DIFF 503 EDUCATIONAL EVALUATION DANLER (WHEELER)

Educational Evaluation Report

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 graduate-level
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's Name: Jack
2. Date of Birth, Age: 11/2/07; 8 years old
3. Current Placement: Jack currently is in a second grade integrated co-teach classroom
consisting of 19 students taught by a general education teacher and special education teacher. Of the 19
students present in the classroom, 2 students are receiving Response to Intervention Tiered Services in
Reading and 2 students are receiving ESL services on a daily basis. There are an additional 4 students
who are classified as a student with a disability who receive Integrated Consultant Teacher for Math and
English Language Arts on a daily basis. The curriculum that is used in the classroom for both
Mathematics and English Language Arts is New York State Common Core instruction and materials.
Science and Social Studies are taught based on current state standards and lessons are created as a grade
level.
4. Date(s) of Evaluation: Student evaluations to occur during October 2015 and November
2015 Evaluation dates and times are as follows:
Student Interview: Tuesday, October 27, 2015 1:30-2:15
Student Informal Observations: Wednesday, October 28, 2015 8:30-9:00 and 2:30-3:00
Student Formal Observation: Thursday, October 29, 2015 9:45-11:15 and 1:30-2:00
Administration of Assessments- Tuesday, November 10, 2015 1:30-2:30 and Wednesday,
November 11, 2015, 1:30-2:30
B. Referral Information

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1. Describe:
a. Jacks greatest strength is in the area of reading. His current STAR reading assessment
states that he is reading at a 4.6 grade level. Based on Aims Web Reading Fluency Benchmark given in
the beginning at the school year, Jack was able to read 154 words correct per minute with 2 errors
placing him at the 98.7%ile when compared to his same aged peers. Jack is also able to identify 250 out
of 250 Fry Sight Words for beginning of second grade. Jack also participated in the Aims Web Math
Computation Benchmark at the beginning of the school year scoring a 47. This score places him at the
95%ile when compared to his same aged peers.
Jack has been reading since the age of 3 and demonstrates an advanced understanding of
language. Jack verbally uses well above grade level vocabulary, however struggles in using details in his
writing. In the area of Math, Jack recalls facts easily, exceptional ability to solve problems and excellent
memory. Jack also has many social skills that are above current grade level including high levels of
self-assurance when making decisions, organization, working diligently but quickly, self-control, and
advanced sense of humor, amazing curiosity, and independence. Jack is often the first student in the
classroom to complete assignments. Jacks writing is often short in nature only answering the question
being asked.

In completing a Multiple Intelligence Survey at the beginning of the school year, Jack

identified most with being a Naturalist, Musical-Rhythmic, and Bodily-Kinesthetic learner.

b. If Jack is identified as a student who has special gifts or talents, he is expected to benefit from
this educational evaluation by first by his current and future teachers being able to identify his present
level of performance in the classroom to help create instructional strategies. These strategies ultimately
will help address not only his strengths, but also address his current needs, so that Jack continues to be
challenged and remains motivated within the classroom.

EDUCATIONAL EVALUATION
2. Jack has not been formally identified as having special gifts or talents, nor has received any
special services.
3. Referral form for Jack is located in appendices at the end of this document and at the time of
this report there has been no intervention history for this student.
C. Background Information
1. Family History:
a. Family composition: Jack is currently an 8 year old male student in the 2nd grade.
His family unit consists of a mother and father with no other siblings. Jacks mother is an English
college professor at the local state university. Jacks father is an author. Jacks extended family also
includes grandparents, several aunts, uncles, and cousins. Jack lives with his parents in middle class
neighborhood in the Village of Fredonia located in Western New York.
b. Cultural and language background: Jack is a Caucasian male whose
primary language spoken is English. Jack was born without complications in Dunkirk, New York.
Jacks father is of Italian decent, while Jacks mother is of Polish decent. Jacks mother and father are
both Roman Catholic.
c. Family history of exceptionality: Both of Jacks parents did participate in advanced
placement courses in English Language Arts in High School.
d. Medical background: There are no known medical conditions or concerns.
e. Peer relationships, social adjustment, extracurricular and community
involvement: Jacks family enjoys traveling, attending church on a weekly basis, taking private tennis
lessons, and are active in the community volunteering at local animal shelter.

EDUCATIONAL EVALUATION
2. Educational History:
a. Attendance record: Jack rarely has absences from illness, but has been absent 8 days
to date in second grade due to traveling out of town with his parents for educational or writing
conferences.
b. Achievement:
i. Learning strengths: As stated previously, Jacks greatest strength is in the area
of reading. His current STAR reading assessment states that she is reading at a 4.6 grade level. Based on
Aims Web Reading Fluency Benchmark given in the beginning at the school year, Jack was able to read
154 words correct per minute with 2 errors placing him at the 98.7%ile when compared to his same aged
peers. Jack is also able to identify 250 out of 250 Fry Sight Words for beginning of second grade. Jack
also participated in the Aims Web Math Computation Benchmark at the beginning of the school year
scoring a 47. This score places him at the 95%ile when compared to his same aged peers.
Jack has been reading since the age of 3 and demonstrates an advanced understanding of
language. Jack verbally uses well above grade level vocabulary, however struggles in using details in his
writing. In the area of Math, Jack recalls facts easily, exceptional ability to solve problems and excellent
memory. Jack also has many social skills that are above current grade level including high levels of
self-assurance when making decisions, organization, working diligently but quickly, self-control, and
advanced sense of humor, amazing curiosity, and independence. Jack is often the first student in the
classroom to complete assignments. Jacks writing is often short in nature only answering the question
being asked.

In completing a Multiple Intelligence Survey at the beginning of the school year, Jack

identified most with being a Naturalist, Musical-Rhythmic, and Bodily-Kinesthetic learner.

ii. Report card performance: At the end of first 10-week grading period, Jack has
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received all 4s in Mathematics and English Language Arts except for a 3 received on overall writing.
These scores are based on a 4 rubric report card scoring indicating that Jack is working well above grade
level.
iii. Preferred learning modalities/methods: At the start of the school year,
Jack and his fellow classmates completed as a group a Getting to Know Your Survey that asks students
how many ways are you smart. This survey was given to discover students Multiple Intelligences and in
what area they learn best. In completing the survey, Jack scored highest in Naturalist, closely followed
by Musical-Rhythmic and Bodily-Kinesthetic.
iv. Acceleration (or retention), other educational placements, etc.: There
are not any indications of acceleration (or retention) or additional educational placements noted in
Jacks academic records.
v. Any individual standardized testing has previously been completed for the
student (e.g., testing for exceptionalities): N/A
d. Social-emotional factors: Jack is often observed in the classroom chatting with his
table mates and appears to be bored as he finishes his assigned daily work. Jack often rushes through
his assigned work also making common mistakes that could have been avoided if he had taken his time.
It has been documented by his parents that Jackson is a very bright young boy, but will try to do as little
as possible when it comes to work. Jacks parents also stated that he is quick to become bored and will
therefore not produce the quality of work that he is capable of doing. Jack also has many social skills
that are above current grade level including high levels of self-assurance when making decisions,
organization, working diligently but quickly, self-control, and advanced sense of humor, amazing
curiosity, and independence. Jack is often the first student in the classroom to complete assignments.
3. Student Observations and Interview:

EDUCATIONAL EVALUATION
a. Student Observations: Both of Jacks formal and informal observation forms are
attached in appendices located at the end of this document. Jack was formally observed during second
grade common core math lesson in the morning and differentiated centers/reading groups in the
afternoon. When formally observed in the area of mathematics, the lesson was primarily taught whole
groups with students completing problem sets independently and when formally observed during
differentiated centers, the work assigned was completed independently. Jack was very much focused on
his work assigned during both observations however he became chatty with his table mates after he has
completed his assigned work, although his table mates were still working. Jack completed his assigned
work quickly with only minor mistakes being noted. Upon completion of each of the two center tasks
assigned, Jack was observed asking the teacher if he could get a drink down the hallway. Each time he
left the room, he returned 3 to 5 minutes later. When all work was completed, Jack was observed several
times seeking the attention of teacher to ask what he can do next or seeking the attention of the teacher
to praise his completed work. During whole group instruction, Jack did not raise hand to answer
questions, however when teacher called on him, he would answer questions quickly and correctly.
Jack was informally observed at the start of the school day which is often unstructured, but is a
routine, as students prepare for the day and Jack was also informally observed during recess at the
playground at the end of the day. Jack enters the room saying good morning to his teacher and is quick
to follow the classroom routine of handing in any notes, homework, unloading bag book, and handing in
daily folder. After moving around the classroom, Jack returns to his desk without needing a reminder to
write the nights homework into his daily agenda. Jack remains at his seat, but is observed chatting with
his classmates as they sit down at their desk. Jack is then independent in completing morning work that
is written on whiteboard in the front of the room. Jack again quickly completes assigned task and asks
teacher what he can do next. Outside of the classroom, Jack is observed on the playground playing with

EDUCATIONAL EVALUATION
other students from the class however he does not appear to be interested in playing tag with a group of
boys, but instead chooses to play with a group of students, both boys and girls, who are playing on the
playground equipment. Jack does approach the teacher while on the playground to ask her to watch as he
climbs across the monkey bars.
In accessing Jack as gifted (reason for referral) it is important to not both his performance in
class and also his interactions with peers. Jack has high levels of self-assurance when making
decisions, demonstrates organization, works diligently but quickly, demonstrates self-control, and
demonstrates independence in completing his work, however he consistently seeks the attention from an
adult for praise and guidance as to do what to do next throughout the school day. Jack is mature for his
age and often seeks the attention of an adult present before seeking the attention of his peers.
b. Student Interview: Jacks evaluation interview is attached in appendix C. Jackson
presented himself during the interview as relaxed and willing to share any information he can with the
interviewer. Outside of school, Jack spends a lot of time with other adults as he attends gatherings and
events in the community with his parents. Jack stated in his interview that he likes the subjects that he is
learning about in school, but really enjoys reading both at school and outside of school. While Jack is
doing well in Math, it is not always his favorite subject. Jack stated that he is able to stay focused on his
work that needs to be completed during the school day because he likes to spend time with his family
and have play dates with friends during the evening hours. Jack did stress that he does get bored at
times when the work he practices seems to be repetitive and he already knows the material. Jack finds
that classroom work comes easy to him, but struggles at times when it comes to writing because he has
so many ideas in his head, but does not like the process of writing everything down. Jack states that he
does not always participate during whole group instruction because he wants to give others the chance to
answer. Jack did also state that sometimes he feels that he knows an answer, but is afraid if he cannot
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remember how to say the answer correctly. Jack likes to chat with his teachers throughout the school
day about both school and outside of school. When completing assigned tasks, Jack occasionally asks
an adult in the room when he has a question, but he states that they are often helping other kids out who
need more help. Jack further went on to say that not only does he like his teachers very much, but his
parents are a big influence in his life. Jack feels that they love him very much and they are smart like
him. Jack stated that he likes his classmates and to make them laugh. While Jack does not participate in
any school related activities yet, he does participate in karate, tennis and is learning to play the piano.
Jack travels many times throughout the year with his family and enjoys the experience and exploring all
the new sights. In closing the interview, Jack stated that he wants to become a college professor like his
mom or does something cool in science when he gets older.
In accessing Jack as gifted (reason for referral) it is clear that at an early age Jack appears to be a
well-adjusted student in the classroom, however may need more enrichment and acceleration in the
future as his interests and preferences change. Jack has stated that at times he can get bored with
repetitive tasks in the classroom, however Jack does not always want to push himself to try something
more difficult or to work on something that appears to him as being more work involved in the
classroom.
4. Analysis of Work Samples:
Jacks work samples are attached as Appendix D. The first sample is an opinion piece of
writing based on favorite tall tale character from 2nd Grade NYS Common Core Fairy Tales and Tall
Tales Domain for English Language Arts. This writing piece assignment was given at the end of the
domain in which students needed to write an opinion piece about their favorite tall tale character and
include supporting details as to why they liked the character. This assessment was given in the middle
of September 2015, which students starting at the beginning of second grade should be able to write a 3
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to 5 sentence paragraph containing an opening sentence, one to two details, and a closing sentence. In
analyzing Jacks written opinion piece, he was able to write a paragraph that contained an opening
sentence, seven additional sentences describing his favorite character, Pecos Bill, and a closing sentence.
Jack included an exaggeration in his writing piece that allowed the reader to understand what made his
character a tall tale (e.g. used a snake for a lasso). Jack demonstrated the ability to use correct sentence
structure in using punctuation and capitalization. There were a few spelling errors throughout the piece,
however the reader was able to know and understand what was written. Finally, Jack did demonstrate
the ability to use the linking word because to explain why he like his tall tale character, Pecos Bill.
Upon completing the writing piece, Jack had the ability to self-assess his writing for the first time using
a teacher created rubric on the scale of 1 through 4. Jack personally felt that he was able to introduce his
topic giving him a rubric score of 3, however he did introduce his topic in a very creative way which
would have given him a rubric score of 4. Jack did self-assess himself as a 4 for being able to clearly
state his opinion and supply reasons to support his opinion. Again Jack felt that his concluding sentence
was present, however he did not provided a concluding sentence in a very creative way therefore giving
himself a rubric score of 3.
The second piece of Jacks work that was analyzed was end of module math assessment from
NYS Common Core. Jack overall demonstrated the understanding of the RDW (Reading, Drawing, and
Writing) process that was introduced throughout the module being assessed. Jack has very strong
mental math strategies, therefore he did not show his thinking by drawing models to answer questions
throughout the assessment, however he did demonstrate the writing process of explaining his answers.
Jack received an overall score of 14 out of 16 based on a 4 point rubric score for each question. Based
on the rubric Jack was able to score a 4 out of 4 on all but one assessment question demonstrating the
ability to explain his answers for all questions using both words and numbers using place value

EDUCATIONAL EVALUATION
strategies (e.g. hundreds, tens, and ones and less than, greater than, and equal to). Jack did however
only receive a 2 out of 4 on the last assessment question due being able to know to skip count by tens to
determine the value of 31 tens, however did not continue to using counting strategy to determine the
value of 62 tens.
6. Testing Needs:
Given Jacks strong performance on classroom assessments, benchmark assessment, and
excellent academic school record, test should be administered to determine if Jack is gifted in one or
more areas of learning. Specific focus of these tests should be in reading, since this is an area of
particular interest to Jack both inside and outside of school. While Jack excels in other areas in school,
Jack indicated that math and writing are of his least favorite subjects. Jacks personal preference and
previous high scoring assessment in reading prior to this education evaluation indicate possible
giftedness as well.
C. Assessment Plan
1. Formal Assessments:
Standardized Assessment
Basic Reading Inventory

Scales for Identifying Gifted

Rationale
Determine both the level and
type of instruction likely to be
most beneficial for each student.
Be able to estimate each
students three reading levels
(independent, instructional,
frustration) to help students to
reach their highest potential.
Study analyzes students abilities
in word identification, fluency,
and comprehension which is
important basis for responsive
instruction and high quality
instructional decisions.

Rating scale to assist school

Reliability/Validity
Reliability-using students in
grades K-5 and words list preprimer-8th grade. Reliability coefficient 84% or higher.
Validity of Word List: scores 16,
17, or 18 closely associated with
overall instructional level. Score
of 14 and 15 associated with
instructional and frustration level
Both measure and informal and
published reports have provided
evidence of usefulness of test for
diverse group of professionals
who are interested in the
assessment of students reading.
Reliability-using coefficient
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Students (SIGS)

districts in the identification of

giftedness. Divided by subject
area for more specificity
(language arts, math, science,
social studies, creativity, and
leadership). Each area is
assessed at home and at school.

alphas determined at seven age

intervals (both home and school
rating scales). Average
coefficients are all above .90
Concurrent Validity using a
standard deviation between 1415 (both school and home rating
scales), general norm samples
range between 100-101.
Both measure indicated this test
is highly adequate for student
evaluation.

2. Informal Assessments:
Assessments utilized include the following: Attach blank copies of each, labeled, with
answer keys/scoring instruments.
Informal Assessments
AimsWeb Reading Fluency

Rationale
Aimsweb is general outcome measurement, a
form of curriculum-based measurement (CBM),
used for universal screening and progress
monitoring. This form of brief assessment
measures overall performance of key
foundational skills at each grade level and draws
upon over thirty years of scientific research that
demonstrates both its versatility to provide
accurate prediction of reading as well as its
sensitivity to growth.
CBM is an assessment of choice for progress
monitoring and Response to Intervention because
this method of general outcome measurement is:

Brief: Can be administered frequently

(even several times a week) without
disrupting instruction

Predictive: Provides accurate predictions

of reading and math achievement
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Sensitive to improvement: An increase

in ability will be reflected in rising scores
on the measure

Easy to administer and score: Can be

used accurately by a wide range of
education personnel

A valid measure of skills that are central

to the domain being measured (reading)

Standardized and reliable: Producing

consistent results across time or testing
conditions

STAR Reading Assessment

The STAR Reading Assessment is a

comprehensive K12 assessment solution,
allowing educators to screen and group students
for targeted instruction, measure student growth,
predict performance on summative exams, and
monitor achievement on state standards for
college and career readiness.

Getting to Know You Survey-Multiple

Intelligence

Survey is used to determine which intelligences

are strongest for each student and to increase
motivation. Educator can use the informal
assessment to find out which intelligences your
students uses most often in the classroom.

In selecting the informal instruments to be used, the main consideration was to evaluate Jacks current
reading level when compared to his same aged peers (i.e. AimsWeb R-CBM) and national norms. The
informal assessments also was used to predict his current performance to measure student growth and
target instruction in the classroom for the future. (i.e. STAR Reading Assessment). The final informal
assessment (i.e. Getting to Know You Survey) was used to determine which multiple intelligences Jack
prefers to use when working in the classroom to provide a more balanced program that develops his
intelligences that may not be included in the curriculum or to help find activities outside of the school

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environment in which Jack can develop his dominant areas of intelligence.

5. Testing Sessions:
All assessments were administered in the co-taught general education classroom to help
eliminate increased anxiety and allow the student to be involved in the monitoring of their own learning.
Formal assessments were administered on two separate days during differentiated center time. Both
Basic Reading Inventory and Scales for Identifying Gifted Students (SIGS) were administered within an
hour for each test during the week of November 9th. The remaining informal assessments were
administered prior to formal assessment beginning at the start of the school year. Getting to Know You
Survey to determine multiple intelligences was administered on the first day of school, AimsWeb RCBM was administered in September 2015 during whole school benchmark assessment, and STAR
Reading assessment was administered during the first week of school to determine initial reading levels
and again at 10-weeks to determine growth.

Part II
D. Test Behavior & Results:
1. Test Behavior:
Jack showed much confidence in completing each assessment demonstrated by smiling,
keeping eye contact with administrator, sitting still in seat, and breathing normally and even. Jack did
ask several questions prior to the administration of assessment to clarify exactly what was required of
him. Jack did express his happiness for not having to complete a writing piece for any part of the
assessments. Jack did respond quickly to questions asked and only need an occasional question repeated
for clarification. Jack demonstrated a high level of comfort in taking all assessments in his general
education classroom since he does often witness other students partaking in regularly scheduled progress
monitoring with teachers in the classroom.
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2. Results of Individual Assessments:
Informal Assessments: Jacks informal assessments are attached as Appendix B.
Jack was initially assessed in the area of multiple intelligences at the beginning of the school year along
with all his peers in his general education classroom. Using the information obtained from Jacks
Multiple Intelligence Survey the objective was to incorporate chosen intelligences into the classroom
instruction, so that Jack could be provided more opportunity for greater involvement, a chance to gain
insight, intrinsic interest, and self-efficacy in both his reading and writing. Jack and all other students in
the classroom were asked to rate each statement read aloud that indicated if the statement was true about
them on a scale from 0 to 5 (0=Not at all to 5=Very True). Once all twenty four statements were rated
on the scale of 0 to 5, scores were then transferred to 8 multiple intelligences categories listed on survey.
Based on Jacks Getting to Know You Survey, he scored highest in the multiple intelligences of
Naturalist, Musical-Rhythmic, and Bodily-Kinesthetic. The results of this informal assessment suggest
that applying Multiple Intelligence (MI) Theory into a students learning can increase overall motivation
and have a positive impact on students. While gifted students have great intellectual and creative
promise, many students never reach the level of success of which they are capable. In assessing and
applying MI into day to day lessons, students are able to become motivated and to work toward a goal
that they will continue to persevere. For Jack, who was a student who was often observed rushing
through work and sitting at seat bored, using MI gave him opportunities which increased not only his
motivation toward the assigned work, but using MI also led Jack to higher achievement.
The second informal assessment used to determine eligibility of giftedness included AimsWeb
Curriculum Based Measure for Reading Fluency. On a yearly basis, Jack and all students attending his
elementary school are benchmarked in the area of reading fluency in the Fall, Winter, and Spring to
determine overall performance of key foundational skills at each grade level and demonstrates both its
versatility to provide accurate prediction of reading as well as its sensitivity to growth. Based on Jacks
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benchmark scores from first grade last year and benchmark scores from his current grade level, Jack has
consistently has scored well above the 90%ile when compared to his same aged peers in the area of
reading fluency. This percentile indicates that 90% of students in both first grade last year and second
grade this year are reading below Jacks current fluency level. These scores are also based on AimsWeb
National Norms, therefore indicating that 90% of students in the nation at current 2nd grade level are
reading below Jacks current score of 154 words correct per minute with 2 errors as assessed in
September 2015.
The last informal assessment Jack participated in in the area of reading was STAR Reading
Assessment. This assessment is a comprehensive K12 assessment solution, allowing educators to screen
and group students for targeted instruction, measure student growth, predict performance on summative
exams, and monitor achievement on state standards for college and career readiness. Jack was first was
assessed on September 11, 2015 to determine initial reading level. At this time Jack was documented as
a grade equivalent reading level of 4.6 placing him at the 97%ile when compared to his same age peers.
This percentile indicates that 97% of all second grade students are reading below Jacks current reading
level and only 3% of all second grade students are reading above Jacks current reading level. When
assessed again on November 6, 2015 at the 10-week academic benchmark, Jack again scored at the 4.6
grade equivalent reading level placing him at the 95%ile when compared to his same aged peers. This
informal assessment also indicated that although Jacks grade equivalent reading level is 4.6, this level is
at instructional level, while Jacks independent reading level is currently 4.2.
Formal Assessments: Jacks formal assessments are attached as Appendix A.
Jack was formally assessed for current reading level using the Basic Reading Inventory used to estimate
his current reading levels (independent, instructional, frustration) to help him to reach his highest
potential both in and outside the classroom. The Basic Reading Inventory analyzed Jacks abilities in

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word identification, fluency, and comprehension which is important basis for responsive instruction and
high quality instructional decisions. In first looking at Jacks graded word identification lists he was
administered the list of words in isolation starting at his current grade level. Jack demonstrated
independent scores of 20 from second grade word list until fifth grade word list. It was not until Jack
reached sixth grade word list that he received instructional/frustration level scoring a total of 15. After
the administration of word identification lists, Jack was an active participant in word recognition within
the context of a passage and overall comprehension. Again Jack was first assessed at his current grade
level scoring 0 miscues for word recognition and 0 questions missed. Jack demonstrated excellent
retelling of passage read at this level. Jack was next assessed at the third and fourth grade level which
he had a total of 2 miscues on third grade and 3 miscues on fourth grade for word recognition,
identifying his level at independent/instructional. Jack was able to again demonstrate excellent retelling
of story read, missing 0 questions on both the third and fourth grade passages. On the final assessment
administered at the fifth grade level, Jack received 7 total miscues on word recognition and 4
comprehension questions missed placing him at instructional/frustration level. In final stage of the
assessment, an qualitative analysis of basic reading inventory was completed in the areas of
comprehension, word identification, oral and silent reading, and attitude and confidence. In analyzing
the qualitative data, Jack shows always, strong, and excellent ratings for all areas of word identification
(i.e. possesses numerous strategies, uses strategies flexibly, know basic sight words automatically) and
oral and silent reading (i.e. reads fluently, reads with expression, attends to punctuation). Jack also
demonstrated excellent ratings in the area of comprehension and attitude and confidence, however he
scored slightly lower on providing appropriate definitions of words, engaging with passage, and
demonstrates willingness to risk. As previously mentioned, there is strong evidence of usefulness of test
for diverse group of professionals who are interested in the assessment of students reading.

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The last formal assessment that Jack completed was the Scales for Identifying Gifted Student
(SIGS) for both school rating and home rating. Jack was assessed in all academic areas (i.e. general
intellectual ability, language arts, mathematics, science, social studies, creativity, and leadership) scoring
above the 93%ile when compared to his same aged peers from the school rating scale. The area that
scored the lowest from the home rating scale was in the area of mathematics with a percentile rank of
79%. Since Jack is being referred for the identification of giftedness in the area of language
arts/reading, he received the standard score of 136 on school rating scale and 131 on home rating scale,
placing him above the 98%ile when compared to his same aged peers. Based on both school and home
rating scales, Jack has a high probability of being gifted in more than one area of academics. As
stated previously, SIGS has both validity and reliability measures indicating this test is highly adequate
for student evaluation.
F. Evaluation Summary:
1. Summary Statement:
It is being recommended that Jack be recognized as gifted (reason for referral) in the area
of English Language Arts/Reading. Jack is a delightful young boy with demonstrates high levels of
self-assurance when making decisions, organization, working diligently but quickly, self-control, and
advanced sense of humor, amazing curiosity, and independence. In order for Jack to continue to grow,
remain motivated, and to reach his fullest potential both in the classroom and outside of the classroom,
he should be offered differentiated instruction, enrichment, and educational programs beyond what is
offered through his current academic programming.
2. Instructional levels, strengths/needs, instructional implications:
Jacks present level of academic achievement and performance in the classroom is well above the grade
level for all subject areas. Jacks specific strengths in school are in the area of English Language

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Arts/Reading and all assessment indicate that he is reading well above grade level around a fourth grade
reading level. Reported at the end of 10-week report card in November 2015, Jack received all 4s in
Mathematics and English Language Arts except for a 3 received on overall writing. These scores are
based on a 4 rubric report card scoring indicating that Jack is working well above grade level. An area
of improvement for Jack in the classroom would be on overall writing and being able to be more
creative by adding more details to his writing pieces. Jack has no conflicting results that have been noted
and there is no medical, communication, or cultural issues noted. It is important for

a. For each subject area or domain assessed, estimate and describe the students
instructional level (consider the skills that you can collect data for and the grade level at which
those skills are taught):
- Include the approximate grade level at which s/he is performing. (Reminder:
the best source is in-depth informal assessments that are closely related to the local
curriculum; do not use grade-equivalent scores from standardized tests. Also consider
background information gathered for Part I)
- Synthesize relevant results from the various assessments, to help your
reader make sense of them. (Do not simply repeat results from previous sections.)
- How do the results connect, support, or contradict each other? If there
are conflicting results, explain why you think this may have occurred (consider
factors such as variations among test formats, student's test behavior, etc.).
b. For each subject area or domain assessed, describe the students specific strengths and
relative weaknesses/needs. Use (and attach) relevant Checklist(s) to Guide Description of
Student1 to help you comment on specific gifts and talents, strengths and needs. Consider gaps as
potential objectives (for Section G, below).
c. Implications (provide meaningful and helpful information for instruction).
In a general sense, what does the above mean for teachers working with this
student? For example, does the student seem to need more advanced or more basic work
than classmates? (Recommendations will be outlined in detail in the next section.)
What skill area(s) seem to be priorities for upcoming instruction? Preview
general areas of instruction that will be developed in detail for section G.

1
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Recommendations:
1. Recommended Supports:
a. Modifications and/or Adaptive Devices Needed:
b. Additional Testing Needs: N/A
c. Supports for Staff: N/A
d. Any other recommendations or services needed for the student: N/A
2. Suggested Instructional Goals:
a. Describe how youve engaged the student in assessing the quality of his/her own
learning and performance and in setting future goals and objectives (NAGC 4.5).
b. What skills/concepts are most important for the student to learn in the upcoming
6-9 months:
1) The student will demonstrate effective communication through written and/or oral
presentation of researched information on assigned task by earning a rubric score of 3 or higher on 3 out
of every 4 assignments by the end of second grade.
2) By the end of second grade, the student will display appropriate and effective personal
qualities as a responsible, self-directed learner and quality goal setter as evidenced by earning an
average of 3 or higher on student learning rubrics for all Common Core domains taught.
3) Student will use mathematical applications to interpret, analyze, and solve higher order
problems by the end of second grade with earning an average of 3 or higher on 5 out of 7 end of module
assessments.

b. Include the rationale for each objective (i.e., why its been identified by the student,
how it will help meet needs outlined in your "Results" and "Evaluation Summary" sections
above).

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3. Research-based Instructional Strategies: Research at least three new instructional strategies to
try out, to directly help meet objectives youve outlined under "Suggested Instructional Goals," above).
Suggested Search Terms: Subject Area + "enrichment," "acceleration," "remediation," "curriculum
compacting," "tiered instruction."
a. Explain each instructional strategy specifically enough for an unfamiliar educator to be
able to visualize what to do. Credit your sources using APA style.
b. Give a specific example illustrating how the strategy might be used to help this
student.

References

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I. Appendices:
Labeled copies of a) fully completed score sheets, b) informal assessments and answer keys, c)
observation and interview protocols, d) student work samples, e) Checklists to Guide Description of
Student, f) Referral with Intervention History, etc.

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