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Student: Ava
Grade: 2nd
Age: 8
I. Status information
A. Abilities
School district is located in Western New York within a village with a
population of approximately 11,000 people. The racial makeup of the village
is: 93.82% white; 1.80% African-American; 1.61% Asian; 0.27% Native
American/Alaskan; 0.04%, Native Hawaiian/Pacific Islander; 1.19% other; and
1.27% of two or more races. Of any race, 3.91% are Hispanic/Latino. The
median income for a household in the village was $34,712, while the median
income for a family was $49,549. The school district has a total of 533
Elementary Students ranging from Pre-Kindergarten to Fourth Grade. Of
those total 533 students, 51% are female and 49% are male. The racial
make-up of the elementary school is 85% White, 8% Hispanic/Latino, 1%
Black/African Amercian, 4% Multi-Racial, and 2% Asian/Native American. 3%
of the students have limited English proficiency, 14% of students are
classified as a student with a disability, and 36% of student population is
economically disadvantaged. 30% of the students who attend the
elementary school receive free lunches, while 7% of the students receive a
reduced-priced lunch.
Mission state at school district reads, District and community will maintain a
continuing partnership to provide an educational environment for the children
of the community, which will ensure that all children are valued, all children
learn and all children possess the knowledge and attitudes needed to reach
their full potential intellectually, personally, socially and productively.
Second grade classroom consists of 18 students, general education teacher,
consultant special education teacher, and grade level aide. Of the 18
students present in the classroom, 3 students are receiving Response to
Intervention Tiered Services in both Reading and Mathematics. There are an
additional 4 students who are classified as a student with a disability who
receive Direct 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.
Ava is currently an 8 year old female student in the 2 nd grade. Her family unit
consists of mother and father who are married and two younger brothers age
2 & 4. Avas mother is a high school music and chorus director at the high
school of the school district where Ava attends elementary school. Avas
father works at the local state university in computer science. Avas
reading anytime during the school day when she has completed her
daily assignments. Ava also enjoys writing and expresses her ideas
and thoughts on a daily basis in her journal she keeps at home. Ava
plays the piano and enjoys singing at her church and Youth Choral
Organization. Ava would like to start playing the violin in 4 th grade.
B. Social/emotional behavior
1) Scales for Rating the Behavioral Characteristics of Superior Students
(SRBCSS)
Avas scores for Renzulli Scales ranged from 19-77. While planning
characteristics was her highest behavioral characteristic,
communication characteristics (expressiveness) was her lowest
behavioral characteristic. The four characteristics that ranked the
highest for Ava were planning with the score of 77, learning &
motivation both with the score of 58 and communication (precision)
with a score of 57. While working in the classroom it has been
observed that Ava is a very neat and organized student. Her books
and papers are always stacked or placed in desk neatly. Ava is quick to
correct teacher if the daily schedule displayed in room is wrong or has
changed in any way. This direct observation does indicate that she is a
planner. Ava is one of the few students in the class when a teacher
asks if there are any questions before starting a task, Ava will ask
questions as to how much time or what exactly the teacher would like
to see written. As indicated on Renzullis scale, Ava scored high in both
learning and motivation and this was evident in that Ava is always
eager to learn in the classroom and is motivated by the work she is
given. Since Avas reading ability is much higher than her classmates
she takes pride in completing projects designed by general education
teacher to further her learning. Ava likes to be a peer tutor reader with
fellow classmates. Ava also scored high for communication
characteristic (precision) on Renzulli Scale. Ava is able to think and
communicate with clarity and precision striving for accuracy and
precision in both written and oral communication. In speaking with
Ava, she is able to transform thoughts into clear and correct sentences
or out loud.
2) Observations Ava is a very nice and friendly child with only one or two close friends
within the classroom. Ava will often start conversation with adults over
her same aged peers. Ava participates in cooperative learning within
the classroom, but often is observed taking the lead of the group. She
displays manners in addressing her peers, but it is clear that Ava is a
leader within the learning group. Ava demonstrates a teacher persona
while reading with peers within the classroom during peer tutoring.
Avas peers respect her authority and feel that she is helping them.
When academic tasks are being taught or conducted throughout the
day, Ava is primarily to herself as she appears to be focusing on the
task at hand. During both recess and lunch Ava does communicate
with friends within the classroom, but the friends remain as those who
are of higher learning level like herself.
C. Interests
1) Interest-A-Lyzer
Ava is very much an avid reader both in school in during her leisure
time, but she also is very involved in music. Being born into a family of
music (mother is choral director and music teacher), Ava has had the
opportunity to play piano since the age of 5 and is looking forward to
starting to play the violin in 4th grade. Ava also participates in the
County Youth Choral program which is not based on age, but based on
audition and maturity. Ava also likes singing in church with her family
on a weekly basis. Ava does participate in local soccer league during
the summer and enjoys being around her friends during this time. Ava
has stated that she would like to start learning to be a dancer (jazz and
ballet) since her close friend in school is a dancer. Ava enjoys spending
time with her family including her extended family on weekends and
on holidays. Other things that Ava indicated on her Interest-A-Lyzer
that she may be interested in doing is visiting a museum, learning to
cook, conducting science experiments, and learn to play chess.
D. Style Preferences
1) Learning environmentAva has the ability to work independently, with a partner, with an
adult, and within small groups. Ava primarily works independently
within the classroom with assigned tasks, but on a daily basis works
within a small group for reading. During English Language Skill Reader
instruction, Ava often works with a partner as a peer tutor. During
times of working in a larger group for class projects, Ava often takes
the role of the leader. Ava has very appropriate social skills and
manners for a child her age, but often she will appear a bit frustrated
by her peers in the group if they are keeping up with what is supposed
to be done. Outside of school, Ava expresses that she works
independently on her daily homework only asking her parents for help
as needed. Ava has expressed that she does not mind working on task
independently while in school, but enjoys the opportunity to work with
her peers on class projects and reading groups.
2) Thinking
encouraging her fellow classmates and giving them praise for their
work well done.
II. Student work products
A. Completed works
B. Works in progress
Avas work in progress at this time is preparing for her spring concert for
the county youth chorus that she participates outside of school. Ava also
continues to work on her 2nd grade state notebook of all 50 states in
United States. Once a week, Ava meets with a small group of students in
the classroom to research a given state and writing about the states
motto, bird, nickname, and fun fact. Ava also is working at home on her
journal all about 2nd grade where daily she writes about what she has
learned and all her favorite things about 2 nd grade. She hopes to share
some of this information with 1st graders who will be coming up to 2nd
grade next year.
III. Student goals
Ava is such a kind and giving person, she would love to work with the
younger grades in the elementary in learning to read and share her love of
reading. Ava also would like to visit upper elementary grades or even middle
school to explore the English Language Arts curriculum and to be more
challenged. Lastly, Ava would like to learn to dance (jazz and ballet) and
attend an invention camp to explore more about science.
IV. Action plan -
Ava is a very motivated and mature young girl for her age. Ava and general
education teacher will meet with teachers from the lower elementary grades
to explore the opportunity for her to become a peer mentor in reading for
those students are learning to read or in need of a little extra support in their
reading. Ava could volunteer in classroom one to two times a week during
differentiated instruction time in the school day, so that she does not miss
primary instruction in classroom. Ava with the help of general education
teacher will chose leveled books that appropriate for reading level of student
she will be working with including developing activities that could be used
along with the book to tutor younger students. This goal could be
implemented now and continue as she moves up in grade level.
Ava will meet with middle school guidance counselor to discuss her interests
in visiting a middle school (5th grade) English Language Classroom to further
explore their curriculum. Ava could interview and also be matched with a
middle school student that could acquaint her with the learning process that
occurs in the setting. As for visiting upper elementary classes, Avas general
education teacher could speak with upper elementary teachers and set up
time for Ava to visit and partake in unit of study. This goal could be
implemented now, but would need to start when a new unit of study was
being presented, so that if Ava chose to continue she could fully participate.
Since Ava has a love of music, she would like to extend that love of music
through dance. Ava could attend a ballet and jazz dance practice with one of
her friends who is from her current classroom to experience and partake in
the actual act of dancing. Much of the dancing that Ava does now is just for
fun, but because she enjoys learning new things, she would love to give
dance a try. This goal could be implemented now and continue throughout
her school age years and beyond.
Ava has shown more interest in Science this year as much of the 2 nd grade
science instruction has been more of an independent activity which students
explore to write and draw outside of school. Ava very much enjoys learning
and she feels that attending an invention camp might be a great way to
create and also meet new friends who may have the same interests as her.
Currently the elementary school that Ava attends offers a camp invention in
the summer for grades 1-5 for a week. Application can be obtained from
school elementary office and filled out by parent. Ava has the opportunity to
draw and write about an invention she would like to create to possibly win a
full scholarship so that she may attend camp invention for free. The week
long program is a full day invention program lead by science teachers from
school district that provide students the opportunity to create and questions
science through both cooperative learning and independent learning. Camp
invention could provide Ava the experience, knowledge, and opportunity to
explore more about science and all its wonders. This goal could be
implemented now and other invention camps could be explored for future
years if Ava continues to be interested.