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SBU Evaluators:

Samantha Arias, Nicholas Perillo, Jessica Allen

A. Student Data

1. Student Name: Zach Luce

2. Date of Birth/Age: 11/9/2004, 10

3. Current Placement: Zach is currently placed in a 4th grade inclusion classroom at

Allegany-Limestone Elementary School. All four core subject areas (ELA, math,

science, and social studies) are instructed in the students inclusion classroom. The

school district also requires students to receive 40 minutes every MWF of literacy

instruction and 40 minutes every TTH of math instruction. There are 21 students in

the class ages 9-10. There are 7 students in the classroom who have classified IEPs

and 3 students who receive enrichment services. Instruction is taught primarily by the

general education teacher, although there is a full time special education teacher

present in the classroom.

4. Date(s) of Evaluation: The evaluators administered sections 1 and 2 of the SAGES-2

assessment as well as the vocabulary section on an IRI on 3/25/15.

B. Referral Information

1. Describe:

a. Zach enjoys being challenged and retains information quickly. He is a creative

thinker with a sharp memory and long attention span. He is very creative and likes to

think outside the box. Zach has been referred to the enrichment program based on state

and local test scores as well as a teacher recommendation. The teacher supports many of

Zachs mother views. She believes Zach is academically advanced because of his higher

level thinking skills, academic abilities and the maturity he displays in class.

b. Schooling is very important to both of Zachs parents. He was enrolled in the

Montessori Childrens House of Olean when he was 3. His parents wish to see this

evaluation benefit Zach in a number of ways. They want his curiosity and creativity to be

challenged and would consider acceleration for Zach or an early college program in the

future.

2. Zach has not been identified as gifted or talented, but he has been identified as a

student requiring extra challenge. Zach participates in an afterschool Alternative

Learning paths enrichment

3. *See attached referral form and intervention history.

C. Background Information

1. Family History:

a. Zach has 1 older sister who is in 6th grade. Both of his parents are teachers in

the Allegany-Limestone school district. His mother works at the elementary

school while his father works at the middle school.

German, Irish, and English ancestry. Zach has had no speech or language

factors that would impact his test results.

c. There are no family members that have been identified as gifted. His mother

stated that his father was awarded the National Honor Society at Cuba

Rushford and she was the president of St. Bonaventures Educational Honor

Society Kappa Delta Pi.

d. Zach is very social and makes friends easily. He likes to spend time with his

friends outside of school. He plays on both a travel soccer and hockey team as

extracurricular activities. Zach enjoys working with others and gets along with

his peers.

2. Educational History:

a. Zach is a student who is always on time and attends school everyday

b. Achievement

i. He reads above the 4th grade level and he is able to comprehend the

higher order text. He has mastered all the modules given by the

Common Core Standards.

ii. All of Zachs grades are above 90 percent.

iii. Due to Zachs fast pace learning he is continuously given supplements

in order to challenge him. He finishes most of his work before his

peers therefore the supplements allow him to continue on track while

his peers are working

iv. Zach has been enrolled in an afterschool enrichment program which he

attends every Thursday from 2:45-4pm. Zach has also been placed in

the advanced literacy and math blocks that his school provides which

he attends for 40 minutes every MWF or TTH.

v. Zach has had no previous individual standardized testing for

exceptionalities.

c. Social/emotional factors

i. Zach always listens to every adult in the room and his main objective

is always to try his hardest when given a task. He has never had any

school problems and the teacher continuously refers to him as being a

respectable young boy. Zach is known for be able to adapt to any

setting. He instantly get involves when given an activity.

3. Student Observations and Interview

a. Student Observations

i. Zach has been referred to the ALPS program for enrichment based on

state and local test scores as well as a teacher interview. Zach has a

sharp memory and a long attention span. He learns quickly and likes to

be challenged. He is a creative thinker and can approach problems

outside the box. Zach is very curious about things and asks a lot of

question. The evaluators had the opportunity to observe Zach on 2/26

for 2 hours. The evaluators first observed Zach in his literacy block.

He was asked to write a haiku. While given independent time to work

on the poems, Zach was heavily focused and concentrated on his work

while his other peers seemed to get distracted from other commotion

going on in the classroom. Zach demonstrated his long attention span

as he was focused on directions given by the teacher and his work

throughout the entire class period. During the afterschool enrichment

program, Zach would frequently be the first person to raise his hand

when the teacher ask higher order thinking questions to the class. He

was very attentive and seemed eager to challenge his knowledge.

Zachs responses were always very in-depth and not a typical response

I would expect from his average peers. His peers would give shorter

responses to questions asked by the teacher while Zach would

constantly elaborate further on subject matter. The evaluators saw this

was typical in both math and ELA. I could see Zachs creative mind

shining through as well as his ability to think outside the box.

b. Student Interview

i. Zach has a very strong interest in math. Zachs father is a math teacher

at the middle school and Zach likes to be just like his dad. He

acquired this adoration at a very young age and asked his dad to teach

him math in his early elementary years. Zachs mother, gen. ed.

teacher, and enrichment teacher all suggest that Zach is gifted in

math which is also what the evaluators believed after working with

Zach for a few days. The evaluators have also decided to further

pursue to see if Zach is gifted in reading as well. Zach would prefer to

work independently. He feels that he can accomplish more and work

more efficiently when working by himself. Zach is incredibly creative

and enjoys designing his own versions of things. Zach stated that he

struggles in reading because his grades are not as high as his math

grades. He says his grades fluctuate between 90s-100s one week and

60s-70s the next. The evaluators inquired about what type of testing

Zach was taking when he was receiving the lower grades he described

a reading comprehension evaluation. He also mentioned that he

sometimes finds himself bored during math instruction because he

already knows most of the material. Zachs general education teacher

mentioned that she often provides Zach with more challenging math

work as he masters the 4th grade common core curriculum with very

little, if any difficulty. This is a typical behavior of a student who is

gifted in math. Zach plays on both a travel soccer and hockey team. He

is social and is well-liked by others which makes it easy for him to

make friends. Zach works hard on schoolwork, but also enjoys free

time watching television and playing video games. Zach said that if he

video game designer. This career choice would allow Zach to

demostrate his creativity. *See attached student interview.

4. Analysis of student Work Samples

i. Student work samples 1A and 1B are written excerpts taken from

Zachs reading response journal. Work sample 1A, completed just a

few weeks ago, depicts Zachs ability to recall information from a

story. Zach received a perfect score when he was asked to recall 1

main idea from the story and was able to provide 3 detailed supporting

facts. The other question on this work sample required Zach to respond

to a short answer question. Zach received a 1/2 because although he

did address the question, he did not address it entirely. Work sample

1B is another short answer question in which Zach was asked to re-tell

detailed facts that he remembered from a story. Zach scored a 4/4 as he

included an appropriate amount of facts, the facts were correct, and the

facts were detailed. These work samples prove Zachs strengths in

reading and writing. Compared to other students, Zach scored higher

than the majority of his classmates. Zachs high grades for these

assignments support the evaluators suggestion that Zach may be

gifted in the area of reading as well as math.

ii. Work sample 2 is a math worksheet Zach did in his enrichment

classroom. At the time, the class was working with probability. Zach

earned full credit for this assignment. Some of his peers did not

achieve perfect scores. This demonstrates Zachs advanced abilities in

math. The sample shows Zach writing realistic predictions with

reasoning. The work sample also depicts Zachs ability to problem

solve. Zachs work is neat and organized. This work sample is a

example of why many believe that Zach is gifted in math.

5. *See attached parent interview

After analyzing the parent interview questions and responses, the evaluators have

concluded that both the parents and the evaluators believe that Zach is

academically advanced in both math and ELA. His parents have requested to test

him in both subject areas and are eager to find out the results. The evaluators have

discussed a plan with his parents and teachers as to when the evaluators will start

administering the assessments to Zach. This will begin the week of 3/23-3/27.

6. Testing Needs

Zach is academically advanced in both math and ELA and the evaluators have chosen

specific assessments that will demonstrate his academic abilities in both of these

subject areas.

D. Assessment Plan

The evaluators have chosen to use 2 standardized assessments, 2 in-depth informal

assessments, and 1 brief informal assessment.

Standardized Assessments:

o This test measure students in subject areas including math reasoning,

written expression, listening comprehension, oral expression, word

reading, numerical operations, reading comprehension, spelling, and

pseudoword decoding. This test will assess Zachs math and ELA skills to

help the evaluators determine where he is academically in these areas.

o This assessment can be administered for candidates in grades PreK-12.

There is also a section of the test that can be administered to adults.

o There are 9 subtests included in the WIAT assessment. The test begins

with the word reading portion and continues in order throughout the rest of

stimulus booklet 1. When all subtests of stimulus booklet 1 are complete

you may begin the subtests in order in stimulus booklet 2. Each subtest has

a specific starting point based on the grade level of the student. Basal and

ceiling rules vary among the different subtests as well. The examiners

manual provides specific guidelines for reverse rules, discontinue

rules, and stop points for each subtest. To administer all 9 subtests it

will take approximately 90 minutes. Since all subtests should be

administered on the same day, the evaluators plan to give Zach some

brain breaks in between subtests to keep him attentive, focused, and

motivated.

o Reliability

o The reliability of this assessment determines that the test is consistent and

has stabile test scores across equivalent set of items. The test includes

internal consistency and procession. The split half reliability aspect of the

assessment helps the scorers score a particular subtest and then score

another subtest in order to compare and highlights strengths and needs.

o Validity

o Wechsler Individual Achievement Test with the usage of content related,

construct related and criterion related validity the test aim to measure what

is intended to measure. Each domain acquires a curriculum objective. The

assessment where determine to support the content format and wording of

the Math Reasoning, Numerical Operation and Reading Comprehension

subtest. The subtest consists of curriculum objectives that reframe from

having ethnic bias and eliminates any gender unfair.

o Screening Assessment for Gifted Elementary and Middle School

Students (SAGES-2): This test asses a students skills among a number of

subject areas. It is screening a childs general knowledge to see where they

stand academically. Since Zachs parents have an inquiry about where

Zach is academically advanced this will allow the evaluators to show them

results in not only math and ELA, but other subject areas as well.

o The portion of the assessment that we will be administering to Zach is

geared toward students in grades 4-8.

in order from subtest1-3. The student will begin at the first question for

every subtest. Basals are not used with the SAGES-2. A ceiling is met

when a child misses 3 out of 5 consecutive items. There is no time limit

for the assessment and it is recommended to give the student between 3045 minutes to complete each subtest. However, not all subtests must be

administered on the same day so depending on how the student is doing

we can separate the testing sections.

o Reliability

The reliability of the test is consistent among the normal, gifted,

time sampling and scorer. The test demonstrates a level of

understanding among all subtests according to grade level. The

summary of SAGES reliability related to three sources of test error

demonstrates there is a low number for possible error among all

subtest.

Summary of SAGES-2 Reliability Related to Three Sources of Test Error

Sources of test Error Content Sampling SAGES-2

Subtest

Normal

Gifted

Time Sampling

Scorer

K-3

Mathematics/Science

Languages Arts/Social

Studies

Reasoning

88

91

97

99

87

91

97

92

93

93

95

97

4-8

Mathematics/Science

Language Arts/Social

Studies

Reasoning

94

91

92

97

94

92

86

91

90

85

78

95

o Validity

The validity that the test contains is a correlation performance

based on total score. The test is made up of age differentiation,

group differentiation, subtests interrelationships and item validity.

This provides the opportunity to have good discriminating among

scorers. The SAGES-2 is considered to be an unbiased test that is

valid predictor of aptitude and intelligence. The selections of

literatures were selected based on how familiar students are with

the reading being used. The mathematics is closely developed to

support the Curriculum and Evaluations Standard for school

National Standards for Civics and Government.

Informal Assessments

Informal Reading Inventory (IRI)

Temporarily, the evaluators may use the

Ekwall/Shanker Reading Inventory,

although this IRI goes only through 9th

grade. The evaluators are hoping to find a

different IRI to assess Zachs skills that

goes through a 12th grade level.

Rationale

Zachs classroom teacher mentioned that Zach

was reading well above grade level. By giving

Zach an IRI, it will allow the evaluators to see

where his vocabulary, reading fluency, and

reading comprehension place Zach academically

in these areas. An IRI is going to help the

evaluators identify if Zach is gifted in reading.

Rationale

Reading Street Basal Series, Grade 6

teacher insists that Zachs comprehension ability

is high. The evaluators want to use a 6th grade

reading passage with correlating comprehension

questions to evaluate where Zach lands with this

skill. The evaluators will modify grade level

materials from these results.

Mid-module Assessment

Grade 5 common core mathematics

module 2

parents and teachers and believe that Zach is

gifted in math. The evaluators chose a 5th grade

module as the evaluators know Zach has the

ability to solve these questions and the evaluators

can evaluate how academically advanced he is in

math. The evaluators will modify grade level

materials from these results.

and parent interviews and our student observations, the evaluators have decided

that the evaluators want to assess the following skills and concepts:

i. Vocabulary

iii. Reading comprehension

iv. Standard operations

v. Problem solving/Word problems

b. Resources

i. IRI

1. Ekwall/Shanker Reading Inventory, 3rd Edition (Eldon E. Ekwall &

James L. Shanker). **Hope to find a different IRI that asses up

through 12th grade.

ii. Reading Passage/Comprehension Questions

1. Reading Street Basal Series. Knowing the elementary school uses

the series, the evaluators used an advanced grade level portion of

the series to find a 6th grade passage that would challenge Zach.

iii. Mid-module Assessment

1. engageny.org, Grade 5 math module 2. Knowing the elementary

school follows the modules, the evaluators chose a module just

above Zachs grade level in order to identify where his abilities are

academically in math.

Testing Sessions

o Assessments in order as they will be administered:

WIAT-II

Mid-module Assessment

IRI

Reading Passage/Comprehension Questions

STAGES-2

WIAT-II

o The assessment takes approximately 90 minutes for students in grades 1-6 to

complete. The student should receive breaks if they begin to seem distracted or

fatigued, but these breaks are not calculated into the testing time.

o The evaluators will test Zach one-on-one in a quiet, well-lit room. When

administering the test, the evaluator and Zach will sit across from each other. The

appropriate stimulus booklet will be put in front of Zach, yet still in reach of the

evaluator. Evaluating materials (for example answer keys) will be completely

hidden from Zach. The evaluator will be sure to re-read and directly follow the

directions provided in the examiners manual.

Mid-module Assessment

o Zach will be given 20-30 minutes to finish this assessment. No breaks will be

needed as there are only 6 questions.

o This assessment will be administered to Zach one-on-one and in a quiet room

with little distraction.

IRI

o The amount of time needed to complete this assessment varies based on the

student. In some cases, students do not need to complete all subtests or can skip

subtests entirely depending on their academic ability. Most subtests will take

around 15-20 minutes each.

o Zach will be assessed in a quiet room with little distraction. All three of the

evaluators will be present when administering this assessment.

Reading Passage/Comprehension Questions

o Zach will be given 15-20 minutes to complete this assessment.

o Zach will be tested in a quiet, distraction free room.

SAGES-2

o All subtests should be administer in order (1-3). Time length for the entire test

varies. Zach will be given 30-45 minutes to complete each subtest.

o Zach will be assessed in a quiet, distraction free room.

Part II

E. Test Behavior & Results

1. Test Behavior

When Zach was taking the SAGES exam during the beginning position of the text the evaluators

noted that he was very calm and relaxed. He seemed very concentrated and confident in his

ability because he was answering questions very rapidly. When Zach was answering question 13

the evaluators noted that he was struggling with answering the question. He skipped question 14

but quickly realized and answered the question. During the process of the exam the evaluators

noted by his facial expression and his hand gestures he was progressively getting more

frustrated. Although this was occurring Zach continued to remain claim. By the 18th question

Zach asked to get a drink of water. When Zach completed the second part of the exam he is claim

and relaxed. After about ten minutes the evaluators observed that he seemed to struggle with this

section more than the math and science portion of the exam. When Zach was distracted by the

clock and when he was being frustrated with the questions that could have influence the accuracy

of the results.

a. During the exam there were times when Zach became distracted and he started

to look at the clock. He will look out the door to note where the noise was

coming from. During the end of the exams the evaluators noted that he started

to take longer on each question and he reread each question. The evaluators

noted when he started a new part of the exam he started the process clam and

relaxed.

b. Zach cooperated very well while he was being tested. He followed every

direction given during an appropriate time. He didnt ask any questions during

the process of taking the exam. Zach did ask permission to use the bathroom

and get a drink of water.

c. Zach and the evaluators had great rapport with each other. Zach reacted in a

respectful manner when he was provided with an exam. When Zach became

frustrated his facial expression was very intense. The evaluators noted that he

started to reread the questions and he was flicking his pencil around. When the

evaluators noted that Zachs was frustrated we informed Zach that he should

take a break by walking around or getting a drink of water. He immediately

took the offer.

d. Zach was tested during afterschool and the evaluators believe this may have

influenced his scores. The evaluators tested him before the standardized

exams and we believe that could have affected his anxiety because of the

workload being provided in school. During the days Zach was tested it was

sunny outside. The evaluators on those days noted that Zach was eager to be

finished with the exam. These are all factors that could have effected Zachs

performance.

2. Results of Individual Assessments

a. Formal Assessments

i. Report Scores

1. SAGES-2 includes 3 subtests in the areas of mathematics/science,

language arts/social studies, and reasoning. Zach was assessed on

the mathematics/science and language arts/social studies subtests

only. Both the mathematics/science subtest and language

arts/social studies subtests sample achievement in the specific

subject areas, or what knowledge a child has acquired through

formal and informal educational experiences. The child is required

to complete 30 multiple-choice format questions in each subtest.

There is no time limit. Items included focus on recall,

understanding, and application of ideas and basic concepts in these

content areas. Questions in the mathematics/science subtest are

more logical and technical in nature while questions in the

language arts/social studies subtest are more linguistic in nature.

For the SAGES-2, s standard score is referred to as a quotient.

Zach received a quotient of 115 compared to the normative group

and a quotient of 100 compared to the gifted group on the

mathematics/science subtest. Zach received a quotient of 106

compared to the normative group and a quotient of 96 compared to

the gifted group on the language arts/social studies subtest. A

percentile rank is a percentage of scores that fall below a given

score. Zach's performance on the SAGES-2 overall

mathematics/science subtest suggests that he is functioning at the

84%ile compared to the normative group and the 50%ile compared

to the gifted group. Zachs performance on the SAGES-2 overall

language arts/social studies subtest suggests that he is functioning

at the 66%ile compared to the normative group and the 39%ile

compared to the gifted group. Using a bell curve, Zachs

mathematics/science percentile rank represents that Zach is

functioning at the average standard deviation compared to the

gifted group, but he is functioning 1 standard deviation above the

arts/social studies percentile rank represents that Zach is

functioning almost 1 standard deviation above the mean compared

to the normative group and a little below the average deviation

compared to the gifted group.

ii. After analyzing Zachs test results, the evaluators have concluded that

Zach demonstrates an above level understanding in the area of math.

His strengths include basic math operations (x, /, +, -, finding an

average, some fractions), locating coordinates and being able to

interpret a graph, finding patterns, using mathematic and scientific

formulas correctly, and basic science concepts (planets, light/sound, air

pressure, and metals). Areas in which Zach was challenged include

finding fractions of a whole number, finding fractions of a decimal,

algebra equations, and more advanced scientific concepts

(photosynthesis, earthquake/p-scale, chemistry/physics, and the rock

cycle). Zach also performed above his academic level in the areas of

language arts and social studies. His strengths include print concepts,

needs vs. wants, word choice, sentence structure, reading a map, word

pronunciation, and fact vs. opinion. Areas in which Zach was

challenged include identifying the meaning of a word or quote, time

spans in history, interpreting a graph, taking information from a

passage, metaphors, root words, and different climates around the

world. The questions in both sets of the subtests become increasingly

more challenging as they go. Zach reached ceilings in both the

mathematics/science and language arts/social studies once the

questions were well above his grade level.

iii. The evaluators believe that the SAGES-2 test results are an accurate

depiction of Zachs abilities in both math/science and ELA/social

studies. The evaluators have discussed with Zachs enrichment teacher

his state and local test scores that made him eligible for the ALPS

program and the SAGES-2 test scores are similar to the state and local

test scores. The evaluators could see that Zachs mathematical skills

were slightly more advanced than his language arts skills when

beginning the educational evaluation process and the SAGES-2 test

scores have proven this correct as well. The test scores also accurately

reflect Zachs everyday work samples. Zach was very calm and

relaxed while being assessed in mathematics, but became increasingly

more frustrated once the evaluators began assessing him on language

arts skills. From what the evaluators gathered from the student

interview, this is a logical result as Zach mentioned he finds himself

getting frustrated during language arts lessons in his classroom and

mentioned that he knows his grades are lower in language arts than in

math.

b. Informal Assessments

i. Math Informal worksheets: The evaluators noted that Zach did very

well on the 5th grade fraction worksheet that asked him to determine

the missing number in the equivalent fractions. He finished the

worksheet very rapidly and used mental math to answer the questions.

Zach had difficulties on the 5th grade fraction worksheet that asked him

to simplify the fractions. The evaluators observed that he first

completed the questions that had a smaller fraction to simplify. Once

again he used mental math to complete the questions. After a while

Zach started to look at the clock and he started to flick his pencil

again. The evaluators allowed him another two minutes to get back on

task. But they quickly noted that he was frustrated. He handed in the

worksheet without answering 3 of the 8 questions.

ii. Informal Reading Inventory: The evaluators provided Zach with a

3rd grade passage to read. After the reading Zach answered

comprehension questions based on the passage he read. The evaluators

noted that Zach was very confident in his abilities and he correctly

answered all the questions. When Zach read the passage for grade 5

the evaluators noted he read with fluency but had trouble with the

vocabulary component of the comprehension questions. When Zach

read the passage for grade 7 the evaluators noted that he was

mispronouncing and exempting words. The evaluators noted that he

struggled with the comprehension questions. He had difficulties

answering the questions that asked him to make inferences, analyze

details and sequence the story. Due to the summary of quantitative

analysis we didnt allow Zach to proceed to the 8th grade level

passages because that was on his frustration level.

iii. *See attached graded assessments.

F. Evaluation Summary

1. Summary Statement

Zach enjoys being challenged and retains information quickly. He

is currently in an afterschool enrichment program. As previously

noted Zach is academically advanced in both math and ELA and

the reason for referral was chosen for specific assessments that

help demonstrate Zachs academic abilities in both the ELA and

Math subjects. The evaluators noted that he has the ability to read

passages that are written on a 7th grade level. With the usage of the

SAGES and the informal math assessment we have determine that

he could possibly be gifted in math.

2. Instructional Levels, Strengths/Needs, Instructional

Implications

a. By analyzing the results from the IRI, the evaluators have

concluded that Zachs vocabulary is at about a 5th grade

grade level. The SAGES-2 asses Zach based on a

curriculum that advances through 8th grade so the IRI

results taken from the SAGES-2. The informal mathematics

assessments demonstrated that Zach comprehends and is

able to complete 5th grade level material. The SAGES-2

assessment revealed that Zach is able to complete up to 8th

grade level mathematical concepts which accurately

correlate with the results taken from the informal

assessments. Overall, Zachs performance on the SAGES-2

assessment and both informal math assessments support the

original referral stating that Zach may be gifted in math.

b. Zach has mastered ELA skills including print concepts,

sentence structure, and word choice. Zach was challenged

with skills such as interpreting a graphic, word meaning,

and taking information from a given passage to answer

comprehension questions. Zach has mastered basic and

some advanced math skills including mathematical

operations, graphing, finding patterns, and using formulas.

Zach was challenged during the SAGES-2 assessment with

more advanced math concepts including algebra, finding

fractions of a whole number, and finding fractions of a

decimal. The results of the SAGES-2 display that Zach is

possibly gifted in the subject area of mathematics.

c. In order for educators to continue to challenge Zach, they

need to provide him more advanced work. Zach is able to

read and answer comprehension questions at the 7th grade

level. This means Zachs teachers should encourage him to

check out more advanced reading material from the library

and provide opportunities during literacy instruction to read

material that challenges. Zachs teachers also need to

challenge Zach in math. This is his strongest subject area.

His teachers should be differentiating instruction so that

Zach has opportunities to work on above grade level

mathematical concepts during class time or for homework.

Zach would also benefit from extended practice with

fractions.

G. Recommendations

1. Recommended Supports

a. The evaluators believe that Zach doesnt need any adaptive

devices. As previously highlighted Zach is possibly gifted

in Math. The evaluators believe that he will benefit in being

placed in an enrichment program that allows Zach to

evaluators believe that Zach should be given modifications

that are higher then the 4th grade math material.

b. The evaluators believe that he doesnt need any additional

testing needs.

c. The evaluators believe Zach does not need any support

from a staff member. Zach will benefit from the general

teacher collaborating with another teacher to help modify

materials in order for Zach to be given advance work.

d. The informal assessment noted that Zach struggled with

fractions. He should continue to work on simplify larger

fractions. Also, Zach frustration level begins when he is

reading a 7th grade passage. He should continue with

reading high order text and work on answering questions

that require analyzing details, making inferences, and

highlighting sequences.

2. Suggested Instructional Goals

a. The evaluators had the opportunity to have a meeting with

Zach. We informed him how proud we are of him and all

his accomplishments. We informed him that is he able to

complete worksheets that are beyond the 4th grade material

and he shouldnt become frustrated when taking an exam.

We highlighted that he knows the math material very well

and that he should take his time when he is given an

assignment.

b. What skills/concepts are most important for the student to

learn (**USE MAGER)

c. Rational for each objective

3. Research-based Instructional Strategies

a. Explain each instructional strategy specifically enough for

an unfamiliar educator to understand (**credit sources

using APA)

b. Give specific example illustrating how the strategy might

be used to help student

c. References section

H. References

I. Appendices

Dr. Lawrence-Brown

DIFF-503

May 6, 2015

Literature Review

Goals:

1. When given mathematical word problems when having to find

either the fraction of a whole number or fraction of a decimal,

Zack will answer the questions with 90%.

2. When given 20 mathematical problems involving basic

operations (+-x/), Zack with answer with 95% accuracy.

3. When given ten problems requiring him to discover a pattern,

Zack will answer with 95% accuracy.

grade boy named Zack. Zack is 10 years old and gifted in

mathematics. When tested he scored in the 84th percentile

compared to the normative group. With this being said, the

evaluators chose to focus on his math skills and meet his gifted

needs. To do this they looked on the St. Bonaventure University

Database for articles with strategies and methods as how to

enrich Zack in mathematics. Using this database the evaluators

found many articles that had strategies and methods to help

meet the goals and needs of Zack.

The first article we found was called The Effects of

Cooperative Mastery Learning Strategies on Mathematics

Achievement by Zemira R. Mevarech In this article the authors

talk about Student team learning and how it can help gifted

students. In this setting students are randomly assigned to

mixed-ability teams consisting of five to six members of all ability

levels. This type of technique helps students of all abilities gain

necessary knowledge in the given subject areas as well as

socially. Each student is given responsibility and this gives the

gifted students a chance to kind of play a teacher role. This can

help them to not be bored with the work. For a student like Zack

this would be helpful in math because he often finishes earlier

then classmates and then has to sit and wait for the rest to

finish. This team learning idea will help him by letting him help

his peers. This article also mentions the use of the technique

called Mastery Learning Strategy. This strategy allows students

to be exposed to teacher presentation, individual worksheets,

formative testing, and corrective activities. After being quizzed,

students who have mastered the material were engaged in

enrichment activities. Then the last strategy from this article is a

combination of the two strategies previously listed. This

combination treatment has students work cooperatively on a

worksheet and help one another to solve the given problems.

Then students are quizzed indidviually and those who mastered

the tasks were asked to help others remedy their difficulties

(Mevarech, 2001). I think this technique would be very beneficial

to help Zack enrich his mathematics abilities.

The second article found was called Curriculum Compacting:

An Essential Strategy for Working with Gifted Students by

Joseph Renzulli. This article tells the reader that curriculum

compacting is a great way to enrich the talents of gifted

students. Curriculum compacting is just what it sounds like. It is

basically when a teacher takes the entire curriculum and

scrunches it down into a smaller window for instruction. This

would be beneficial for a student like Zack so that he would not

become bored with his math work seeing that he is gifted in that

area. If his teacher would fit more information into a smaller

time period he would benefit. With this being said, this does not

mean that the teacher should throw the entire curriculum at him

at once but due to his high abilities in the subject are he should

be learning at an accelerated pace rather than the same pace as

the rest of his classmates. This will keep him learning and

engaged.

The third article we found is called Opportunities to learn

fractions in elementary mathematics classrooms by Maryl

Gearhart, Geoffrey Saxe, and Michael Seltzer. This study was

concerned with the implementation of two of these units for the

upper elementary grades, Seeing Fractions (Corwin, Russell, &

Tierney, 1990) and My Travels With Gulliver (Kleiman & Bjork,

1991). These units were designed to support students'

involvement with mathematical problem solving and enhance

their conceptual understandings; using these resources, teachers

can provide students with multiple models for understanding

problems, engage students with multiple representations, and

encourage group discussion and problem solving (Maryl

Gearhart, Geoffrey Saxe, & Michael Seltzer, 1999). Seeing

Fractions, the problem-solving curriculum unit that is the focus of

the work presented in this article, was designed to provide

students opportunities to engage with and reflect upon

mathematical relationships represented in graphical form. The

unit contained a set of five modules; each module contained

problems designed to engage students with part whole relations

but in the context of different models of fractions-area models

(partitioning squares and circles), fair-sharing models (e.g.,

constructing fair shares of sets of square brownies or circular

cookies; adding shares), and linear models (e.g., comparing

fractions strips). The authors of Seeing Fractions designed the

unit with the assumption that children's developing capacities to

construct images of part-whole and part-part relationships help

them to conceptualize and construct fraction values and to

operate on them( Maryl Gearhart, Geoffrey Saxe, & Michael

Seltzer, 1999).

These articles are three of many more out there that deal

with strategies to help gifted students. There are so many

different ways one can meet the needs of a gifted student its

just a matter taking the time to meet each students individual

needs. Zack is gifted in mathematics and needs to be enriched

in that subject area. Using these three techniques above Zack

can have his needs met.

Sources

Maryl Gearhart; Geoffrey B. Saxe; Michael Seltzer; Jonah Schlackman;

Cynthia Carter Ching; Na'ilah Nasir; Randy Fall; Tom Bennett;

Steven Rhine; Tine F., S. (n.d). Opportunities to Learn Fractions in

Elementary Mathematics Classrooms. 30(3), 286-315.

Strategies on Mathematics Achievement. Journal Of Educational

Research, 78(6),

Renzulli, J. S., & And, O. (1982). Curriculum Compacting: An Essential

Strategy for Working with Gifted Students. Elementary School

Journal, 82(3), 185-94.

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