Education Evaluation Report

By: Tonya Lathrop and Devin Fitzgerald

Part 1

A. Student Data:a. Abby Williamsb. DOB: 4/16/2000 Age:12c. Currently Abby is enrolled in a 7th grade science classroom that is taught by a

general education teacher. The 7th grade is split into two separate sections and Abby is in the 7B section. Section 7B has a total of three students in the class and all of the students are twelve years old. None of the students in the classroom have been formally identified with any type of exceptionality. There is no aid or push-in support in the classroom.

d. On October 21st, 2013 we will administered the Wechsler Individual Achievement Test specifically the reading comprehension, word reading, and pseudo decoding subtests in order to determine a standard reading composite score.

B. Referral Information:a. Abby is being referred because she demonstrates the potential to achieve at a

higher level than she is currently working at and is being considered to join AP science classes next year for 8th grade science and an Earth Science regents class. Abby has superior reading skills compared to her peers and is at a reading at higher levels than her grade level. Abby has placed in two state science fairs. She is characterized as a perfectionist when it comes to her work and places high value on giving her best.

b. Abby has not yet been formally identified as being gifted. Abby does not receive any special services.

c. See attached referral form in the appendix.C. Background Information:

a. Family History:i. Family composition: Abby has two working parents, a set of twin younger

sisters and a younger brother ii. Cultural and language background: English as her primary language and is

a Caucasian American female iii. Family history of exceptionality: Abby’s family has always valued a good

education, that is why they sent all their children to a small private school,They encourage academic growth in all their children and promote reading books while also limiting the amount of time playing video games and watching TV. All children have good academic standing with no disciplinary problems.

iv. Medical background: Abby has no concerning medical history v. Peer relationships, extracurricular/community activities: Abby is a very

active member of the church, she has many friends, is involved in student council, book club, and religious education programs. She also enjoys playing volleyball, playing with her younger twin sibling, and reading books.

b. Educational History:i. Attendance record: Abby has an outstanding attendance record only

missing days when she is too ill to come to school. ii. Achievement: Abby has proven to have high marks in her academic

studies. She does well in Math, English, Science, Music, and Religious Ed. She is often seen as a perfectionist and spends a lot of time in everything she does. She is always on the honor roll and has recently won various awards for her science project at the WNY Science Engineering Fair.

iii. Social-emotional factors: Abby is a very social student and works well with others. She often will help other students who struggle in class. She often likes to work on group projects by herself or one other person because she likes to be a leader.

c. Student observations and Interview: (see attached referral student observation form and student interest inventory interview in appendix)

i. Student observation results: With the data collected from the student observation form and the student interest inventory it is apparent that Abby takes pride in her academics and excels in reading and writing. She enjoys school and does well in all her classes especially in science and Spanish. She would make a good candidate for advanced placement classes for her following 8th grade year in science. The reason for this referral is to prove her giftedness in her academics allowing her to take the 8th grade science NYS curriculum and AP Earth Science regent’s class in 8th grade.

ii. Student’s performance comparison: Abby ranks as one of the top students in her grade, according to many of her teachers and principal. She has won science fair awards out of the entire western NY and is looked up to as a model student. Many students often ask her for help especially in Spanish, Science, and Math. She is an honor roll student.

iii. Student interview: according to Abby’s student interview interest inventory she learns best by hands on activities and by reading, she loves to read books, she enjoys math, science, and Spanish. Abby likes to play volleyball, sing in the church choir, and participates in student council and book club.

d. Analysis of Work Samples:

Work sample #1 is a speech that Abby wrote when running for student council secretary. The speech demonstrates an extensive vocabulary that is far beyond the levels of her peers. She talks about her own “persistence to achieve” in the speech and her “everlasting goal to succeed.” It is this attitude that has made her teachers question whether or not she is being challenge enough in school. (See the attached work sample in the appendix) Work sample #2: pre assessment on cells demonstrates that by reading content on her own without the teachers formal instruction on the subject she is able to receive a high score. ( see attached cells pre -test in appendix)

e. Teacher/Parent Interviews: (see attached work in appendix). According to both teacher and parent interviews Abby seems to be an exceptional student in all subject areas because of her reading and comprehension ability. She excels in her core subject areas and can read for content with ease.

f. Testing Needs:Abby needs to be tested on her reading comprehension ability to prove that she is capable of doing higher level work for AP classes in 8th grade.

D. Assessment Plan:a. Standardized assessments:

The assessment we will have Abby take is the Wechsler Individual Achievement Test-Second Edition (WIAT-II). We will administer the reading comprehension, word reading, and pseudo decoding subtests from the WIAT-II in order to develop a standard reading composite score. The purpose of the test is to assess the achievement of individuals. The test can be given to any grade K-12. We have selected to give this specific test is because Abby has been Identified as a student wit superior reading skills and we want to determine where she scores compared to her fellow classmates. When administering the test we will start at the seventh grade start point and use the reverse rules and stop points that the test directs as we administer the test. Please include the reliability, validity and coefficient of this test from your manual here

b. In-depth formal assessments: The in-depth formal assessment that we will have Abby take is a practice living environment regent’s exam. The practice test she will take is the actual regent’s exam that was administered in June 2013. The reason that we are having Abby take a practice regent’s exam is because she demonstrates a high achievements in science and has placed in two science fairs. The exam is typically given in either eighth, ninth, or tenth grade and as a seventh grader Abby should be challenged by the exam. (See attached June 2013 Living Environments Regents Exam)

c. Brief informal assessments (see all assessments with keys and rubrics in appendix)

Mini cell formal exam: contains both multiple choice and short answer to allow Abby to demonstrate how she knows content material and can explain beyond grade standards her ability to process material

Standardized 10th grade cells mini exam: contains 10th grade biology regents questions that would prove Abby to be way above her grade level in life science material

Rap about a cell project: allows Abby to become creative with her musical side and create a song or rap about cells at her understanding level, which would go beyond 7th grade understanding

Travel a cell brochure: will allow Abbey to show off her reading and writing ability informal poster comparing and contrasting cell organelles to a school system: will show

her higher level thinking ability to compare cell parts to parts of school (high blooms applying and interpreting information) A. Describe process used in selecting or designing each informal assessment: these

assessments include upper level standardized regents questions with authentic projects that allows her to demonstrate her upper level ability to exceed grade level material. These assessments will assess her reading ability, writing ability, comprehension ability and creativity.

B. To create these assessments the NYS biology standards were used, the mini cell exam and standardized 10th grade cell exam were based off of questions found on http://www.nysedregents.org, and the authentic exams including “rap about a cell” “ travel a cell brochure” and “cell poster” were all created by Tonya Lathrop.

E. Testing Sessions

Test name Time Frame Testing Environment(WIAT-II) –standardized ????? Quiet testing conditions;

possibly in a separate room one on one with examiner. Following exam manual, basal scores, and starting and stopping points.

Cell poster-informal About 60 minutes to create and present poster in class

In two daily lessons in the classroom, students can use internet, textbooks and other supplement material

Travel a cell brochure-informal

About 120 minutes in class At their own desk with their own computer using Microsoft word and a brochure template and internet.

Rap about a cell-informal One week independent HW assignment

Student is to type up and create a song or rap on their own during study hall or outside of school

Mini cell formal exam-informal

About 45 minutes in the class Quiet testing conditions, students read and test independently, students sit at separate desks

Standardized 10th grade exam-informal

About 45 minutes in the class Quiet testing conditions, students read and test independently, students sit at separate desks

June 2013 regents exam- formal exam

60 minutes for multiple choice, 60 minutes for short answer

Quiet testing conditions, students read and test independently, students sit at separate desks

Appendices

Referral Form (front)

Referral form (back)

Student Interest Inventory

Work Sample #1- Speech for student council election