Professional Documents
Culture Documents
43
132
Percentile Rank
99%
Stanine
109
151
13.3
Percentile Rank
99+
27
IQ
114
Percentile Rank
82
Note that her background was detailed with a flying unicorn, a rainbow, and some trees.
D. Self-Esteem Inventory
General Self
15/26
Medium Esteem
Social Self
8/8
High Esteem
Home/Parents
6/8
Medium Esteem
School/Academic
7/8
High Esteem
TOTAL
36/50
SEI
72
Lie Scale
0/8
Very Honest
16/26
Curious
10/24
Complex
10/26
Imaginative
10/24
Raw Score
46/100
Score
Intrapersonal
23
Logical/Mathematical
21
Verbal/Linguistic
16
Interpersonal
15
Musical
14
Naturalistic
14
Visual/Spatial
12
Body/Kinesthetic
Raw Score
Artistic
25
Dramatization
19
Computer
17
Manipulative
15
Audio/Visual
12
Oral
10
Written
Commercial
Service
Musical
30-32
Projects
28-30
Independent Study
24-26
Simulations
22-24
17-19
Direct Instruction
12-15
Peer Teaching
05-06
18
No
18
Fashion Design
Light
Maps/Map Making
Tessellations/Symmetry
Comic Strips
Club Choices
Book Topic
Fine Arts
Time Machine
Lights You Up
Animals
Art
Experiments
Legends/Myths
Kites/Hot Air Balloons/Gliders
Magic
Teacher 2
Motivation
Interests
Communication
Problem-Solving
Humor
Inquiry
Leadership
Reasoning
Imagination/Creativity
Insight
43
42
TOTALS
Standard Score
Percentile Rank
Intellectual Ability
77
103
58
Creativity
65
90
25
Artistic Talent
48
81
10
Academic Skills
57
78
Leadership
40
73
142
Nonverbal
143
TOTAL
147
Grade
Math
97
Reading
95
Language Arts
93
Science
Participation Grade
History/Community
Participation Grade
Date: 10/15/2014
Grade: 3
Comments:
Hopes tree was shaped as a snowflake and had a trunk made of gems to reflect her favorite season and how much
she loves snowflakes. She talked in depth about snowflakes and how no two are alike. She took great care in
getting her snowflake to be symmetrical and scientifically accurate. The sky was split between day and night to show
her love of stargazing and the outdoors. She has the sun shining through some ice to create a prism of light as well.
When it came to coloring the idea she easily became frustrated with the details that she created and wanted help to
finish coloring in the smaller parts. Hope seemed content that the manifestation of the idea wasnt as important as the
idea itself. She would get frustrated with the boring parts of just coloring everything in. Hope wanted to learn how to
use a compass to make a rainbow but had some difficulty using the tool and asked for help on that as well.
*excerpted from Student Product Assessment form by Joseph S. Renzulli and Sally M. Reis,
Schoolwide Enrichment Model (1985)
(1159/02-04-91)
Page 1 Of 1
xxx
DOB: 10/06/2005
SSID#:
xxx
1970915664
Grade: 03
Score
OLSAT
Instrument
CHARACTERISTICS
Any subscale score may
be used
TABs
Points Earned =
Rounded Points
15
=
14
=
13
=
12
=
11
=
10
=
09
=
08
=
07
=
10
09
09
08
07
07
06
05
05
OLSAT
E
Yes
S1
142
Subscale
SCORE
POINTS
EARNED
S2
S3
S4
S5
S6
S7
S8
143
147
Slosson
151
NNAT-2
132
APTITUDE
Individual Test or
OLSAT/NNAT
129+-127
126-124
123-121
120-118
117-115
<115
43
K-BIT, Slosson
145+
144-141
140-137
136-133
132-129
<129
Torrance Test
96-5%ile
94-2%ile
91-0%ile
89-7%ile
86-5%ile
<85%ile
Hawthorne (GES)
15+
14
13
12
11
<11
GATES
121+
120-111
110-90
89-80
79-70
<70
96-94
93-91
90-88
87-85
< 85
National
%ile
Scores
POINTS
5
ROUNDED
POINTS:*
Second
GradeTransformation
Figural Analogy
Second Grade
POINTS
EARNED:*
TOTAL
POINTS
EARNED
13
18
Referral Source:
CHARACTERISTICS
Renzulli
TABs
Referral Date:
ACHIEVEMENT
99-97
YES
NO
ELIGIBILITY DECISION
YES
Position
NO
AL0031005 11/16/2014
S10
147
(C) CREATIVITY
SCREENING DECISION
S9
TABs Total
INDICATORS
PERFORMANCE
*Point Conversion Chart:
TESTS USED
Points Chart
TEST/SUBSCALE/
ITEM
APTITUDE
Race: W
09/01/2009
STI
Page 1 Of 1
Faith Williams
IMPLEMENTATION GRADES
GRADE 03
FROM:
TO:
Transportation
Are transportation services needed for this student to receive gifted services?
No
Yes
subject acceleration
compacting
independent study
other:
contract
During this unit Hope will learn how to use divergent (creative thinking) to create new ideas and improve existing ideas. She will
learn
brainstorming
rules,
SCAMPER, Skedoodles, and the importance of: fluency, flexibility, originality, and elaboration of thought.
GEP
Committee
Members
Signatures of those in attendance at this meeting held on
11/16/2014
Date
During this unit Hope will learn the steps needed to plan, implement, and solve a problem visuallyDuring this unit Hope will learn the
steps needed to plan, implement, and solve a problem visually.
During this unit Hope will learn the steps needed to plan, implement, and solve a problem visually.
AL0033003 11/16/2014
09/01/2009
STI
Renzulli, J.S., Smith, L.H., Rizza M.G. (1978). Learning Styles Inventory. Mansfield
Center, CT: Creative Learning Press.
Rimm, S.B. (1976). Group Inventory for Finding Creative Talent (GIFT). Watertown WI;
Educational Assessment Service, Inc.
Rimm, S.B., Gilman, B., & Silverman.L. (2008). Non-traditional testing. In J. VanTasselBaska (Ed.), Critical issues in equity and excellence in gifted education series:
Alternative assessments with gifted and talented students (pp. 175-202). Waco, TX:
Prufrock Press.
Slosson, R.L. (2002). Slosson Intelligence Test (SIT-R3). Est Aurora, NY: Slosson
Educational Publications.
Student Product Assessment Form
Williams, F.E. How do you really feel about yourself? Inventory. Educational
Technology Publications, Inc.