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Hart
Jessica L. Rehac
Krissy C. Holleran
DIFF 503
October/November, 2014
A. Student Data
1. Student pseudonym: Lola
2. March 23, 2007, 7 years, 7 months
3. Currently placed in a second grade integrated co-teaching classroom at Buffalo Public
School, 67, Discovery. The integrated classroom has one general education teacher, and one
special education teacher. The Integrated Co-teacher works with the second-grade team to
develop materials and student-centered areas to supplement curriculum for students that are
performing above and below grade level. There are 29 students in the classroom. Of the 29, 5
students currently have special education services with IEPs (approx. 1:6 ratio), and 4 students
performing above grade-level. At this time, there is also a student teacher in the classroom who
has been leading instruction. Student is also pulled out for speech services 2 days a week.
The school is located in a closely integrated (tight-knit) neighborhood of South Buffalo.
The school has over 90% parent involvement. Other supports at the school include a student
support team that includes the Committee on Special Education and a school psychologist. WNY
United also has members of their staff working in the school on a daily basis. The WNY United
staff members discuss character traits with the students - as in what makes a good citizen and
making the right choices.
4. Date(s) of Evaluation.
Week of November 12-14.
1. Family History.
a. Family composition
Lola is 7 years old, and lives with her parents, and an older sister. Family socioeconomic status is listed as low-income. The family home is located in the surrounding
neighborhood of the attending school.
The family ethnicity is listed as white on the student transcript. When speaking
with the parents, both have ancestry from Ireland, and the father also has ancestry from
Germany. Both parents were born in America and speak English as first and only
language.
2. Educational History.
a. Attendance record (include frequent moves, if applicable).
At this point, Lola has perfect attendance for this school year. She has attended
Discovery School since Pre-K.
b. Achievement.
i. Learning Strengths
Lola has high expressive language skills. She often tells elaborate stories
about personal experiences, and goes in depth when explaining a concept learned
in class. She is also able to explain learning in her writing with complex writing
c. Social-emotional factors.
Shows no sign of outward diversities among her peers. Lola is well liked within
the social construct of the classroom; she may, however, have a deeper
understanding of curriculum material and can have meaningful conversations with
adults as opposed to her peers.
Make special note of any behavioral and social-emotional factors that may affect the
evaluation (including but not limited to attention span, level of cooperation,
perfectionism, etc.).
Lola may lengthen the process of the evaluation by elaborating to details. She may
interject her own experiences within the context of the evaluation.
a. Student Observations
See Appendix A for reference
b. Student Interview:
From conducting the interview with Lola, we were able to see that she is
quickly able to retain and repeat information presented her. Lola enjoys school
and learning new information; she has also come to the conclusion that
writing information down helps her to remember it on her own. She keeps a
journal, which coincides with our previous observations of Lola and analysis
of her work samples. She enjoys writing not only for school, but personally as
well.
See Appendix B
Work Sample #2
Lola is able to recall every detail from texts that shes read. Though she has shown an
obvious preference to non-fiction texts, she will still write more than required in responses on
fictional texts.
Work Sample #3
This is a response to another tall tale, The Milk. Lola was asked to describe the plot of the
story, which she did in detail. She has a difficult time summarizing texts, and would prefer to
write down everything that she remembers from the story instead of general ideas.
Work Sample #4
Lola wrote a personal narrative on Halloween. The paper was a progress writing where
student used a graphic organizer to make a draft and edited the paper for a final copy. Student
used complete detailed sentences. The topic was written sequentially. Student performed at a
proficient level.
Parents are very supportive of Lola in school, however they dont fully understand how
to best help enrich Lola academically.
6. Testing Needs: Based on your analysis of the information outlined above, what
specific areas or skills need to be tested?
The specific skill being tested is Lolas capabilities in ELA that includes but not limited to:
reading and writing.
test provides scores for grade and age levels of student being
assessed. This information will help determine if
interventions to the curriculum are needed.
Reliability/Validity
The Woodcock-Johnson Tests of Achievement is a widelyused, comprehensive collection of tests measuring level of
achievement in reading, mathematics, written language, and
knowledge.
The Reading tests are organized into three clusters. The Broad
Reading Cluster is considered the most general measure of
reading achievement, and is composed of Letter-Word
Identification and Passage Comprehension. The Basic
Reading Skills Cluster measures sight vocabulary and the
ability to apply phonic and structural analysis skills. It is
composed of Letter-Word Identification and Word Attack.
The Reading Comprehension Cluster measures
comprehension of single words (Reading Vocabulary) and of
words in context of a passage (Passage Comprehension).
Reliability/Validity
Most of the WJ III tests show strong reliabilities of .80 or
higher; several are .90 or higher. The WJ III interpretive plan
is based on cluster interpretation. The WJ III clusters show
strong reliabilities, most at .90 or higher. The reliability
characteristics of the WJ III meet or exceed basic standards
for both individual placement and programming decisions.
Reliability:
Internal coefficients in the mid-.90s for clusters. This
indicates good reliability for the broad cognitive and broad
achievement clusters.
a. In-depth (1-3).
In-depth Informal Assessments:
assessment
End of Year
b. Brief (1-3)
Personal Narrative
b. What resources did you draw upon, e.g., specific textbooks, tools, websites,
consultation with ________ (person)?
EngageNY.org
CKLA Curriculum
DIBELS Assessments
Consulting with General Education Teacher
5. Testing Sessions.
Student assessed in Integrated Co-Teachers room, without other students or distractions. Testing
sessions completed in 30 minute intervals as needed, to prevent student from growing frustrated
or bored. Standardized assessments took approximately 30-45 minutes to complete and were
administered within one week. The Woodcock Reading Mastery test was administered first, with
the Woodcock-Johnson III following.
Appendix A
Listens intently
Center Time
Did you know anything about the topic before it was discussed in class today?
I know China is on the other side of the world. When it is daytime here, it is night there. I know
that pandas are from China and they speak a different language. Mandarin Chinese is the most
spoken language in the world.
When you finish work before your classmates, what are things you like to do while you wait?
I read, I try to talk to them but you yell at me and I dont want to get my card changed.
She likes to read, sometimes I cannot get her to be quiet, she likes to play inside. She keeps a
journal and likes to write.
Grade level materials are used for instruction in class. We use the CKLA curriculum for both
ELA and Math. RtI for Lola - the students utilize Junior Great Books (Junior Great
Books provides a strong framework for teaching reading comprehension, critical thinking,
vocabulary, and writingall in the context of students sharing their ideas about great literature).
Student performs at or above grade level in all areas. She scored 100% in all ELA assessments at
the grade 2 level, with the exception of one (90%). Math: 100% on all assessments with
exception of one (92%). RtI: 100% on all assessments.
The student is reading above grade level reading benchmark for fluency at the end of the year
2nd grade is 92 WPM, Lola is reading 133 WPM at the beginning of year benchmark.
She received a perfect score for the end of the year common formative assessments in math.
Instructors continue to improve differentiated instruction to meet the needs of all students.
Lola is able to maintain focus during instruction. She likes to continue conversations about
learned material at her table. She is very intellectual. She talks to me as if she is my peer and I
feel like I am talking to an adult.
We are keeping track of time played for an exercise motivator, She often comes to school stating
that she didnt play.
She is a happy girl, smiles, likes to talk. She is working above her peers. It doesnt appear that
she has made any friendships that continue outside of the classroom setting.
She does participate in classroom discussion when called upon, but is not the first to raise her
hand to answer a question.
What would you like to change about your instruction with Lola, now that shes been in your
classroom for a couple of months?
I would like to integrate enriched material for her and other students performing above grade
level in order for them to enhance or build upon what theyve learned.
Date:
9/18/2014
SBU
b. How would the parents like the student to be referred to in SBU class assignments and
discussions?
___ Use the student's real name
report only
___ Preferred pseudonym: Lola
c. Reason for Referral. Include a) particular interest or concern of person referring the student,
e.g., an exceptional ability to reason and learn, exceptional performance or achievement (in top
10% or rarer) in an area (e.g., mathematics, music, language, painting, dance, sports), etc., and b)
how the student is expected to benefit from the project:
A.)Lola has high expressive language skills. She often tells elaborate stories about personal
experiences, and goes in depth when explaining a concept learned in class. She is also able to
explain learning in her writing with complex writing skills showing sequence of events with an
introduction, details and conclusion. She often sticks to a task until she masters it. She has selfcontrol and shows great discipline in the classroom and with curriculum.
On beginning of the year DIBELS for reading fluency, Lola is reading 133 words per minute,
with 99% accuracy (end of year benchmark is 92 WPM). On Common Formative Assessments
for ELA, EM scored a 94% missing 1 out of 15 questions. For Math CFA, EM scored a 100%.
Lola is assertive and often a leader in group activities and within the classroom. She has a strong
character and is able to express ideas to achieve a goal. Lola likes to help others.
Lola likes to explain reasoning, looks for extended learning, and often explains what she has
learned to instructor/class.
B.) Lola needs to be challenged. General Education materials should be supplemented to extend
learning in order to keep her engaged in curriculum. Enrichment to the instruction may allow EM
to work in a group to build onto prior knowledge. EM will also need resources to be available
(possibly from trade-books, computer research websites, and videos).
How did you hear about individual educational evaluations through SBU? Graduate
Student
k. Student's Current Placement: Type of class, location, number & age-range of classmates,
number of students with and without exceptionalities, number of staff, and by whom the class is
primarily taught (general education, special education, &/or gifted education teacher):
Second Grade Integrated Co-teaching Classroom
Urban School district, 27 Students currently in the classroom ages ranging from 6-8 years. There
are 5 students with exceptionalities within the classroom, and 4 students, where data indicates,
are performing above grade level.
There are two classroom teachers, one general education teacher, and one special education
teacher. Instruction is composed of co-teaching models and small groups.
l. Type of Exceptionality
_X_ Gifted/Talented. Has the student been formally identified as gifted/talented by the school?
___ Yes
_X_ No
___ Disability. Has the student been formally identified as having a disability by the school?
___ Yes
For Instructor Use: ______ Approved; please proceed. ______ Please revise & resubmit by
___________
Intervention History: Please describe interventions that have been implemented and their
effectiveness. Attach additional sheets if more space is needed.
Type of
Description
Results of Intervention
Intervention
enriching the curriculum with
_X_ Adapted
difficulty of
materials.
centers
on lessons in ELA.
_X__ Adapted
materials to
incorporate the
student's
interests.
_X__ Provided
additional
resource or
reference
materials.
___ Gave
student extra
help.
___Changed
the students
seat.
___ Provided
reminders of
what task (or
step) to do.
_X__ Provided
reminders of
independent practice.
how to do the
_X__ Read
tests orally.
100%
___More
frequent
quiEMes.
___ More time
to take
quiEMes.
___ Answer
test/assignment
questions
orally.
_X__
Discussing interests
Communication
w/ parents re:
planning
behavior and/or
school work.
_X__
Established &
posted class
rules.
___ Homework
signed by
parent.
___Behavioral
support
program.
___ Conferred
with specialists.
___Other:
1. Test Behavior
a. Attentiveness:
Very focused, wanting to please, tried hard, when assessment questions were getting
progressively more difficult, she re-read question and was more attentive.
a. Formal assessments.
Number
Percentage Rate
Correct/Number
attempted
Visual Auditory
120/134
90%
40/51
78%
82/102
81%
Word Attack
40/45
89%
Word
13/23
57%
10/25
40%
32/48
67%
38/50
76%
Learning
Letter
Identification
Word
Identification
Comprehension
Antonyms
Word
Comprehension
Synonyms
Word
Comprehension
Analogies
Passage
Comprehension
Estimated Accuracy of
Results
Cluster/Test
Relative
Standardized Score
Performance
(Mean of 100,
Index
Standard deviation
of 15)
Broad Reading
100/90
129
Broad Written
100/90
141
Brief Reading
100/90
129
Brief Writing
100/90
138
Language
133
Letter-Word
100/90
134
Reading Fluency
99/90
133
Spelling
100/90
146
Writing Fluency
99/90
131
Passage
99/90
118
Writing Samples
100/90
128
Skill
Number
Percentage Rate
Identification
Comprehension
Item Analysis
Correct/Number
attempted
Letter/Word
62/75
83%
50/50 (timed, 3
100%
Identification
Reading Fluency
minutes)
Spelling
45/57
79%
Writing Fluency
18/18 (timed, 7
100%
minutes)
Passage
30/40
75%
Comprehension
Writing Samples
19/24
79%
Estimated Accuracy of
Results
b. Informal assessments.
Common Formative Assessment, current grade level. This assessment is a district test
administered to show growth in the academic year. The assessment aligns with the curriculum
and the common core state standards.
i.
Student received a 93% on End of Year post-test for ELA, missing one out of 15
questions. Student score is a level 4 scoring at an above level category.
ii.
iii.
Spelling assessments are given at the end of each week. Spelling words align with skills being
taught within the curriculum, such as a_e pattern words like cake or make.
i.
Student receives 100% on all spelling tests. Student is reading significantly above
grade level and performance indicates that student abilities are above what is
being measured in the weekly grade-level spelling tests.
ii.
Scores indicate that student has mastered spelling words for grade level.
iii.
Graded assessments unavailable. Appendix includes spelling words for tests given
in the last 4 weeks, in which student has received a perfect score.
Weekly written work measures student writing ability, to sequence written response questions,
find details to support a topic, writing a narrative text.
i.
ii.
iii.
iv.
F. Evaluation Summary:
1. Summary Statement
The integrated co-teacher has referred Lola to be assessed for an evaluation of
gifts and talents. She has shown exceptional performance and achievement in both ELA
and math.
The expectation of evaluating Lola for gifts and talents is to provide information
to the parents in order to pursue enrichment programs. The information will also provide
educators with information that can be used to extend Lolas learning within the 2nd
grade general education classroom.
Lola has not been formally identified as a student that may be gifted and talented.
Special services provided at this time include enriching the curriculum with differentiated
instruction, extended learning centers, independent work, and computer time for more indepth research on lessons in ELA.
a. Lola was assessed on her reading skills through the use of the Woodcock
Reading Mastery Test Form G and Woodcock- Johnson III Normative Update
Tests of Achievement (Form B). Through the use of two different
assessments it is determined that Lola is currently performing consistently
throughout the two tests is approximately a 7th grade reading and writing
level.
During the Woodcock Reading Mastery Test Form G, Lola scored an 8th
grade equivalent for basic skills, 5th grade reading comprehension skills, and
an overall reading cluster of a 7th grade equivalent. The Woodcock- Johnson
III Normative Update Tests of Achievement (Form B), indicated that Lola is
currently performing at a 6th grade broad reading level and a 6th grade brief
reading level. Lola is presently performing at a 7th grade broad written
language level and 10th grade brief writing level. Lola is currently performing
at a 6th grade written expression performance layer.
Looking at informal assessments, Lola scored a 93% on the End of Year
post-test ELA only missing one of 15 questions and scoring a 4- an above
level. Scoring at a level 4 on the assessment indicates that student has
mastered content for grade level. Material may not be challenging enough for
the student. Through informal assessment Lola receives a 100% on all grade
level spelling tests that are administered weekly. Comparing the informal
assessment of spelling tests and the standardized testing Lola would most
likely be able to perform at or about a 6th or 7th grade level.
In the Woodcock- Johnson III Normative Update Tests of Achievement (Form
B), Lola indicated a grade level performance of a 6th grade written expression,
7th grade broad written language, and a 10th grade level in brief writing.
Weekly written work measures student writing ability, to sequence written
response questions, find details to support a topic, writing a narrative text.
Student written work is exemplary. She is able to. Student score is a level 4
scoring at an above level category. Student responses are unavailable. No
access to assessment is available. Scoring at a level 4 on the assessment
indicates that student has mastered content for grade level. Material may not
b.
Lola has high expressive language skills. She often tells elaborate stories
about personal experiences, and goes in depth when explaining a concept learned
in class. She is also able to explain learning in her writing with complex writing
skills showing sequence of events with an introduction, details and conclusion.
She often persists with a task until she masters it. She has self-control and shows
great discipline in the classroom and with curriculum.
Lola is assertive and often a leader in group activities and within the
classroom. She has a strong character and is able to express ideas to achieve a
goal.
Lola likes to explain reasoning, looks for extended learning, and often
correlates prior knowledge to new material in a lesson.
c. Implications
Lola has shown that she is performing at a level that is well-above that of
her classmates. She is able to decode words at an estimated 7th grade reading
level, and consistently delves into subject matter at a level of complexity far
above what is expected of a 2nd grade student.
Lola should be presented with material that is above the 2nd grade reading
level. She should be given opportunities to use her above-average writing skills in
ways that helps her to explore new content in a more in-depth way to satisfy her
curiosity and foster her enjoyment of learning.
G. Recommendations:
1. Recommended Supports.
a. Modifications and/or Adaptive Devices Needed
Lola would benefit from advanced materials in reading and writing to help
develop her advance skills and help her to continue to perform at higher levels. Lola
would benefit from high level thinking questions, critical thinking, problem solving, and
other various aspects of Blooms Taxonomy in areas such as analysis, synthesis, and
evaluation. Lola would best benefit from a classroom setting with differentiated
instruction that enhances her performance level, and encourages her to achieve further.
Through research it was decided that Lola would benefit from various aspects of creative
writing that would generate unique ideas, have various different way to indicate, and
would also further enhance her reading, writing, and vocabulary skills. Lola would
benefit using a journal for creative writing as well as a personal and free space to record
her ideas and thoughts. Lola may benefit from the use of technology such as computer
time or an iPad for a support so that when finished with assignments Lola would have the
ability to use higher level applications or websites to enrich learning.
1. Given a journal and enrichment text, student will summarize information learned in 2
out of 3 trials.
Rationale: Since Lola enjoys exploring texts and has admitted that her preferred
method of memorizing material is to write it down, Lola should be given a journal to
keep track of enrichment material, and encouraged to write in it 2-3 times a week.
2.
Given group work time, student will cooperatively work with her peers to
accomplish a given task (ie: listening to peers suggestions, allowing others to lead,
designating tasks)
Rationale: While Lola gets along with her peers, she prefers to work alone and does
not work well within a group, choosing to share more information than she takes in
from her peers.
3. Given a higher-level text, student will decode new words with 90% accuracy.
Rationale: Lola is not being challenged with the grade-level text being provided.
Given a higher-level text (6th-7th grade), Lola should still be able to decode new
vocabulary words accurately.
Schools that have a strong belief in art programs, including visual arts, performance arts,
music, or creative writing maintain the idea that creative thinking approaches to problem-solving
are important to areas of study such as mathematics, reading, science, and history (Miller, &
Hopper, 2010). Students who develop these strategies often have a more flexible way of
thinking through problems than students who do not (Miller, & Hopper, 2010. Creative writing
is more than transferring knowledge and possessing language usage ability (Akdal, & ahin,
2014).
Creative writing is a difficult skill to acquire for students and should be taught using
different techniques and methods. Effective creative writing has eight dimensions, originality of
ideas, fluency of thoughts, flexibility of thoughts, vocabulary richness, sentence structure,
organization, and writing style and grammar (Akdal, & ahin, 2014).
H. References (3 pts):
Akdal, D., & ahin, A. (2014). The Effects of Intertextual Reading Approach on the
Development of Creative Writing Skills. Eurasian Journal Of Educational Research (EJER),
(54), 171-186.
Akkaya, N. (2014). Elementary Teachers' Views on the Creative Writing Process: An
Evaluation.
Educational
Sciences:
Theory
&
Practice,
14(4),
1499-1504.
doi:10.12738/estp.2014.4.1722
Miller, S. R., & Hopper, P. F. (2010). SUPPORTING READING GOALS THROUGH
THE VISUAL ARTS. Reading Improvement, 47(1), 3-6.