
6
855L – 1165L
7
925L – 1235L
8
985L – 1295L
9
1040L – 1350L
10
1085L – 1400L
11/12
1130L – 1440L
Special Education Key Terms
Acronym/Identification
Details
Category
504 Plan
Plan for students with mental or physical impairments that
presents limitations, including learning, but not significant

10. enough to qualify for an IEP. Includes accommodations.
ADHD
Attention deficit hyperactivity disorder. Difficulty with focus,
attention to detail, task completion, restless, impulsive.
OHI, 504 Plan, or IEP based on severity of influence on
academics.
APD
Auditory processing disorder. Difficulty recognizing sounds.
504 Plan or IEP based on severity of influence on academics.
ASD
Autism spectrum disorder. Developmental disorder often
including difficulty with social interactions and communication
and sometimes learning.
IEP
Deaf-Blindness
Hearing and visual impairments concurrently affecting
communication and learning.
IEP
Deafness
Requires use of assistive technologies.
504 Plan or IEP based on severity of influence on academics.
Depression
Can be considered emotional disturbance based on severity.
504 Plan
Dyscalculia
Difficulty understanding numbers and math facts.
LD, IEP
Dysgraphia
Difficulty with handwriting and fine motor skills.
LD, IEP
Dyslexia
Difficulty with reading and language. Affects fluency,
comprehension, decoding, writing, and spelling.
LD, IEP
Dyspraxia

11. Difficulty with muscle control and coordination.
504 Plan or IEP based on severity of influence on academics.
ED
Emotional disturbance. Includes anxiety, depression, ODD,
bipolar, OCD, eating disorders, psychotic disorders.
504 Plan or IEP based on severity of influence on academics.
Executive Functioning
Difficulty organizing and managing tasks, time management,
and remembering details.
504 Plan
Hearing Impairment
May require use of assistive technology or hearing device.
Difficulty with taking notes, following discussions, or following
directions due to impaired hearing.
504 Plan or IEP based on severity of influence on academics.
IEP
Individualized Education Program. Includes modifications.
Legal document that provides support and services to students
to make academic progress.
Intellectual Disability
Presents significant limitations on learning and adaptive
behavior.
IEP
Language Processing Disorder
Difficulty associating a meaning with sounds.
LD, IEP
LD
Learning disorder.
LD, IEP
Memory
Difficulty with storing and retrieving information.
504 Plan or IEP based on severity of influence on academics.
Multiple Disabilities
Simultaneous disabilities that impair physical movement and/or
learning. Such as having an intellectual disability and

12. orthopedic impairment.
IEP
Non-Verbal Learning Disabilities
Often presents as high verbal skills and lower motor and
visual/spatial and social skills (e.g., social cues).
LD, IEP
OCD
Obsessive compulsive disorder. Repetitive behaviors, over -
thinking, anxiety.
504 Plan or IEP based on severity of influence on academics.
ODD
Oppositional defiant disorder. Negative thinking, defiant of
others’ requests, refuses to follow directions, aggressive.
504 Plan
OHI
Other health impairment. Chronic or acute health problems that
do not fall under any IDEA category that impairs the physical
and/or learning environment (e.g., asthma, epilepsy, diabetes,
Tourette syndrome, lead poisoning, leukemia, rheumatic fever,
sickle cell anemia, hemophilia, ADHD, heart conditions).
IEP
Orthopedic Impairment
A physical impairment that affects the educational performance
(e.g., birth defects, bone tuberculosis, cerebral palsy,
amputations).
504 Plan or IEP based on severity of influence on academics.
Speech/Language
Difficulty with articulation possibly due to a skeletal, muscular,
or neuro-muscular impairment. Difficulty with syntax,
semantics, pragmatics, phonics, morphemes.
OHI or LD based on severity of influence on academics.
Traumatic Brain Injury
Acquired injury to the brain that significantly affects
functionality including memory, cognition, sensory processing,
physical functions, speech, abstract thinking.
IEP

13. Visual Motor
Difficulty processing what is seen and the ability to copy, such
as taking notes.
LD; IEP (often seen with dysgraphia or non-verbal learning
disabilities).
© 2019. Grand Canyon University. All Rights Reserved.
PMHNP PRAC 6645 Clinical Skills
Self-Assessment Form
Desired Clinical Skills for Students to Achieve
Confident (Can complete independently)
Mostly confident (Can complete with supervision)
Beginning (Have performed with supervision or need
supervision to feel confident)
New (Have never performed or does not apply)
Comprehensive psychiatric evaluation skills in:
Recognizing clinical signs and symptoms of psychiatric
illness across the lifespan
X
Differentiating between pathophysiological and
psychopathological conditions
X
Performing and interpreting a comprehensive and/or interval
history and physical examination (including laboratory and
diagnostic studies)
X

14. Performing and interpreting a mental status examination
X
Performing and interpreting a psychosocial assessment and
family psychiatric history
X
Performing and interpreting a functional assessment (activities
of daily living, occupational, social, leisure, educational).
X
Diagnostic reasoning skill in:
Developing and prioritizing a differential diagnoses list
X
Formulating diagnoses according to DSM 5 based on assessment
data
X
Differentiating between normal/abnormal age-related
physiological and psychological symptoms/changes
X

15. Pharmacotherapeutic skills in:
Selecting appropriate evidence based clinical practice
guidelines for medication plan (e.g., risk/benefit, patient
preference, developmental considerations, financial, the process
of informed consent, symptom management)
X
Evaluating patient response and modify plan as necessary
X
Documenting (e.g., adverse reaction, the patient response,
changes to the plan of care)
X
Psychotherapeutic Treatment Planning:
Recognizes concepts of therapeutic modalities across the
lifespan
X
Selecting appropriate evidence based clinical practice
guidelines for psychotherapeutic plan (e.g., risk/benefit, patient
preference, developmental considerations, financial, the process
of informed consent, symptom management, modality
appropriate for situation)
X

16. Applies age appropriate psychotherapeutic counseling
techniques with individuals, families, and/or groups
X
Develop an age appropriate individualized plan of care
X
Provide psychoeducation to individuals, family, and/or groups
X
Promote health and disease prevention techniques
X
Self-Assessment skills:
Develop SMART goals for practicum experiences
X
Evaluating outcomes of practicum goals and modify plan as
necessary
X
Documenting and reflecting on learning experiences

17. X
Professional skills:
Maintains professional boundaries and therapeutic relationship
with clients and staff
X
Collaborate with multi-disciplinary teams to improve clinical
practice in mental health settings
X
Identifies ethical and legal dilemmas with possible resolutions
X
Demonstrates non-judgmental practice approach and empathy
X
Practices within scope of practice
X
Selecting and implementing appropriate screening
instrument(s), interpreting results, and making
recommendations and referrals:
Demonstrates selecting the correct screening instrument
appropriate for the clinical situation

18. X
Implements the screening instrument efficiently and effectively
with the clients
X
Interprets results for screening instruments accurately
X
Develops an appropriate plan of care based upon screening
instruments response
X
Identifies the need to refer to another specialty provider when
applicable
X
Accurately documents recommendations for psychiatric
consultations when applicable
X
Summary of strengths:
My foremost strength is professionalism. I definitely fathom my

19. responsibility and I recognize how to uphold limitations with
patients and colleagues. In my daily life I make it a practice not
to judgment regardless of their situation. It is not hard to apply
this habit in my professional practice.
Opportunities for growth:
My greatest opportunity for progress this quarter will be
working with groups and families. This will be a new area in
this semester. It will be remarkable how to traverse group and
family dynamics while commerce with specific traits and
interests.
Now, write three to four (3–4) possible goals and objectives for
this practicum experience. Ensure that they follow the SMART
Strategy, as described in the Learning Resources.
1. Goal: I want to perform mental status exams on at various
patients by the endof this practicum rotation.
a. Objective: Comprehensive psychiatric evaluation skill
b. Objective: Diagnostic Reasoning Skills
c. Objective: Professional Skills

20. 2. Goal: I want to correctly identifyclinical signs and symptoms
to the corresponding mental illness for each patient that I see
this quarter, as evidenced by acknowledgingof practicum
instructor.
a. Objective: Comprehensive psychiatric evaluation
b. Objective: Diagnostic Reasoning
c. Objective: Shadow and participate in patient care
3. Goal: Will complete 160 hours of clinical hours for this
course as required.
a. Objective: Arrive at the clinical site on time and well
prepared.
b. Objective: Enter patient information on Meditrek.
c. Objective: Complete time log and patient information on a
timely manner during practicum experience.
Signature:
Date: 3/1/22
Course/Section: NURS 6645 PRAC
Assignment: Journal Entry
Critical reflection on your growth and development during your
practicum experience in a clinical setting helps you identify
opportunities for improvement in your clinical skills, while also
recognizing your strengths and successes.
Use this Journal to reflect on your clinical strengths and
opportunities for improvement, the progress you made, and what
insights you will carry forward into your next practicum.
To Prepare

21. · Refer to the “Population-Focused Nurse Practitioner
Competencies” found in the Week 1 Learning Resources and
consider the quality measures or indicators advanced nursing
practice nurses must possess in your specialty of interest.
· Refer to your “Clinical Skills Self-Assessment Form” you
submitted in Week 1 and consider your strengths and
opportunities for improvement.
· Refer to your Patient Log in Meditrek and consider the patient
activities you have experienced in your practicum experience
and reflect on your observations and experiences.
In 450–500 words, address the following:
Learning From Experiences
· Revisit the goals and objectives from your Practicum
Experience Plan. Explain the degree to which you achieved each
during the practicum experience.
· Reflect on the three most challenging patients you encountered
during the practicum experience. What was most challenging
about each?
· What did you learn from this experience?
· What resources were available?
· What evidence-based practice did you use for the patients?
· What would you do differently?
· How are you managing patient flow and volume?
Communicating and Feedback
· Reflect on how you might improve your skills and knowledge
and how to communicate those efforts to your Preceptor.
· Answer the questions: How am I doing? What is missing?
· Reflect on the formal and informal feedback you received
from your Preceptor.
Overview of RTI:
· Response to Intervention is an instructional practice used by

22. educators to reach the needs of all students. The RTI process is
broken down in to 3 Tiers.
· Tier 1 is generalized instruction for all students. This
instruction occurs daily for 100% in the classroom.
· Tier 2 is more thorough instruction for students who need a
reteach of instruction. This tier is ideal for students to “not fall
in the cracks”. Tier 2 intervention is produced when students
perform slightly below from the majority and need more
instructional opportunities and practice to better understand the
content. Tier 2 takes place within the classroom with the
general education teacher and can look like 1 to 1 or in a small
group setting.
· Tier 3 intervention is for students who are continuing to not
grasp material/content from generalized and/or small group
instruction. To begin this process, the general education teacher
should have data beyond a reasonable doubt that the student is
lacking progress, regardless of small group intervention and
reteach. Data collection and concerns are brought to the
administration with a student support team. Typically, a student
support team includes an principal, the general education
teacher, and any resource teacher whom may have been working
with the student and/or teacher during Tier 2 for extra support.
This team comes together to review data and decide if further
evaluation is needed for the student; could there be a learning
barrier or behavior concern that is prohibiting this student fr om
learning at their best?
Role of the Child Study Team:
· General education teacher – provides data and documentation
of work samples, intervention, and strategies used throughout
the RTI process to support the student.
· Resource teachers – if applicable, provide data and
documentation of strategies used for teacher support or of
direction with student.
· LSSP or Diagnosticians – provide data, documentation, and
observations of their time with and/or around the student.

23. RTI can help meet the needs of students without disabilities and
provides as a mean of adapting instruction prior to evaluation
students for a disability by:
· Acting as a safety net from generalized instruction; students
who are not grasping content with the majority of peers during
generalized instruction are noticed and pulled for 1-on-1 or
small group instruction/reteach of material. This time provides
more and thorough opportunities for students to grasp the
information with more in depth support.