Student A For this student I used three assessments to determine her strengths and needs, creativity abilities, and

ability to work independently and in a small group. To provide evidence of each, she completed a multiple intelligences assessment, shared a written story of her original creation, and completed a graphic organizer as a member of a small group and independently. The multiple intelligences test asked her to respond to each statement with either an F for false or a T for true. It also directed that if the answer to a statement is sometimes true and sometimes false to leave it blank. The original story that she wrote was about a Halloween topic and was included in the class Halloween Storybook. The last assessment was a graphic organizer that required the students to fill in questions that they had while we read a story as a class. In addition to writing down questions, they wrote down a fact or detail from the story that helped them answer the question and any connections they made to the story. From the multiple intelligences assessment, Student A was identified as a bodily/kinesthetic learner. I was surprised by the results of this assessment because she was identified as an auditory learner when she was administered the learning profile assessment earlier. Also, from reviewing the answers on her multiple intelligences assessment, it appears that Student A does not see herself as having a higher intellectual ability as previous assessments have proven. She seems to have a good self-esteem especially in relation to the social aspects of school, however, the more quiet and shy aspects of her personality may suggest that she does not see her strengths in the same light as her teachers. She has wonderful handwriting and excels in creativity. She enjoys writing stories and will often opt to engage in writing in her journal when her work is finished rather than play on the computers. She likes to use big words and even if she cannot spell them correctly, it is apparent that she understands the meaning and proper usage of

the words. Judging from her graphic organizer in comparison to her peers in her small group, Student A prefers to work on her own. She provided enough input to fulfill the group requirements and then moved on the asking and answering the questions, and making connections on her own. She asked very thoughtful questions but I think that she would have benefitted from a peers input because she misunderstood the directions for filling out the Facts & Details column. I believe that Student A is often bored in class and as a result of this, often tunes out during lessons and instruction. She often asks questions about the assignment that were already addressed as instruction was given. She will ask her teachers first before asking her peers. This shows me that she feels more comfortable conversing with adults about assignments and questions than with her peers. In order to address her inattention to the details and instructions of assignments, I would ask her to repeat the directions back to me and interpret them in her own words to check her full understanding of the expectations. It might also be helpful to provide a checklist for her to keep focused during lessons and assignments. I think that the social interaction that she engages in during group work is appropriate for her learning preferences. However, she needs to be encouraged to ask her peers for clarification and help before she asks the teachers. I would help her become comfortable with this by giving her two Question Chips that she can use for that entire day. Every time she asks the teacher for help, she has to give up a chip. When both her chips are gone she must ask her peers for assistance. Through this, Student A may learn better accountability to pay attention to instructions.

Student B For this student I used three assessments to determine his strengths and needs, creativity abilities, and self-esteem. To provide evidence of each, he completed a multiple intelligences assessment, shared a written story of his original creation, and read for a running record. The multiple intelligences test asked him to respond to each statement with either an F for false or a T for true. It also directed that if the answer to a statement is sometimes true and sometimes false to leave it blank. The original story that student B wrote was about a Halloween topic and was included in the class Halloween Storybook. Because of his poor handwriting skills, his teacher wrote the story as it was dictated word for word. The last assessment was a running record in which he read at the instructional level. As evidenced from the multiple intelligences assessment, Student B is identified as a linguistic and bodily/kinesthetic learner equally. The identification of Student B as a bodily/kinesthetic learner on this assessment did not match up with the results on the learning profile assessment that Student B completed earlier. The learning profile assessment revealed Student B to be a Visual learner as his primary learning profile and auditory as his secondary. I found Student Bs response to the last statement on the multiple intelligences test to be particularly interesting and rather insightful on his part. The statement read: I have a good sense of what others think of me to which he replied False. Student B is often paranoid that everyone is talking badly about him or think that he is lying. I found it an interesting window into his perceptions the see that he realizes that he has difficulty in reading people and understanding their perceptions of him. Student Bs original story was very detailed and used big words to describe the action and setting of the story. The story showcased his unique interests and surrealist view of events and his own personal experiences. The last assessment was a

running record that was at the DRA level 28. At the beginning of the year, Student B was reading at the DRA level of 16. Through interventions and working with the special education teacher, Student B now can read level 28 text at the instructional level. When administering the running record, he was very insistent to be challenged. I conceded and tested him two levels above the intended level. He was very excited and positive that he would be able to read the text with no real difficulty. After the assessment, I showed him the results. He asked how to say the words he could not read and repeated them. He was very proud of himself for reaching this higher level. His self esteem and self-perception of his intelligence was positively affected by the administration and results of this assessment. Student B needs more hands-on learning activities that allow him to make connections by using what he learns. This will help him stay on task and engaged during instruction. Also, in order for him to demonstrate his understanding of instructions it could be beneficial and would be appropriate to his bodily/kinesthetic intelligence to provide physical actions to accompany directions. This way he can make a physical connection to expectations. He also needs more choice to in assignments to expound on his creativity. He is very interested in writing illustrating and has commented that he would like to be an author and illustrator one day. Allowing more opportunities for Student B to practice being an author and illustrator could serve as additional motivation for him to stay on task and to monitor his own behavior. Student B also needs to be further challenged in reading. Though he is reading at instructional at level 28 rather than the independent level, I believe that it would be appropriate the test Student B on a level that is frustrational so that he can be further pushed to expand his reading ability and potential. Communicating high expectations and congratulating him for his achievement of those

expectations or getting close to them, increases Student Bs self-esteem and motivation to learn. Positive feedback should be frequently given as challenges and expectations are met.