Erin Alles & Jessica Maiorana

Diff 503
Educational Evaluation Report
Dr. Diana Lawrence Brown
Due: 11/21/2014

A. Student Data (1 pt)

1. Student's Pseudonym (unless the parent has given written permission to use the student's real
name) Chase (pseudonym)
2. Date of Birth, Age February 22nd, 20077 years old
3. Current Placement: Type of class, grade level, location, number & age-range of classmates,
number of students with and without exceptionalities (gifted/talented &/or disabilities), number of
staff, and by whom the class is primarily taught (general, gifted, or special education teacher),
type and amount of any push-in support available to students in this classroom.
Type: 6:1:1 Theraputic Classroom (Boces)
Location: Arcade Elementary
Number of classmates: 4
Age-range of classmates: 6 to 10 years old
Number of students with exceptionalities: 4
Number of students without exceptionalities: N/A
Number of staff: 5 (special education teacher, counselor, class aide, one-on-one aide, and
home school liaison)
Primary Instructor: Special Education Teacher
Type and amount of any push in support: Boces counselor within the classroom
4. Date(s) of Evaluation. For Part I, use projected times and dates (when you are planning to assess
the student); for the final report, use actual dates. First, administer more general or broad-based
assessments; then, fine-tune your understanding of the student with more focused assessments.
Standardized assessment11/3/14(PPVT) & 11/10/14(KEYMATH)
In depth informal assessment11/7/14(STAR)
Brief informal assessment11/14/14(QUIZ)
B. Referral Information (3 pts.)
1. Describe:
a. The reason that you have been asked to assess the student (particular interest or
concern of the educators or parent 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) and
This student performs above the grade level (grade 2) expectations in mathematics.
b. How the student is expected to benefit from the evaluation of gifts and talents.
Chase will benefit from this assessment because we will have evidence that he is
performing above the grade level expectations for mathematics and we can determine a
proper placement to be sure he is being challenged to reach his full potential and
receive the curriculum he needs.
3. If the student has been formally identified as having special gifts/talents (and/or a disability),
explain (including IDEA classification, if applicable). Also note special services the student
receives (if any), including the weekly amount for each.
Chase has been classified as emotionally disturbed under IDEA. Chases services include
group psychological counseling five times a week for thirty minutes within the special
education classroom, and individual psychological counseling two times a week for thirty
minutes within the counselors office.

3. Attach completed Referral Form with "Intervention History" (provided at end of this outline).
Refer to attached referral form Appendix A
C. Background Information (8 pts): Record review (both cumulative and confidential files) will
important here, along with your other sources. Unless you're the student's teacher, you'll likely need
written parental permission for record review.
1. Family History. (NOTE: If you are unable to interview the parents, you may gather this
information from student records &/or interviews of school personnel who know the student well).
a. Family composition (e.g., number of people in the home, ages of siblings, etc.) and
socioeconomic status (e.g., parents occupations, etc.).
Number of people in the home2 (Chase and his grandmother-holds custody)
*Note: Chase visits his mother and father at their houses irregularly
Age of siblingsN/A
Socioeconomic status: Poor
Parents occupationsChases mother is unemployed and his father works and lives at
the town hotel. Chase does not live with his parents; he lives with his
Grandmother who works at a daycare.
b. Cultural and language background. Include at least continent of ancestry (nation if
known) and primary language. Describe any known speech/language factors that may impact the
test results, including verbal ability, etc. For English Language Learners, proficiency in both
languages must be addressed.
Continent of Ancestry: European American
Primary language: English
Speech and language factors that could impact test results: N/A
c. Family history of exceptionality (gifted/talented, disability).
There is no family history of individuals who are gifted/talented; however, Chases
mother is cognitively impaired.
d. Medical background (including vision, hearing, allergies, health concerns). If sensory
or other physical problems are suspected, consult with medical personnel re: potential impact on
test performance, learning, and behavior. List any medications that impact school performance,
along with how they impact the student.
No known medical concerns.
e. Peer relationships, social adjustment, extracurricular and community involvement.
Peer relationships: Chase has friends outside of the classroom and demonstrates
appropriate peer interaction.
Social adjustment: Chase has adjusted well to a new school and has made friends.
Extracurricular and community involvement: No none extracurricular activities, but
Chase does attend a local daycare.
2. Educational History.
a. Attendance record (include frequent moves, if applicable).
Chase is always present.
b. Achievement.
i. Briefly summarize learning strengths (and problems, if applicable).
Writingaverage
-Chase falls into the average range for written expression, alphabet
writing fluency, and spelling
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Mathematicsabove average
-Chase fell into the average range on the math problem solving tasks
and in numerical operations. He is able to discriminate between
numbers and letters, solve addition and subtraction problems, identify
missing numbers in sequence, multiply and divide, and complete
multistep word problems.
Readingabove average
-Chase is above average on the early reading skills sub test. He is
currently able to read at a 3rd grade level independently.
ii. Summarize report card performance.
On his first grade report card, his last semester shows that he is stronger
academically than socially. He constantly scores 3s and 4s (at grade level and
above grade level) in the areas of math, reading, writing, and specials (science,
social studies, physical education, music, and art), whereas in socialization he
scored predominantly 2s with only a hand full of 3s.
iii. Note preferred learning modalities/methods.
Chase prefers visual cues and references, hands-on activities (kinesthetic), and
frequent breaks for movement.
iv. Note any acceleration (or retention), other educational placements, etc.
Chase is currently at a third grade level of math instruction as opposed to
second grade. Chase pushes out into a second grade general education
classroom for his mathematics instruction (every day for one hour). Chases
reading path follows the second grade curriculum.
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).
Wechsler Individualized Achievement Test (WIAT-III)1/30/13
-In alphabet writing fluency, Chase scored in the 63rd percentile with a
standard score of 105.
-In early reading skills, Chase scored in the 84th percentile with a score
of 115.
-In math problem solving, Chase scored in the 70th percentile with a
standard score of 108.
-In numerical operations, Chase scored in the 53rd percentile with a
standard score of 101.
-In spelling, Chase scored in the 73rd percentile with a standard score of
109.
-In the written expression, Chase scored in the 77th percentile with a
standard score of 111.

Wechlser Intelligence Scale-Forth Edition (WISC-IV)1/24/13

-Chases full scale IQ is in the 75th percentile with a standard score of
110.
-His perceptional reasoning is in the 92nd percentile with a standard
score of 121.
-Chases processing speed is in the 58th percentile with a standard score
of 103.
-His verbal comprehension is in the 47th percentile with a standard score
of 99.
-Chases working memory is in the 68th percentile with a standard score
of 107.
Conners 3 Parent Rating Scale1/7/13
-Chase falls into the high/average range for hyperactivity/impulsivity,
ADHD predominantly hyperactive/impulse type.
-He falls into the elevated range for emotional lability and his conners
total score.
-Chase falls into the very elevated range for defiance/aggression, peer
relations, conduct disorder, oppositional defiant disorder, and restlessimpulsive.
Conners 3 Teacher Rating Scale1/3/13
-Chase falls into the very elevated range for defiance/aggression, peer
relations, conduct disorder, oppositional defiant disorder, emotional
lability, and his Conners total.
c. Social-emotional factors. Include any emotional/behavioral concerns, ability to adapt
to various situations, relationships with adults, attention/activity level, any school adjustment
problems, and disciplinary record (e.g., detentions, suspensions, other 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.).
In kindergarten, Chase was removed from the general education classroom and placed
into 6:1:1 therapeutic classroom due to his demonstrated behaviors. On his IEP, he is
identified as Emotionally Disturbed. It has been reported by both Chases mother and
grandmother that Chase has difficulty controlling his emotions; he frequently throws
temper tantrums (hitting, kicking, throwingetc.), and experiences periods of
moodiness. Chase cannot cope with being wrong or being corrected. Chase is able to
respect authority and follow directions; however, once he becomes upset those skills
are lost. Chase adjusts well to change and to new environments. He has easily
adjusted to a new school setting, a new teacher, and a new math class. Chase cannot
cope with being wrong or being corrected.
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.

In Chases IEP it explains that an FBA as well as daily behavior plan have been implemented
since 2012; however, once he was removed from the general education classroom the plan no
longer fit his classroom setting/situation. No further information regarding the FBA or daily
behavior plan is provided. Information written in wrong area moved.
3. Student Observations and Interview.
a. Student Observations (minimum 2 hours working with the student): Devise an
observation protocol that connects to the Reason for Referral (follow Spinelli). Label and attach
your completed observation protocol as an appendix. Appendix B
i. Summarize the results of your student observations. Be sure to connect your
observations with the Reason for Referral.
Figure 4-17 from Spinelli titled Observations During the Testing Session was
used to observe Chase during a classroom assessment (math unit test). While
Chase was completing his math unit test the classroom teacher observed and
recorded his behaviors. This observation was selected to be used as data when
determining whether or not Chase is gifted in math. This observation showed
Chases academic performance on a math assessment. After completing the
observation, the following conclusions were drawn. The math test results are
an accurate representation of Chase. Chase works at a fast pace and he is
confident in his ability to complete the math unit test. While completing the
test, he demonstrated accurate motor skills along with a driven work style. One
area Chase struggled in was his ability to accept mistakes.
ii. Describe how the students performance compares to that of peers. Discuss
variations in student performance according to particular school environments (including
unstructured settings), subject areas, personnel, or peers.
Chase performs at a higher academic level than his peers. He is also able to
remain focused, pay close attention, participate, and at times answer questions.
Chases classmates struggle to remain in their seat, stay focused, and be
involved in the lesson. Chase is frequently viewed as older than his actual age
due to his higher academic performance. He has friends inside and outside of
the classroom. Chase is not always in need of a structured environment. He
can easily work with classmates or independently and self-monitor his own
progress.
b. Student Interview: Devise an interview protocol that incorporates the Reason for
Referral. Label and attach the completed interview protocol as an appendix (follow Spinelli).
Here, summarize the results of your student interview. TIP: Ask open-ended questions; find out
students interests and preferences, what works best for him/her in school. Appendix C
Figure 8-3 from Spinelli titled Student Math Interview. The interview asked for
likes and dislikes in mathematics, areas of strength, areas of weakness, suggestions of
how to better improve math, and strategies most commonly used in order to complete
assigned work. This interview format was chosen to be used to determine whether or
not Chase is gifted in mathematics. The results of the interview show that Chase
enjoys mathematics. One particular area he prefers is multiplication. He enjoys
multiplication because he knows he is the only student in his current classroom setting
that knows how to multiply. An area he does not prefer is word problems. He does not
like word problems because they require more steps and procedures to arrive at the
final answer. Chase mentioned he likes using manipulatives during math and also
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likes to complete work independently at his own pace. Chases suggestion to improve
mathematics was to add more games.
4. Analysis of Work Samples (at least 2). Analyze and attach copies of dated and graded student
work samples (everyday work assigned by the teacher) that illustrate the Reasons for Referral
(above). Samples must be copied prior to any student corrections, and labeled (e.g., Work Sample #1).
What do the samples reveal about the student's specific gifts and talents, strengths and needs (in
the areas of interest/concern noted in "Referral Information," above)? How does the student's
performance compare to that of age-peers? Appendix D
The reason for referral is that Chase consistently performs above grade level in mathematics.
Two math worksheets have been reviewed and analyzed. Chases work demonstrates his
understanding of the material, and his ability to complete it correctly and independently. The
work he is currently completing covers 2nd grade concepts he has already mastered whereas
his fellow classmates are still working at the instructional level.
5. Teacher and/or Parent Interview(s): Interview the person making the referral and the teacher
responsible for the IEP or other individualized goals (if any). In your interview, review your current
understanding of the student's testing needs with the person making the referral, to make sure the two of
you are "on the same page" before you begin the testing. This will also be a good opportunity to discuss
a schedule for testing (see "Testing Sessions," below), and to fine tune your understanding of the
student's background.
Summarize the results of your interview(s) here; attach your completed interview protocol as a labeled
Appendix. Appendix E
Figure 2-2 from Spinelli was used in order to complete the teacher interview. The interview
questions were centered around the students capabilities in math. The teachers answers
have shown a pattern that the student is able to complete all of the content areas and tasks
expected of him in math. The student is confident in math, he can easily complete
assignments independently, he shows his work, he checks his answersetc.
6. Testing Needs: Based on your analysis of the information outlined above, what specific areas
or skills need to be tested? Be sure to address previously noted area(s) of particular interest/concern
(see Referral Information, above)
Chase needs to be tested in the area of mathematics in order to determine where he falls
(grade and ability level). We are looking to determine whether or not Chase is gifted in
mathematics because we want him to be challenged and reach his full potential. If Chase
proves to be gifted in math, he will push into a general education math class.
D. Assessment Plan (8 pts): Describe the assessment methods (standardized and informal) that you plan
to use to address the "Testing Needs" you've just identified (above). (If all testing needs identified
above cannot be addressed in this project, explain.)
1. Standardized Assessments (2)
1. Standardized Assessment:

Reliability/Validity :

a) Full Test title:

Reliability: Test/Retest.
Key Math3 Diagnostic Assessment Key Math has adequate reliability for test/retest.
Median subtest test-retest reliabilities are .86 for the younger
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b) Description of Test:
examinees (K-5) and .88 for older examinees (6-12). The TestKey Math is a diagnostic test that
Retest reliability for the total score is .97 for both age ranges.
is intended to find specific areas of
When Test/Retest Reliability was assessed, half of the
skill deficit or aptitude in the areas
participants took form A and half took form B. The interval
of mathematics. The test has a
between test administrations averaged 17 days.
scope of K-8 math curriculum and The sample population was equally divided between male and
is created for individuals 4 years 6
female participants. The population also represented the entire
months through 21 years 11
US population with respect to the level of education of the
months. Items are groups into 10
participants parents. However, the sample population
subtests that represent three
underrepresented the population of African Americans and
general math content areas; basic
Hispanic ethnicity within the United States. Chase does not
concepts, operations, and
fall into either of these populations.
applications.
Reliability: Alternate/Parallel Forms.
Key Math has adequate reliability for alternate/parallel forms.
The subtests include,
numeration, algebra, geometry, The total test scores show very high alternate-form reliability
measurement, data analysis
in two subgroups. The K-5 subgroup had a coefficient of .95
and probability, mental
and the 6-12 subgroup had a coefficient of .97. To determine
computation and estimation,
reliability of parallel forms, form A and form B were given to
addition and subtratction,
280 examinees, with an average of 10 days in-between
multiplication and division,
administration. Half took form A first, and half took form B
foundations of problem
first. On the second administration, the participants took the
solving, and applied problem
form of test that they had not taken before. There were two
solving.
sub-groups, K-5 and 6-12 with each having an equal
representation of males and females. These subgroups
c) Reasons for selecting this test
included a higher representation of African American and
be sure to relate this explanation
Hispanic populations than the US population represents.
to the reason for referral and
However, the samples represented the entire US population
testing needs already identified
with respect to the level of education of the participants
(above).
parents. These procedures show that it is likely to obtain the
KeyMath was selected because of its
same or very similar scores despite whether form A or form B
wide range of mathematical topics.
is administered.
Not only will the assessment allow the
examiner to see what areas of
mathematics the student has already Validity: Content and/or Construct.
mastered, it will also show what areas Key Math has adequate validity for content and construct.
the student needs assistance with. The
assessment will help gauge what
Content validity was established through a creation of an
grade level the examinee is at for
outline of all of the essential mathematical content, the
mathematics.
existing curriculum priorities and the national math standards

d) Report starting points, basal,

ceilings,
The starting point in the first
subtest, Numeration, is based
off the students grade level.
Chase starts at the fifth set of

(2007). The math content and curriculum priorities were then

aligned across grade levels (K-12). Test questions were then
developed to assess student proficiency in specific skills and
concepts based on the outline of standards and curriculum
priorities.
Construct validity was established by an analysis of average
student performance across grades to determine if the scores
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questions because he is in 2nd

were aligned with what current research would lead one to
grade. All other subtests have a
expect. It was also assessed though statistical analysis of the
starting point based off the
relationship between the scores from the KeyMath and scores
ceiling item from the first
from tests that measured the same skills or related content.
subtest, numeration.
The third way that construct validity was supported is that the
test was given to student with classified disabilities to report
The basal set is determined by
and analyze how students who may have a specific disability
three consecutive correct
would be expected to achieve on the KeyMath assessment.
responses immediately
preceding the first incorrect
response. The basal item is the Validity: Criterion
lowest numbered item in the The authors do not address criterion validity in the Key Math
manual.
basal set. The ceiling set is
Other technical adequacy issues:
four consecutive incorrect
responses. The ceiling item is The examiners must have a bachelors degree, and training in both
the highest numbered item in mathematics and interpretation of test. Key Math can be given to
individuals aged 4 years 6 months through 21 years 11 months.
the ceiling set.
Examinees need to be proficient in English and have adequate
hearing and sight. The test takes an average of 30 to 40 minutes
in the younger grades.

1. Standardized Assessment:

Reliability/Validity :

a) Full Test title:

Peabody Picture Vocabulary Test,
4th Edition

Reliability: Test/Retest.
340 examinees in five age groups were rested with the same
form about 4 weeks apart. About half of the examinees took
form A and the remainder took form B.
The correlations for test/retest have a range between .92 and .96,
with a mean of .93. This shows that Peabody Picture Vocabulary
Test has a strong resistance to factors that may change an
examinees performance.

b) Description of Test:

Peabody Picture Vocabulary Test is

used to measure the receptive
vocabulary of children and adults.
The eligible population for the test Reliability: Alternate/Parallel Forms.
Coefficients are derived from the administration of two different
is 2 years and 6months to 90 years.
test forms to the same group of people. This form is sensitive to
The assessment has 19 sets that are
two main sources of error, content sampling and the effects of
arranged in order of increasing
applying basal and ceiling rules.
difficulty.
508 examinees in five age groups took both form A and form B,
normally about 7 days apart. About half of the examinees took
c) Reasons for selecting this test be
form A first while the remaining half took form B first.
sure to relate this explanation to the
The reliabilities for alternative form for all ages are very high,
reason for referral and testing needs
already identified (above).
falling between .87 and .93, with a mean of .89.
This assessment was selected to receive Validity: Content and/or Construct.
a broad idea of the students
Content validity was established by a stimulus word selection
knowledge. Peabody Picture
process. All words selected are words that could be illustrated by
Vocabulary Test is useful when
color drawings and represent 20 content areas. The words were

evaluating language competence,

selecting level and content of
instruction and measuring learning.

taken from Merriam-Websters Collegiate Dictionary (2003) and

various editions of Webster New Collegiate Dictionary (1953,
1967, 1981).
Validity: Criterion
c) Report starting points, basal,
The authors do not discuss criterion validity in Peabody Picture
ceilings,
Vocabulary Test manual.
The starting point for the
Other technical adequacy issues: Age range for the norming
assessment is the first item sample is from 2 years and 6 months to 90 years. The examinee is
recommended for the
only tested with items that are of appropriate difficulty, the critical
examinees age. In the
range. The critical range generally consists of 5 sets. The
easels, ages and the
assessment takes on average 10 to 15 minutes to administer,
appropriate first items are regardless of age.
indicated. For Chase the
starting point is set 6
because he is 7 years old.
The basal set is the lowest
item set administered that
contains one or zero errors.
The ceiling set is the highest
set of items administered
containing eight or more
errors. The ceiling item is
the last item in the ceiling
set.

2. Informal and Alternative Assessments.

a. In-depth (1). Non-standardized measures that track long-term (e.g., annual) achievement.
These assessments should help you identify the student's instructional level.
Attach blank copies of each, labeled, with answer keys. Appendix F
In-depth Informal Assessments:
Title: STAR Math and Literacy Assessment
Description: The assessment normally takes about
20 minutes and can be used for grades K through
12. STAR is given on the computer through
Renaissance Learning. It is used to assess reading
and math. Results of the assessment tell the
administrator what students know and what they
are ready to learn next. The assessment is given at
the beginning and end of the school year.

Rationale:
Reasoning: STAR assessment was used because of
the progression of questions. All students start with
a wide range of questions on grade level. As
students move through the test and answer the
questions correctly or incorrectly, the questions
change respectively (to above or below grade level).
After the assessment is completed, a score and
grade level are given in both mathematics and
literacy. The assessment results also show specific
areas the student needs to focus on, which helps to
know where the students instructional level is.
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b. Brief (1). Quizzes that assess short-term achievement (often teacher-made, e.g., on a specific
skill or concept) and help fine-tune understanding of the student's instructional level.
Attach blank copies of each, labeled, with answer keys/scoring rubrics. Appendix G
Brief Informal Measures:

Rationale:
Title: Quiz
Reasoning: After administering and reviewing the
STAR assessment, the data will be analyzed and a
Description: The assessment is a 20 question quiz decision will be made in order to determine what
specific area will need further assessment.
to test the students performance in the area of
interest.
4. Describe the process used in selecting or designing each informal assessment.
a. What skills/concepts needed to be assessed? Be specific, e.g., "decoding C-V-C words" not
"reading aloud."
It is suspected that Chase is above level in mathematics. He needed to be assessed on a wide
range of mathematical skills in order to see what skills and concepts he has already mastered.
The first informal assessment (STAR assessment) was an assessment covering a large
mathematical skill base. The STAR assessment will be used to determine the skills he has
already mastered as well as the skills he should continue to work on. The second informal
assessment will be a targeted towards one particular skill where Chase performed above level.
The second informal assessment will be targeting multiplication.
b. What resources did you draw upon, e.g., specific textbooks, tools, websites, consultation with
________ (person)?
The classroom teacher conferenced with the Boces math specialist in order to gather
additional information about her students, receive helpful manipulatives, and the curriculum
materials needed. The Boces specialist was also able to provide the classroom teacher with
information regarding where to begin testing Chase in order to determine whether or not he is
gifted in the area of mathematics.
5. Testing Sessions. For each formal and informal assessment, describe the testing environment and
amount of time planned for administration of each test/subtest. Include the order in which you plan to
administer the assessments. Reminders:
- Length of testing sessions should match the student's attention level. (If not, the accuracy of the results
can be compromised.)
- It may be helpful to start out with assessments that are more fun or less like regular academic work
(e.g., those that use pictures or conversations).
- Review the manual for estimated times for test administration.
- Use time with the student well; pay close attention to required starting points and stopping points, basal
and ceiling levels, etc.
- To help maintain the student's attention, consider varying the types of activities within a testing
session.
- First, administer more general assessments; then, fine-tune your understanding of the student with
more focused assessments.

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PPVT (Peabody Picture Vocabulary Test): This will be the first assessment administered to the
student. The PPVT will be administered first because it will be used to gage the students general
intelligence and build rapport with the student. This test will be administered to the student in the
classroom counseling room. The counseling room is separate from the classroom, but is an area the
student is familiar with. The amount of time planned for the assessment is about 10 to 15 minutes.
STAR: The second assessment to be administered is STAR. The STAR assessment will give
information about where the student falls in different areas of mathematics and what skills he
already knows or needs to practice. STAR will be given on the classroom computers. The time
planned for this assessment is about 20 minutes
KeyMath: The third assessment to be administered will be the KeyMath assessment. The KeyMath
assessment will be third in line because data from the STAR assessment will be used for an
understanding of the areas in math Chase already knows. This assessment will also be given in the
classroom counseling office. The time planned for this assessment is about 40 minutes.
Quiz: The quiz will be the last assessment given to the student. The information on the quiz will be
taken from the STAR assessment in order to see what areas need further instruction. The time
planned for this assessment will be about 10 minutes.
Part II 60 points; (also hand in Part I, with my comments).
E. Test Behavior & Results (14 pts):
1. Test Behavior (e.g., see Spinelli). Include specific descriptions of behavior that support your
observation, and how these behaviors could influence the accuracy of the results.
a. Attentiveness, distractibility; ability to transition to different tasks; activity level;
reaction to testing situation, including to the length of test sessions.
During the assessments, Chase proved to be very attentive. He was not distracted by
the other students or items in the classroom. Chase was interested in the assessments
and answered, but also asked questions. On the PPVT and KeyMath assessments,
Chase did ask how much longer or how many more questions are there.
b. Degree of cooperation demonstrated; following directions; response time; types of
questions student asked.
Chase was very cooperative. He willingly followed all directions given to him. He
responded to each question almost immediately unless he was contemplating an
answer. Chase asked questions centered around how much longer the tests were going
to take and if his answers were correct.
c. Quality of rapport developed with examiner. Also address student's apparent degree of
comfort, confusion, anxiety, need for reassurance.
Chase seemed to have a good rapport with the examiner. He seemed to be comfortable
during the assessments. He did not seem anxious or confused. He did frequently ask if
his answers were correct and if he got any questions wrong.
d. Also comment on any other factors that might lower the student's scores, e.g.,
communication skills, cultural/linguistic background, learning style, emotional/social
adjustment, any medical, sensory or physical concerns. (If none are known, state this.)
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No known factors.
2. Results of Individual Assessments, organized by domain/subject area. Report on more
general assessments first; then proceed to more focused assessments. Provide specific results of
each test administered; include your interpretation of the results.
a. Formal assessments. See Spinelli's Evaluation Report Guide for help with
professional tone available on Moodle.
i. Report scores and what they mean, including total, composite, and subtest
scores (do not report raw scores or age/grade equivalents). Use standard/scale scores
(incl. the number of standard deviations above or below the mean), and percentile ranks
to compare the student's performance with that of age/grade peers in the norm group
(refer to your standard scores/normal curve handouts). Define percentile ranks for your
reader.
A standard score indicates a students relative position in comparison to that of
their peers, based on number of standard deviations above or below the mean.
A percentile rank is the percentage of students who scored the same as or lower
than the student being tested. Percentile ranks are used to describe students
standing compared to that of their peers.
CHASES SCORES
Peabody Picture Vocabulary Test
Standard Score: 110, less than 1 standard deviation above the mean
Percentile Rank: 75
KeyMath
Basic Concepts:
Standard Score: 139, 2 standard deviation above the mean
Percentile Rank: 99.5
Operations:
Standard Score: 128, 2 standard deviation above the mean
Percentile Rank: 97
Applications:
Standard Score: 138, 2 standard deviation above the mean
Percentile Rank: 99
TotalTest:
Standard Score: 137, 2 standard deviation above the mean
Percentile Rank: 99
Chases scores on the Peabody Picture Vocabulary Test show he falls into the high
average score range (for vocabulary) which is just above average in comparison to his
peers. Chases scores on the KeyMath assessment show he falls into the well above
average range for all math areas (basic concepts, operations, applications, and total
test), which shows he is well above his peers in his mathematical abilities.
ii. Item Analysis (look for tools provided by the publisher to help with this
section). Analyze the student's responses for patterns of correct and incorrect answers.
Look for relative strengths and weaknesses (e.g., skills that the student has either attained

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or lacks), items that prevented the student from establishing basal or ceiling levels (e.g.,
unexpected abilities or gaps in knowledge), etc.
On both assessments (Key Math and PPVT) Chase was able to establish a basal
or ceiling level in every section.
When reviewing Chases results on the key math assessment it can be
seen in the numeration, algebra, geometry, measurement, mental computation
and estimation, addition and subtraction, multiplication and division, and
applied problem solving sections he consistently answered correctly until he
reached his ceiling set. The information gathered shows Chases knowledge of
higher level mathematical skills, up until those skills he has not yet learned. In
the data analysis-probability section and the foundations of problem solving
section, Chases scores are inconsistent before reaching his ceiling set. These
results show Chase is lacking some basic skills in these areas or making his
best guess for the answers.
When reviewing Chases results on the PPVT assessment, it can be seen
that his scores vary across the board. Chase receives 0-2 errors in the
beginning sets, but goes on to receive 7 in set 11 and drops down to 4 in set 12.
Chase then moved back up, receiving a 7 in set 13 and 14 before reaching his
ceiling in set 15. Based on his score in set 11, it could be concluded that Chase
may not have been exposed to the words (tropical, harvesting, grain, pelican,
tubular, and triplets) in this particular list given his home environment (stays
inside of his home town, does not participate in extracurricular activities, is not
exposed to anything different/new). Chases lack of exposure and background
knowledge may have attributed to this spike of incorrect answers.
iii. Estimated Accuracy of Results. Comment on whether the test results should
be considered an accurate estimate of the student's abilities in this area.
If they should not be, explain the reason(s) for questioning the results. Consider
any concerns with test behavior, failure to attain basal/ceiling levels, and other
knowledge you have about students abilities (e.g., does the student's test
performance seem consistent with day-to-day work?). If you had any significant
concerns with the reliability and validity of the test (noted in your "Assessment
Plan" section, above), address these here as well.
Chases results on both assessments have proven to be an accurate estimate of
his abilities in these areas. (The only possible discrepancy may be his score on
the PPVTset 11, as discussed in the previous section.)
iv. Attach score sheets (i.e., record of student responses and summary/profile
sheets). Label basal/ceiling levels.
Appendix H
b. Informal assessments.
i. Report results, e.g., the student's score for each assessment. Also include your
interpretation of the score (what it suggests to you about the student's abilities, e.g., how
it compares to grade-level expectations and/or performance of peers).
Chase scored above average on the STAR math assessment. He scored in the
93rd percentile rank, which is above the scores of his peers. The assessment
has shown Chase has an understanding of single into double digit

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multiplication, adding within 1,000 (using different strategies), measuring

using different units as well as his fundamental understanding of fractions.
Chase scored an 80% on the multiplication quiz of two digit by 1 digit. This
concept does not start until 3rd grade; therefore, it demonstrates his high level of
math understanding superior to his peers.
ii. Analyze the students responses, e.g., to identify specific strengths and
weaknesses in the areas assessed. What meaning do you make of the specific responses
the student gave leading to his/her score, including any patterns in the types of items
answer correctly or incorrectly, strategies used or neglected, etc.?
One of Chases strengths is multiplication, which is shown on the
multiplication quiz as well as the STAR assessment. According to the STAR
assessment results Chase could use improvement in the following areas:
fluently adding and subtracting within 1,000, interpretation of multiplication
equations as a comparison, expressing an area of a part of shape of a unit
fraction, and explaining why two fractions are equivalent.
iii. Attach the graded assessments (including student's responses) as labeled
appendices. Appendix I
SEE ATTACHED
F. Evaluation Summary (15 pts): See Spinelli.
1. Summary Statement (refer back to reason for referral, include general impressions of the
student).
Chase has been assessed using Key Math, PPVT, STAR (Math Assessment), and a
multiplication quiz in order to determine whether or not he is gifted in the area of
mathematics. After completing the assessments, it has been concluded Chase scores high
above his peers in many areas of mathematics.
2. Instructional levels, strengths/needs, instructional implications.
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.).
Chases instructional level in mathematics should be third grade because of his
mastery of the second grade math curriculum (addition and subtraction with two digit
numbers, comparing numbers, place value, and measurement) as well as his
understanding of beginner third grade concepts (multiplication and division).
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
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Student1 to help you comment on specific gifts and talents, strengths and needs. Consider gaps as
potential objectives (for Section G, below).
SEE ATTACHEDAppendix J
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.
Chase needs more advanced work in mathematics than his fellow classmates. The
skills of greater priority are those that Chase is still developing such as multiplication
and division, graphs, fractions, and decimals (according to Key Math).
G. Recommendations (13 pts): Be specific enough to allow an unfamiliar educator to understand: a) your
suggestions for what skills should be learned, b) some ways to teach them, and c) supports needed (as
below).
1. Recommended Supports.
a. Modifications and/or Adaptive Devices Needed. Include curriculum modifications
(more basic or advanced material), opportunities for creativity, instructional and test
modifications, assistive/instructional technology, behavior management, etc.). Consider whether
any current modifications should be continued into the future.
As stated above, Chase would benefit from more advanced math material. A strategy to
use for Chases math instruction could be curriculum compacting. Curriculum
compacting allows students who are able to demonstrate their understanding of the
content/material being covered to complete less introductory lessons/activities. The
time gained from the elimination of introductory lessons/activities can be used to work
on more in depth math concepts as well as enrichment. Another recommended support
could be single-subject acceleration, which allows students to push in the next grade
level for a particular class. In Chases case, he is currently pushing into a second
grade general education class from a self-contained room, but it is felt he could benefit
more from pushing into a third grade math class.
b. Additional Testing Needs. If further evaluation in any specific areas seems needed/helpful,
make those recommendations here.
No further evaluations are needed at this time.
c. Supports for Staff (push-in assistance, staff development in specific topics, collaboration
time with specific personnel, assistance with modifying materials/curriculum, etc.).
When Chase pushes into a second grade general education classroom for math
instruction, an aide accompanies him. The aide assists the teacher with Chases
behavioral issues as well as adapting the material to meet Chases needs.
d. Any other recommendations or services needed for the student.
No further recommendations at this time.
2. Suggested Instructional Goals (3-5).
a. What skills/concepts are most important for the student to learn in the upcoming 6-9
months?
1
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1. Student will be able to correctly complete 4/5 two digit multiplication problems
independently on his multiplication quiz.
2. Student will be able to correctly name/identify 8/10 fractions using his fraction
flashcards.
3. Student will be able to correctly add three digit numbers with decimals and
appropriately place the decimal in his final answer 8/10 times when practice on a
whiteboard.
b. Include the rationale for each objective (i.e., why you think it will help meet needs outlined in
your "Results" and "Evaluation Summary" sections above).
The objectives above were written to focus on specific areas that Chase has shown to need
further instruction in. The areas in need of further instruction were determined by the
KeyMath and STAR Math Assessment.
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.
The following strategies have been recommended for Chase, single-subject based
acceleration, curriculum compacting, and enrichment. Single-subject based
acceleration refers to the opportunity a student who is gifted in one particular area
may have where they push into the next grade level to receive higher level instruction
in that area. Acceleration provides opportunities to complete school early, including
grade-skipping, cross-grade placement, and radical acceleration (Howley, 1986).
Curriculum compacting is a way to condense the curriculum into the lessons necessary
for that particular student, typically eliminating introductory lessons/activities.
Curriculum compacting offers more time for exploration and hands on experiences in
early grades, motivates students through the freedom of exploration, and develops
student ability in finding and producing multi-step solutions (Kondratieva, 2011).
Enrichment provides learning challenges that build off of the particular curriculum
topic, typically it offers more engaging, interactive, options for students. Enrichment
would keep above-average students from becoming frustrated over the time constraints
and the lack of an overall approach for substituting more challenging work for regular
classroom assignments. Students who are academically years ahead of their
classmates are frustrated because they are expected to complete daily requirements
that are basic, repetitive, and unnecessary, which can lead to boredom, anger, and
disappointment in school (Renzuli, Smith, Reis, 1982).
b. Give a specific example illustrating how the strategy might be used to help this
student.
As defined above, single-subject acceleration refers to the opportunity a student who is
gifted in one particular area may have where they push into the next grade level to
receive higher level instruction in that area. This solution could be beneficial to Chase
because he has shown higher level mathematical skills and pushing into a third grade
math class could provide him with the challenge he needs. As stated previously,
curriculum compacting is a way to condense the curriculum into the lessons necessary
for that particular student, typically eliminating introductory lessons/activities.
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Curriculum compacting offers Chase more of an opportunity for in depth

mathematical instruction, the development of new mathematical concepts, and
enrichment. Enrichment would allow Chase to broaden his knowledge about a
particular mathematics topic as well as foster his creativity and problem solving skills.
The recommended strategies above will help support chase in reaching his objectives
(previously stated under the suggested instructional goals section).
c. Provide a "References" section (below) to allow your reader to find your sources
him/herself if needed; use APA style to cite peer-reviewed literature (professional journal
articles, textbook chapters, or conference proceedings) supporting these strategies.
LISTED BELOW
H. References (3 pts): Provide APA style citations for peer-reviewed professional literature (professional
journal articles, textbook chapters, or conference proceedings) cited above, supporting your "Researchbased Instructional Strategies," above). Your score for this section also reflects your use of APA style in
other sections of the report (above).
Howley, A., Western Washington Univ., B. I., & And, O. (1986). Acceleration as a Means of
Individualizing Instruction for Gifted Students in Rural Schools: A Preservice Rural Special
Education Module.
Kondratieva, M. (2011). The promise of interconnecting problems for enriching students'
experiences in mathematics. Montana Mathematics Enthusiast, 8(1/2), 355-381.
Renzulli, J.S., Smith, L.H. Reis, S.M. (1982) Curriculum Compacting: An Essential
Strategy for Working with Gifted Students. 82(3), 185-194.
I. Appendices (10 pts). 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.
For standardized tests, also label basal and ceiling levels (on student record forms).
NOTE: Appendices must be submitted to the professor for grading purposes, but are generally not
included in the final product distributed to the person making the referral.

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