Educational Evaluation, Part I
Student Project Disclaimer: Readers of this report are asked to interpret the results and
recommendations with the understanding that it has been developed as a project for a graduatelevel assessment course. The author is a qualified teacher in an advanced academic program.
The contents may be limited by the as-yet-developing expertise of the author, time limitations of
the course, etc.
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.
B. Referral Information (3 pts.)
1. Describe:
a. 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.
b. Expected benefits from the evaluation of gifts and talents
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 Elli’s learning within the 2nd grade general education
classroom.
2. 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 in-depth
research on lessons in ELA.
3. Attach completed Referral Form with "Intervention History" (provided at end of this
outline).
C. Background Information (8 pts):
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.
b. Cultural and language background.
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.
c. Family history of exceptionality (gifted/talented, disability).
There is no history of exceptionality known in the family history.
d. Medical background (including vision, hearing, allergies, health
concerns).
There are no health concerns for Lola at this time.
e. Peer relationships, social adjustment, extracurricular and community
involvement.
Lola communicates well with her peers and adapts well within the social
construct. She is well liked, however, Lola has not formed any strong friendships and has
few play-dates outside of the school setting. When asked if Lola participates in any extracurricular activities outside of school, her mother did not indicate any involvement.
Knowing that Lola’s family is considered of low socio-economic status, the issue was not
pressed.
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
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 help others and is able to explain steps to a problem for others
to understand learned material.
Lola likes to explain reasoning, looks for extended learning, and often
correlates prior knowledge to new material in a lesson
ii. Report Card Performance.
Lola is performing at or above grade level in all areas. Lola is performing
at above grade-level in writing and reading. She consistently scores between 85100% on all assessments. Depending on math content, Lola scores at or above
grade-level.
The Dynamic Indicators of Basic Early Literacy Skills test (DIBELS)
beginning of the year measures of oral reading fluency Lola read 133 words per
minute, with 99% accuracy (end of year benchmark is 92 WPM). On Common
Formative Assessments (CFA) for ELA, Lola scored a 94% missing 1 out of 15
questions. The Math CFA, Lola scored a 100%.
iii. Preferred Learning Modalities/Methods.
Lola works well in whole group, small group, and independent practice.
While she is able to help others, and works well in group setting, Lola is a selforiented learner. Lola focuses on content until she reaches mastery level. She has
an analytic thinking style, for example: when she was leaving for the day, the
integrated co-teacher said that she would see her later; Lola’s response was, “You
are seeing me now.”
iv. Note any acceleration (or retention), other educational placements,
etc.
The school does not have an acceleration program or placement. The
classroom environment continues to improve on differentiated materials and
strategies to meet all student needs.
v. If any individual standardized testing has previously been
completed for the student (e.g., testing for exceptionalities),
summarize results here. Include the date and unabbreviated name(s)
of test(s).
There have been no previously completed standardized test performed or
administered to Lola.
c. Social-emotional factors.

Has the ability to adapt to various situations

Positive relationship with adults, speaks to adults as her counterparts.

Maintains attention to instruction, has shown less interest in independent activity
that is targeted for general grade-level students.

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.

There have been no disciplinary actions
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.
NOTE: If a functional behavioral assessment (FBA) has been completed, briefly
summarize it including the function of the problem behavior and recommended
interventions. If a current FBA is not available for students with significant
behavioral issues, consider this as part of your final recommendations.
There is no FBA in place at this time. There are no interventions necessary in regards to
behavior.
3. Student Observations and Interview. NOTE: If creativity is an area of interest, consult
Colangelo & Davis.
a. Student Observations
See Appendix A for reference
i. Summarize the results of your student observations.
Lola is a cooperative and attentive student. She likes to learn new information and
knows how to look for information when needed. She does not connect well on a
personal level with her peers and prefers the company and conversation of adults.
Lola consistently adds more detail than is asked of her to assignments and has a
difficult time finishing writing assignments, as she wants to continue to add detail
and revise her work.
ii. Describe how the student’s performance compares to that of peers.
Student is performing at or above grade level in all academic areas. Her writing
abilities are superior to her peers. She is descriptive and writes with voice. She
often connects text and ideas from prior knowledge. Socially, Lola is not as likely
to play with the other students when at the playground or celebration like a
birthday.
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
4. Analysis of Work Samples (at least 2).
Work Sample #1
Lola enjoys assignments where she is able to write out responses. She consistently writes
more than necessary to answer the question, and finishes before her peers. In question two, Lola
was only required to describe one of the holidays in the question, and she described both.
Work Sample #2
Lola is able to recall every detail from texts that she’s 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.
5. Teacher and/or Parent Interview(s):
Parent Interview: Appendix C
Parents are very supportive of Lola in school, however they don’t fully understand how
to best help enrich Lola academically.
Teacher Interview: Appendix D
Teacher seems to have a good understanding of Lola’s specific strengths and needs. It is
obvious that Lola is a good student, focused on her work and consistently goes above and
beyond what she is asked. The teacher seems concerned that if Lola does not receive the
enrichment that she needs, this enthusiasm for learning and focus on her studies will begin to
fall.
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 Lola’s capabilities in ELA that includes but not limited to:
reading and writing.
D. Assessment Plan (8 pts):
PLEASE NOTE: CHART HAS BEEN REVISED IN ITS ENTIRITY, INCLUDING
ADDITION TO WOODCOCK III
Woodcock Reading Mastery Tests (Form G)
1. Standardized
Assessment(s):
a) Woodcock Reading Mastery Test (Form G)
b) The purpose of this test is to assess students’ reading
abilities. There are six tests included in the WRMT-R. These
six tests are categorized into three clusters. The clusters are as
followed: the Readiness Cluster, which includes the Visual
Auditory Learning Test and the Letter-Identification Test; the
Basic Skills Cluster, which includes the Word Identification
and Word Attack Tests; and the Reading Comprehension
Cluster, which includes the Word Comprehension Test along
with the Passage Comprehension Test. Administrators are
able to administer the Total-Reading Full Scale Cluster or the
Total-Reading Short Scale Cluster. The Total-Reading Full
Scale Cluster includes Word Identification, Word Attack,
Word Comprehension, and Passage Comprehension. These
scores serve as measure of global reading ability. The TotalReading Short Scale Cluster consists of only Word
Identification and Passage Comprehension. This cluster also
measures global reading ability, but only gives an estimate.
There are six tests in all, some with subtests.
Test 1: visual-auditory learning -measures the subject's ability
to form associations between visual and oral responses.
Test 2: is letter identification - measures upper and lower case
identification.
Test 3: word identification- word identification implies that
the subject may respond correctly even though they may not
have any previous knowledge of some words.
Test 4: Word attack - read nonsense words - measures
subject's ability to apply phonic and structural analysis in
order to pronounce words.
Test 5: word comprehension - antonym, synonym, analogies
Test 6 - passage comprehension - the task is a modified cloze
procedure requiring the subject to exercise a variety of
comprehension and vocabulary skills.
Eligible Population/Norming Sample:
In this revised version, norms are provided for grade levels
from kindergarten to college senior and adults to age 75 and
older. The test is appropriately and adequately normed.
c) Reasons for selecting this test– The student assessed have
superior language arts skills. This assessment includes
reading and writing and was administered to gather
information on her reading and writing abilities.
This appears to be an appropriate assessment tool for the
student evaluated. The student is performing well above her
classmates and may need enrichment to meet her needs. The
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
Criterion has concurrent validity. The author compared total
reading scores from the WRMT-R with the scores of other
reading measures. They looked at tests at the 3rd grade, 5th
grade, and 12th grade level. The coefficients are as followed:
3rd grade: .83-.92
5th grade: .78-.87
12th grade (1976): .87-.90
12th grade (1977): .79-.92
Reliability:
Form G and H run parallel from each other the forms are used
together and the scores are combined. When used together the
two forms the coefficient increases and the standard error of
measurement decreases. Evidence for the internal
consistency reliability is good.
Validity: Content and/or Construct.
Evidence for validity of the tests is good. The content validity
is made on the basis of expert judgment and the Rasch scaling
procedures used in constructing the test. Users of the test will
have to make judgments about the extent to which the test
measures mastery of the content of their curriculum. The
author explains that experts such as reading specialists and
teachers were used to help develop the test items used. Short
answers were also chose over other types of answers, such as
multiple choice. The author explained short answer questions
are more like the problems that a student would face in real
life and that they also help to eliminate guessing. Classic item
selection techniques and the Rasch model were also used to
help with the development of the test items. Validity studies
were used to help with the selection of some test items as
well.
Woodcock Johnson III Test of Achievement (Form B)
1. Standardized
Assessment(s):
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).
The Written Language tests are organized into three clusters.
The Broad Written Language Cluster measures production of
single-word responses and production of sentences in context
(Writing Samples). On the Basic Writing Skills Cluster
measures single-word responses (Dictation) and identification
of errors in spelling, punctuation, capitalization, and usage
(Proofing). The Written Expression Cluster measures
production of increasingly complex sentences in context
(Writing Samples) and timed production of simple sentences
according to a general rule (Writing Fluency).
Eligible population - Extended grade norms from K.0 to
university graduate students
Percentile ranks describe a student's relative standing in a
comparison group on a scale of 1 to 99. The student's
percentile rank indicates the percentage of students from the
comparison group who had scores the same of lower than the
student's score. A student's percentile rank of 68 indicates that
68% of the comparison group had scores the same or lower
than the student's score. The table below provides the
classification of standard scores and percentile ranks of the
WJIII.
Test selected to compare scores to Woodcock Reading
Mastery Test. The test also indicates reading and writing
levels. Scores will be used to determine highest area of
achievement, and develop classroom differentiated materials.
Test starting points began at grade 2 to reach the basal of 6.
The next level began at grade 4, rather than work back, a level
at expected performance was implemented. Student was
willing and attentive in assessment and thus was not a factor
in determining reliability of results. Basal/ ceiling rules are
both 6 in: Letter-Word Identification; Spelling; and Passage
Comprehension. Other tests given were specific to grade
level (Writing Samples) or were timed tests (Reading and
Writing Fluency).
Reliability/Validity
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.
Validity: Correlations in the .60 to .70 range when compared
to other cognitive abilities or achievement tests. There is
adequate concurrent and content, but not construct validity.
This standardized assessment tool for the student being
evaluated. The test will provide me with average scores that
will be used in comparison with the Woodcock Reading
Mastery scores. The information obtained from assessment
will allow for targeting enrichment and differentiated
curriculum in accelerated areas.
2. Informal and Alternative Assessments.
a. In-depth (1-3).
In-depth Informal Assessments:
Rationale: Describe the reason for using the
Provide title and description of assessment
assessment
Common Formative Assessment (ELA)
Measures knowledge of grade-level
curriculum. Assessments are given three times
a year (Beginning, middle, and end).
Teachers have access to previous year’s scores
to be able to track student progress.
New York State Testing Program Grade 3
Measures assess student performance in
Common Core ELA Test
accordance with the instructional shifts
End of Year
demanded by the common core. All questions
were multiple choice. Questions analyze
difference aspects of a given text, including
central idea, style elements, character and plot
development and vocabulary. All questions
will only be answered correctly if the student
comprehends and makes use of the whole
passage.
b. Brief (1-3)
Brief Informal Measures:
Rationale: Describe the reason for using this
Provide title and description of assessment
assessment (how it addresses the Reason for
Referral/meets the Testing Needs).
Weekly Spelling Quiz
Tracks student knowledge of grade-level
vocabulary
Weekly Written Responses
Tracks student progress on listening and
learning strand of Core Knowledge Language
Arts (CKLA)
Personal Narrative
Student creativity, writing and editing process.
Writing in complete sentences and organizing
details sequentially.
4. Describe the process used in selecting or designing each informal assessment.
a. What skills/concepts needed to be assessed?
Student is being assessed on vocabulary and listening comprehension. Lola
consistently scores 100/100 on both, suggesting that her ability level is still above the
content being taught and assessed.
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-Teacher’s 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
Interaction with other students

Will hold one-on-one conversations with
others

Mostly academic/intellectually based
(Student talks about classwork, content
material, homework)

Interacts with adults as peers, but prefers
not to hold personal conversations (ie.
Sports, birthdays, music) with children
her own age

Little to no interaction with students
when classroom is not focused on
academics
Discussing learned material (with peers)

Seems to enjoy discussing learned
material with her peers
Continuing to revise and add material to

written response question
Student was reluctant to move on from
task

Has more and more ideas that she needs
to get down

Constantly adds details to assignments
that are extra/unnecessary
Tentative during whole group instruction

Doesn’t offer answers independently

Listens intently

When called on, she can answer
questions
Maintains on task behaviors

Stays on task for entire activity

Typically finishes before peers

Attempts to engage peers who are still
working in conversation about
assignment
Remains focused on lessons

Does not get distracted by other students

Ignores other behaviors in the class
while working
Center Time

Works independently throughout center
time

Individually problem solves to complete
tasks

Immediately finds materials and begins
to work

Does not use this time to socialize with
peers
Appendix B: Student interview
What did you learn today?
We learned about calligraphy. It was interesting to see our names in Chinese. I have three
characters in my name. I think it’s because there are three sounds. Josue only has 2 and his name
has two syllables, so I think that’s why.
Why was it important to know?
We learned that paper was invented in China and how books were made. The lesson told us
where this resource originated.
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.
What do you like most about school?
I don’t know. I like RTI (Response to Intervention). I like Junior Great books.
What do you like least?
(Shrugged her shoulders)
What is your best subject?
RtI. I like the stories we read and talking about it.
What would you like to change about school?
“The hours. I wish we could get here later. (Academics…) I wish we had more computers in the
back so we could use them more. I want to go to the computer lab. It would be fun for all of us to
have our own computer. I would give each kid a computer – no an iPad. That’s what I would
change.”
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 don’t want to get my card changed.
What do you do when you want to remember something?
I read it and I remember. I like to write about things, I keep a journal.
Appendix C: Parent Interview
Is your child involved in extra-curricular activities?
No – (note: low-socio economic status – this may play a role in lack of, didn’t want to pursue)
Has your child developed friendships outside of class?
Yes, she has friends in the neighborhood.
Do you have any concerns about your child academically?
No. I know she can do the work. I would like the school to start an enrichment program.
What is a typical day at home, after school?
She will finish her homework and play with her sister and brother. They like to play a lot of
pretend games.
(Asked for example) She is learning about tall tales in class – she made up a tall tale and her and
her siblings acted it out.
Can you tell me anything about “Lola”?
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.
Appendix D: Teacher interview
What grade level materials are used for instruction in class?
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 writing—all in the context of students sharing their ideas about great literature).
What is the average class level in reading? Math? Language?
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.
Have accommodations or modifications been used?
Instructors continue to improve differentiated instruction to meet the needs of all students.
Can you describe Lola in the classroom setting?
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 didn’t play.
She is a happy girl, smiles, likes to talk. She is working above her peers. It doesn’t 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 she’s 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 they’ve learned.
DIFF 503 Referral Form: Educational Evaluation
Date:
9/18/2014
a. Name of student: Lola
Age & Grade Level: 7, grade 2
SBU
Evaluator: Susan Hart
b. How would the parents like the student to be referred to in SBU class assignments and
discussions?
___ Use the student's real name
___ Use the student's real name for the evaluation
report only
___ Preferred pseudonym: Lola
If the parent's preference is unknown, the evaluator will assign a pseudonym.
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).
d. Name, contact information, and role of person making referral:
Susan Hart, Special Education Teacher
Hart311@roadrunner.com
How did you hear about individual educational evaluations through SBU? Graduate
Student
e. To whom should the evaluation report be distributed?
_X_ Parents _X_ Teachers,
therapists, others (list):
f. Name and address of student's school:
Discovery 67
911 Abbott Road
Buffalo, NY 14220
g. Name of administrator: Mary Jo Conrad
h. Contact information for administrator (phone number & e-mail):
716-826-4922, mconrad@buffaloschools.org
i. Name of teacher: Carol Trzyna, Susan Hart
j. Contact information for teacher (phone number & e-mail):
716-816-4922, sahart@buffaloschools.org, ctrzyna@buffaloschools.org
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
___ No If yes, include specific IDEA classification (as listed on IEP):
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
differentiated instruction, extended
Engaged in lesson, providing
difficulty of
learning centers, independent work, and
outlet for creativity in writing
materials.
computer time for more in-depth research
centers
on lessons in ELA.
_X__ Adapted
Student works on computer during
materials to
learning centers to research interests
In-depth report on cats after
incorporate the
within the construct of the curriculum
reading a fictional story where
student's
main character was a cat
interests.
_X__ Provided
Dictionaries used to define listening and
additional
learning vocabulary words
resource or
reference
materials.
___ Gave
student extra
help.
Completed graphic organizer
with definition, using word in
context, providing
antonym/synonym
___Changed
the student’s
seat.
___ Provided
reminders of
what task (or
step) to do.
_X__ Provided
Student given instructions prior to
reminders of
independent practice.
how to do the
Able to complete work
independently
task (or step).
___ Provided
visual cues.
__X_ Provided
reading
materials in
audio format.
___Increased or
decreased the
number of
items assigned.
___ Used a
highlighter to
identify key
words or
phrases.
___ Provided a
mentor or peer
tutor.
___ Adapted
tests.
Listening and Learning Center
Book report
_X__ Read
Listening and learning
tests orally.
100%
___More
frequent
quiEMes.
___ More time
to take
quiEMes.
___ Answer
test/assignment
questions
orally.
_X__
Discussing interests
Communication
Continue to incorporate in lesson
w/ parents re:
planning
behavior and/or
school work.
_X__
Established &
posted class
rules.
___ Homework
signed by
parent.
___Behavioral
support
program.
___ Conferred
with specialists.
Beginning of the year
Rules followed
___Other: