Discussion week #5 Contains unread posts Daniela Reyes posted Jun 30, 2022 9:11 PM Subscribe · Write a draft of your letter, beginning Dear Parent, and include the following in your letter: Dear Parent, Students in Clear Creek are generally high achieving. The superintendent of Bartow County's school's main priority is "educating the whole child" and recognizes the importance of addressing educational factors impacting students' success in school beyond the traditional curriculum and academic influences. Rigorous learning opportunities exist for students in the Gifted and Talented program at all grade levels. The goal is to provide resources to engage and develop GT students who are academically successful and provide a more challenging environment to continue to keep them exciting and involved in learning. Gifted Services are designed for students who demonstrate above-average achievement or potential in general intellectual ability, specific subject matter aptitude, and creative/productive thinking skills. Criteria for selection include cognitive skill tests, professional recommendations, classroom performance, and portfolio samples. All kindergarten students are screened for possible testing throughout the school year. Your child's teacher has requested that your child be considered a gifted identification testing candidate. To determine whether you believe testing is appropriate for your child, please feel to read all the procedure and details of what constitutes a gifted student. All testing will be taken during the first hours of school days, making students responsible for any missed assignments. Students will be evaluated in four different areas, creative ability, leadership ability, cognitive ability, and Reading & Math ability. These areas will be tested using a multiple criteria assessment approach, which means that many sources of information are reviewed over time before formally identifying a student as gifted in one or more of the four areas evaluated. Standardized test scores for all students are screened for evidence of exceptionally high-performance levels on achievement tests. This process, along with nominations, yields a list of nominees based on an 85% score or above, from which GT teachers will begin the gathering process. Suppose students meet the district criteria according to the review team. In that case, the student's name and profile sheet are sent electronically to the district Gifted and Talented Administrator and added to the district database. Parents will receive a detailed report summarizing the student's results (CCISGT, 2022). Reference: https://www.tn.gov/content/dam/tn/education/special-education/eligibility/se_intellectually_gifted_evaluation_guidance.pdf https://www.thompsonschools.org/cms/lib/CO01900772/Centricity/Domain/1475/Parent%20Handbook%20GT%20Identification.pdf https://www.ccisd.net/gifted-talented less Care Plan Grading Rubric Name ________________________________ Date____________________ ...

1. Discussion week #5
Contains unread posts
Daniela Reyes posted Jun 30, 2022 9:11 PM
Subscribe
· Write a draft of your letter, beginning Dear Parent, and
include the following in your letter:
Dear Parent,
Students in Clear Creek are generally high achieving. The
superintendent of Bartow County's school's main priority is
"educating the whole child" and recognizes the importance of
addressing educational factors impacting students' success in
school beyond the traditional curriculum and academic
influences. Rigorous learning opportunities exist for students in
the Gifted and Talented program at all grade levels. The goal is
to provide resources to engage and develop GT students who are
academically successful and provide a more challenging
environment to continue to keep them exciting and involved in
learning.
Gifted Services are designed for students who demonstrate
above-average achievement or potential in general intellectual
ability, specific subject matter aptitude, and creative/productive
thinking skills. Criteria for selection include cognitive skill
tests, professional recommendations, classroom performance,
and portfolio samples. All kindergarten students are screened
for possible testing throughout the school year.
Your child's teacher has requested that your child be considered
a gifted identification testing candidate. To determine whether
you believe testing is appropriate for your child, please feel to
read all the procedure and details of what constitutes a gifted
student. All testing will be taken during the first hours of school
days, making students responsible for any missed assignments.
Students will be evaluated in four different areas, creative
ability, leadership ability, cognitive ability, and Reading &
Math ability. These areas will be tested using a multiple criteria
assessment approach, which means that many sources of

2. information are reviewed over time before formally identifying
a student as gifted in one or more of the four areas evaluated.
Standardized test scores for all students are screened for
evidence of exceptionally high-performance levels on
achievement tests. This process, along with nominations, yields
a list of nominees based on an 85% score or above, from which
GT teachers will begin the gathering process. Suppose students
meet the district criteria according to the review team. In that
case, the student's name and profile sheet are sent electronically
to the district Gifted and Talented Administrator and added to
the district database. Parents will receive a detai led report
summarizing the student's results (CCISGT, 2022).
Reference:
https://www.tn.gov/content/dam/tn/education/special-
education/eligibility/se_intellectually_gifted_evaluation_guidan
ce.pdf
https://www.thompsonschools.org/cms/lib/CO01900772/Centrici
ty/Domain/1475/Parent%20Handbook%20GT%20Identification.
pdf
https://www.ccisd.net/gifted-talented
less
Care Plan Grading Rubric
Name ________________________________
Date________________________
1. Subjective Data-What did the patient or family say?
(May obtain second hand from the chart)
5 pts.
2. Objective Data-Relevant data that collaborates diagnosis or
what the patient/family said.
5 pts.
3. Analyze Data-additional relevant information
(labs/test/social/medical/surgical/family history)
5 pts.
4. Nursing Diagnosis

3. a. must be a NANDA approved diagnosis- (5pt)
b. must contain all 3 parts (Diag, R/T, AEB)- (5pt)
c. must be relevant to the Patho.- (5pt)
15
5. Expected Outcomes/Goals
a. must be relevant to the diagnosis-(10 pt)
b. must be what you expect the patient to achieve; (5 pt)
i. Patient will remain free of
ii. Patient will be able to
iii. Patient will verbalize
c. must include at least 4 goals: (10 pt)
i. 2 short term-prior to discharge
ii. 1 long term-after discharge
iii. 1 collaborative-with another discipline:
(Dietary, Respiratory, Physical Therapy)
25
6. Interventions
a. Each goal must have at least 1 intervention. (10 pt)
b. Intervention must be relevant to the goal (5 pt)
c. If it’s something you (the nurse do) it’s a intervention: (5 pt)
i. assess, monitor, obtain, order or teach
ii. If the goal for the patient is increase in knowledge of
something-your intervention should be teaching something.
20
7. Rationales
a. Must be relevant to the intervention (10 pt)
b. Each intervention must have at least 1 rationale (5 pt)
c. Each rationale must have a reference (5pt)
20
8. Evaluation
a. Did the patient achieve the goals?
5
Total

4. Due June 30
HT
EDUCATING OUR COMMUNITY
While soaring to new heights
DEA
CASE 1
A 19-year-old Marine was brought to the infirmary after passing
out during basic training. He had repeatedly complained of
severe weakness, dizziness, and sleepiness during the preceding
4 weeks of boot camp. In a previous episode weeks earlier, he
had drowsiness and generalized tiredness and was brought to the
infirmary, where after IV administration of saline, he was
returned to duty with the diagnosis of dehydration. Upon
questioning, he reported unquenchable thirst, and the repeated
need to urinate. Although he ate all of his rations as well as
whatever he could get from his fellow trainees, he had lost 19
pounds. (Baseline body weight was 150 pounds, height 5'8").
On the last day, he complained of vague abdominal pain, which
was worse on the morning of admission. He had vomited once.
During the examination, he was oriented but tachypneic. He
appeared pale, dehydrated with dry mucous membranes, and
poor skin turgor. His respiratory rate was 36/minute with deep,
laborious breathing; his heart rate was
138/minute regular, and his blood pressure was 90/60. His chest
was clear, and his heart tones were normal. There was an ill -
defined generalized abdominal tenderness, which was otherwise
soft to palpation and showed no rebound. There was generalized
muscular hypotonia; his deep tendon reflexes were present but
very weak. Laboratory, on admission, showed glucose of 560
mg/dl, sodium 154, potassium 6.5, pH 7.25, bicarbonate 10
mM/liter, chloride 90, BUN 38 mg/dl, creatinine 2.5 mg/dl.
(Normal values: glucose, 70-114 mg/dl; Na = 136-146; K, 3.5-
5.3; Cl, 98-108; CO2, 20-32 [all in mM/I]; BUN, 7-22mg/di;
creatinine, 0.7-1.5 mg/dl). A urine sample was 4+ for glucose
and had "large" acetone. HbA1c was 14% (n=4-6.2%). Serum
acetone was 4+ undiluted, and still positive at the 4th dilution.

5. Beta-Hydroxybutyrate level was 20 millimoles/liter
(normal=0.0-0.3 mM/I).
He was treated with insulin and saline I.V. By the 4th hour of
treatment, potassium chloride was added to the IV at a rate of
15 mEq/hour. Sixteen hours later, he was active, alert, well -
hydrated, and cheerful, indicating he felt extremely well. He
requested that his IV be discontinued. His physician decided to
switch his insulin to subcutaneous injections and start a liquid
diet. He was later put on a diabetes maintenance diet and treated
with one injection of Human Lente insulin in the morning.
Although his blood sugars the next morning were 100-140
mg/dl, he had frequent episodes of hypoglycemia during the
day, and his HbA1c was 9%. Eventually, he was put on 3
injections of regular insulin/day, and a bedtime intermediate
duration (Lente) insulin.
Questions
1. Why did the patient improve after being given IV saline on
his first admission?
2. Why was dyspnea his presenting symptom?
3. He was hyperkalemic on admission, and yet, why was
potassium later added to the IV infusion?
4. What is the possible reason why a single injection of insulin
in the morning failed to control his
diabetes without causing hypoglycemia?
STUDENT NAME:
FACILITY:

6. DATE:
NURSING CARE PLAN
Assessment &
Nursing Diagnostics
Planning Mutual &
Measurable Goals
Implementation
(Intervention)
Scientific Rationale w/
Documented Source for Each Function
Evaluation (Each goal met, unmet, partially met)
Assessment Data:
1. Subjective Data
2. Objective Data
Analyze Data
Nursing Diagnosis:
Short Term Goals:

7. 1.
2.
Long Term Goals:
1.
2.
1. Independent Nursing Functions
a
b.
c.
d.

8. 2. Collaborative Nursing Functions
a.
b.
c.
d.
1. Independent Nursing Functions
a
b.
c.
d.
2. Collaborative Nursing Functions
a.
b.
c.

9. d.
Short Term Goals:
1. Goal met…(Explain)
2. Goal met…(Explain)
Long Term Goals
1. Goal met partially…(If so, explain)
2. Goal met…(Explain)
Assessment &
Nursing Diagnostics
Planning Mutual &
Measurable Goals
Implementation
(Intervention)
Scientific Rationale w/

10. Documented Source for Each Function
Evaluation (Each goal met, unmet, partially met)
Assessment &
Nursing Diagnostics
Planning Mutual &
Measurable Goals
Implementation
(Intervention)
Scientific Rationale w/
Documented Source for Each Function
Evaluation (Each goal met, unmet, partially met)
Week 5 Discussion- Letter to Parents
Contains unread posts
Danielle Harris posted Jun 30, 2022 5:59 PM
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Week 5 Discussion- Letter to Parents
Danielle Harris
SUO_PSY3800 Introduction to Psychological Testing and
Assessments
Dr. Julian
06/30/2022
Dear Parent/Guardian of student,
I am the new principal here at South Hills private elementary
school. I am introducing a new technique that should grant a

11. better start for the talented and gifted children amongst us.
Psychological and ability tests are being introduced to enhance
the childrens achievements, performance, and enhance them
even further. I am excited to inform you of this new program
because it will also test their abilities and measure
psychologically how cognitively advanced they are. These tests
are not bias. This is not harmful in any sort.
In the WAIS-IV, as well as in the WISC-V and WPPSI-IV,
Wechsler’s basic approach is maintained. First, there are
individual subtests, each of which is related to a basic
underlying skill or ability (see Table 10.1). For example, the
information subtest measures one’s range of knowledge. Each of
the various subtests is also part of a broader “index.” On the
WAIS-IV, the subtests are sorted into four indexes: verbal
comprehension, perceptual reasoning, working memory, and
processing speed. The full-scale IQ (FSIQ) is then based on the
summed scores of these four indexes. The validity of the WAIS-
IV rests heavily on its correlation with earlier versions of the
test. However, the Wechsler tests are considered among the
most valid in the world today for measuring IQ (Kaplan, 2017).
Children will come into class on July 10th, 2022 and start the
assessment. We will be testing multiple grades over a week
period. 4th, 5th, and 6th grade will be tested. Once the test are
completely administered, they will be sent off. We should get
the results back within the week following testing week. Those
scores will be then administered to parents or guardians of the
child.
Their education is a great commitment and we hope each and
every one of the parents are aware. We would like them to be
knowledgeable of what is being measured. We are excited to
advance our students in any possible way. If there are any
questions, please feel free to send me an email, text, or phone
call. Once results are back, we will send out each students test
scores, individually, by mail or portal. Then we can follow up
after that on the direction we should take. I appreciate your
patience, commitment and support!

12. Principal
Danielle Harris
References
Kaplan, R. M., & Saccuzzo, D. P. (2017). Psychological
Testing: Principles, Applications, and Issues (9th Edition).
Cengage Limited.
https://digitalbookshelf.southuniversity.edu/books/97813374704
69
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Personality Type.html
Personality Type
The content of which any given test is composed varies based
on what construct is being measured. There are numerous
different types of psychological assessments, and based on the
content of the test, the format varies with it.
A common way in which information is gathered is through
responses given to a series of statements. The statements are
usually responded to using some type of scale, and the options
on the scale vary along a continuum.
An example of a test that utilizes this type of assessment
technique is the big five profile, which asks individuals to rate
the degree to which they agree to given statements, and it
measures five core personality traits.

13. Another type of test presents test-takers with statements and
only offers two choices, or agree/disagree in order to gather
responses.
For example, the Myers-Briggs Personality Indicator places
individuals into four dichotomies based on their agree/disagree
responses. In certain businesses and organizations, tests are
given in order to estimate what type of management style job
candidates have. As a means of deciding whether individuals
would be a good fit with the company's values and goals, the
management style inventory was created and also utilizes a two-
choice response format.
Most of these tests are administered in settings controlled for
environmentally confounding factors, and use a pencil and
paper for individuals to complete the tests. Some newer tests,
however, are taken at assessment centers and are given using a
computer.
Types of Cognitive Ability Tests.html
Types of Cognitive Ability Tests
An achievement test is a type of cognitive ability test that
assesses the knowledge of a person about a specific subject.
From the many types of achievement tests that exist, you must
choose the one that best suits your purpose.
While choosing an achievement test, you must keep in mind the
purpose of the test, the psychometric properties of the test, and
test norms.
It may sound quite obvious, but it is important to know why the
test is being administered. Ensure that the test is appropriate for
the age group of the people being assessed. In addition, you
must consider other practical issues such as the time taken to
administer the test, the cost of the test, and difficulty in
scoring.
The test must also be both reliable and valid. Make sure that the
test manual provides a detailed description of the methods used

14. by test developers for establishing the reliability and validity of
the test. For example, if test publishers validated a test on a
sample of Caucasian middle school children residing in an
upper-middle-class area of the country, the test might not have
the same level of validity for other populations.
Many standardized achievement tests provide norms for score
comparisons. Norms are the standards against which the test
scores are interpreted based on a standardized group of
respondents taking the test. For example, to determine what
level of performance on a particular achievement test is
equivalent to the sixth-grade level, the test developers would
administer the test to a large group of sixth graders. Then on the
basis of the results, the performance standards are defined.
Week 5
Contains unread posts
Jacqueline Julien posted Jun 27, 2022 11:15 AM
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Hey everyone,
Discussing testing with parents is one of my favorite parts of
providing assessments for children; or maybe it is not. There
needs to be enough information in the report and it needs to be
stated in a way that people who are not psychologists can
understand. To get you started here is a format template and
descriptions that you can follow (Some thoughts on the format
for a psychological report, n.d.)
http://www.msresource.com/format.html
Your job this week to explain to parents why you would choose
a certain assessment and utilize that instrument for testing of
their children. Draft a letter as described above discussing the
assessment you would use. Even though you are writing your
response in the form of a letter, you must still use references
and citations for the assignment.