Total Talent Portfolio

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

extended family also includes grandparents, several aunts, uncles, and

cousins. Avas family attends church on a weekly basis and are active in the
community volunteering at local animal shelter and participating in local
youth chorus.
1) Course grades
Avas greatest strength is in area of reading. Her current STAR
reading assessment states that she is reading at a 7.2 grade level.
Ava also is a strong writer for her age and uses well above grade
level vocabulary. The school district this year has converted from a
letter grade system to a rubric grading system for the entire
elementary school on a scale of 1-4 (1: below grade level,
2:approaching grade level, 3:at grade level, and 4 exceeding grade
level). In all areas of English Language Arts, Ava has earned a 4 on
recent 30 week report card. Ava is not as strong of a student in
Mathematics as in English Language Arts, but still received a grade
level 3 on 30 week report card. Students in 2 nd grade participate in
a weekly Science journal outside of school that encourages
students to explore, write, and draw to discover new things in the
world. Since Ava is a strong writer, she earned a 4 on her 30 week
report card. Ava also has many social skills appropriate for her
grade level including getting along with others, organization,
working diligently, self-control and independence.
2) Test scores
Ava participates in school wide AIMSweb benchmark assessments
three times a year in the area of reading fluency and math
computation. When last assessed in January 2015, Ava was able to
read 168 words correct per minute with 0 errors. This score places
Ava well above the 90%ile when compared to her same aged peers.
Ava also scored a 50 on math computation which again places her
above the 90%ile when compared to her same aged peers. Ava also
participates in 10-week interim assessments addressing 2 nd grade
standards scoring an above average score of 99% for English
Language Arts and 98% on Mathematics at the end of April 2015.
3) Observations
Ava is a sweet young girl who is generally quiet, but is quick to help
when asked to do so by an adult. Ava demonstrates age appropriate
social skills and voluntarily participates in both large group and
small group settings. Ava is independent in completing all her work
and is able to seek assistance from an adult when needed. Ava is a
very strong reader and is often observed reading above grade level
chapter books. When given the opportunity, Ava will partake in

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

In analyzing Avas Thinking Styles Inventory, she scored high in both

the areas of executive and hierarchic followed closely by local and
anarchic styles of thinking. Individuals with executive style thinking
are implementers, like to follow rules, like to figure out problems and
prefer activities that are already defined for them. Ava demonstrates
this thinking throughout the school day in completing her assigned
work tasks. Ava applies this thinking in particular during mathematics
as she applies known rules to solving word problems. Ava will often
question teacher about exactly what the teacher is looking for
(product) before completing independent assignments Ava is quick to
address her peers when they are not following the rules, since she
finds following rules very important. Individuals with hierarchic style
thinking take a balanced approach to problems, seek complexity, and
are self-aware, tolerant, and relatively flexible. Ava has a hierarchic
style of thinking in that she is very self-aware that she is working at a
higher level than her peers, but remains tolerant of those students who

may be struggling within the classroom. Ava has volunteered on

several occasions to work with those students who may be struggling
in the classroom in both areas of Mathematics and Reading. Ava is
willing to seek help from an adult when needed to solve a problem,
however she never expects the teacher to give her the answer, but
instead chooses to take the information and try to solve independently.
Ava enjoys being challenged in the classroom and is always open to
extension projects that teacher offers in the classroom. An individual
with local style of thinking often like concrete problems requiring detail
work, are down to earth, and are often orientated toward the
pragmatics of a situation. Ava is very detailed in her writing and in
completing math problems, making sure that all steps of problem are
complete and accurate. Ava is a very approachable child in the
classroom and will quickly strike up a conversation, however she often
loses interest in a topic if it is not of interest to her or does not know a
lot of about. The last area that Ava scored high in thinking was
anarchic style. This individual tends to be motivated by a potpourri of
needs and goals that are difficult for them, as well as others, have
trouble in setting priorities and may be too flexible. While I did not
have the opportunity to observe this thinking style directly, Ava
struggles in organizing all the things she wants to accomplish because
she wants to accomplish so much in her early childhood. Ava is highly
flexible in the classroom in working with teachers and other students.
4) Expression

In completing the multiple intelligences inventory with Ava it is

clear that she is a highly verbal-linguistic learner. This type of
learner enjoys reading books , spells correctly, likes to communicate
with words, has a good memory for names and dates, listens
carefully, enjoys word games, enjoys writing, and speaks
persuasively and has a good vocabulary. Ava possesses many if not
all of these learning skills. Ava is such an avid reader and reading
books above grade level, she has been able to be successful in
spelling, writing, vocabulary, and speaking with sophistication. Ava
also ranked high as a musical-rhythmic and Interpersonal Learner
on the multiple intelligence inventory. Again it was not a surprise
that Ava is a musical-rhythmic learner since she has been exposed
to music even prior to birth. Ava is able to beat out a rhythm,
recognizes tunes to many songs, plays the piano, and often listens
to music when working at home. Many of the brain-breaks taken
in the general education classroom on a daily basis are exercises
set to music in which Ava enjoys participating in with her peers.
Ava is also an interpersonal learner in that she works well in groups,
takes leadership roles in many activities, has sensitivity to others
feelings, likes to get involved in social activities and is constantly
encouraging friends. Ava is often observed in the classroom

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.