Corinne Quinn DIFF 510 Total Talent Portfolio

I. Status information

A. Abilities

Cullen is a bright young 12 year old currently enrolled in 7 th grade at Olean Intermediate Middle School
(OIMS). The school is located within the city limits with a reported enrollment in the 2012-2013 school year of 675
students. The Olean City School Districts school mission statement is stated as a student-centered community of
excellence in which all members are challenged to learn, achieve, contribute, and innovate." It boasts a list of
guiding principles that include a respectful, safe and welcoming environment, acceptance of diversity, academic
excellence and lifelong learning, honesty, integrity, responsibility, and accountability. It also values student potential
and achievement and strives to continuously improve. The average class size at OIMS is 20 pupils and the school
has a population of 21% of the student body enrolled in special education programs. The OIMS student population
that receives free lunch is approximately 43% while another 11% receive reduced lunch.

Cullen moves about the school changing classrooms and teachers throughout the school day operating on a 9
period bell schedule. Within Cullens classrooms there is one teacher per class and on average one to two teachers
aides to support students with special needs with in the classroom. This model occurs in all classes Cullen attends
with the exception of his Science class and gym class. Cullen has a class student average of 20 students per
classroom. Currently the Cullens teachers do not use the engageNY teaching modules for ELA and Math but core
subject teachers utilize the Common Core State Standards to guide their lessons.

Cullen lives with his mother and a younger brother age 8 years. He has no contact with his father and has no
firsthand knowledge of his family members on this side. The students family unit changed 3 years ago when his
mother and step-father divorced. He moved with his mother and brother during his 4 th grade year to an apartment
down the street from his previous home then a year and a half ago to their current house. The students brother
spends half his time with his father and half his time with the student and mother. Cullen states his younger brother
is irritating and immature because he is more physically active than Cullen and doesnt understand when Cullen tries
to tell him things.

Cullen has a large extended family and spends some weekends and one night per week with his grandmother.
He goes to the YMCA after school where his mother picks him up after work. He enjoys playing video games,
reading, and watching YouTube videos about gamers, military science, and world politics. In his free time he plays
video games, reads, and enjoys watching shows like Ancient Marvels, and the Smithsonian Channel. Cullen is
involved in Little League baseball, community youth football, and the local Boy Scout troop in town in addition to The
Washington Club at school and the Chess Club and Monopoly Club at the YMCA. Cullen has a close, small group of
friends that he enjoys talking to about politics, current world news, and technology. Cullen states he enjoys spending
time with his friends but mostly prefers to be alone.

1) Course grades You may either list (and explain when necessary) course grades or list and describe
the students greatest areas of strength. A table or chart is a good way to present this information.

Class Grade
Math 86
Science 87
Social Studies 97
ELA 94
Music 94
Art 95
Physical Education 92
French 93

2) Test scores State, district assessments, any standardized assessments if available. A table or chart
is also a good way to present these data.

STAR Reading Assessment Scaled score: 1307 Grade Equivalent: 12.9

3) Observations -

Cullen has the ability to carry on adult conversations and has a large vocabulary. He enjoys asking questions
about why things occur the way they do and challenges peers to think about things in a different way. Cullen
estimates he has read approximately 20 to 30 books about World War II, 7 to 8 history reference books, and has read
through the 5th, 6th, 7th and 8th grade history textbooks. He also watches military documentaries, youtube videos and
biographies about historic figures. In social studies class Cullen is engaged and asks several questions about why
people in history made the choices they did as well as speculates about different outcomes based on alternate
choices.

B. Social/emotional behavior

1) Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS)

Cullens assessment showed higher ratings in the following areas: leadership, motivation, creativity, learning,
communication characteristics (precision), planning, and reading. This information is similar to the observations and
assessments the student has completed. Cullen shows a higher score in the area of creativity, but does not identify
himself as being creative. Cullen enjoys art and music but doesnt feel this is one of his strong areas. Cullens
heightened creativity could be in regards to the way he views problems or events and how he offers alternate
options to potentially change outcomes. Cullens other assessment instruments confirm a desire for learning and
self-motivation but dont display information to support his increased score in planning or leadership. Many of the
instruments indicate Cullens desire to work alone as he stated he prefers.

2) Observations -

Cullen is a polite student and is kind to others however; he has difficulty carrying on conversations with same
age peers. Cullen will sometimes provide the group answers when working in groups and others are having difficulty
responding or participating in conversations. This type of interaction seems easier for Cullen than engaging socially
with students. Cullen has a few students in the class that he talks to socially, but other than academic interactions,
Cullen is quiet and reserved. During lunch Cullen sits with students that are not normally in his class and carries on
basic conversation.

C. Interests

Cullen completed the Secondary Interest-A-Lyzer for this project which indicated a pattern in his interests. The
assessment indicated an interest in politics, economics, history, and military science. Cullens interests lean towards
history but his answers also indicate an interest in helping other people, designing things, and inventing. He shows
an interest in world affairs and indicated he would like to interview John F. Kennedy and Eleanor Roosevelt on their
involvement in world issues during their lifetimes. The student stated he would be interested in learning German,
French and Russian and prefer to attend school in Finland for 6 months of a school year. This and other responses
indicate an interest in increasing his knowledge through learning and being exposed to a variety of worldly topics.
 D. Style Preferences

1) Learning environment

Cullen prefers to work alone on projects because he doesnt have to explain his ideas to others. In reading
groups where a book is being discussed Cullen doesnt initially lead the group, but if another member of the group
doesnt take charge, he will lead the group discussion on the book topic. When working with a partner Cullen enjoys
working with someone of similar interests, but he states there is only one or two students per class period that he
enjoys working in this capacity with. Cullen states the reason is that he feels other students dont understand his
ideas and he spends more time explaining to the students then working on the task. When asked what his ideal
grouping is for learning, Cullen stated he like it best when he is able to work alone because he can work at his own
pace which is typically faster than his peers.

2) Thinking

Cullens results for the thinking styles survey showed that he identified most with the legislative function of
the government. Within this function it is preferred to plan and strategize on how to solve a problem. The style of
this thinking is to attack problems that are not pre-structured and to determine your own rules or way to handle a
problem. When evaluating the four forms of mental government, Cullen identified closely with the hierarchic form.
Within this form, the individual takes a balanced and systematic approach to problem solving. This is best shown
when there are several sub problems to larger problems and there can be priority assigned to each problem. Of the
two levels of government, Cullen fell into the category of local style. In this style the focus is more on the detail
whether it is in regards to the concept or the implementation. Individuals associated with this style are often
described as not able to see the bigger picture, but have a strong ability to hone in and focus on the small details of
a problem. The last avenue of the thinking style is the scope of mental government. This is the ability to deal with or
tend to internal or external affairs. Cullen strongly associated with the internal scope and prefers to operate in
isolation to others. This style indicates a preference to work alone or apply intelligence to things and ideas in
isolation from other people.

3) Expression

Cullen participated in two multiple intelligence inventories and both provided similar information. The first
titled, Getting to Know You Survey, was a survey where Cullen rated statements with a 0 to 5 rating with statements
that most applied to him receiving a 5. Cullens results showed he scored highest in the self section with the nature
and word categories tying for second. The lowest rated score was in the music section for this survey. This score
matches feedback from the student on his preferred educational groups and matches his interests in the interest
survey.

The second multiple intelligence survey was more in depth and provided similar feedback, showing his highest
score occurring in the Intrapersonal category, with a second place tie between Naturalistic and Logical. Within this
assessment, Cullen scored higher on the logical section as opposed to the verbal section like the previous
assessment. This assessment shows that Cullen is intuitive about what he learns and in touch with his own feelings
and emotions. This information also indicates Cullen has a love for the outdoors and the ability to problem solve and
reason.

II. Student work products

A. Completed works Cullen has not had many experiences in school to complete works that are geared
towards his interest, but he has had several opportunities outside of school to foster this knowledge. Most recently
Cullen attended a weekend campout with his Boy Scout troop to Angelica to participate in a civil war camp out and
reenactment. During this experience he was able to visit with reenactors, participate in a reenactment battle, and
see some of the processes common to this time period. In the spring of 2014, Cullen and his family toured several
cities in Virginia, Maryland, Delaware, and Washington D.C for the 150 th anniversary of the Civil War. During this trip
Cullen toured historic sites including Pamplin Historic Park, Antietam, Manassas, Richmond, Williamsburg, and
Gettysburg. While in Washington D.C., Cullens family visited the Lincoln Memorial, The Washington Monument, The
White House, The Korean War Memorial, The Jefferson Memorial, The World War II Memorial, and toured the
Smithsonian Museum of Natural History.

B. Works in progress

Cullen enjoys reading books about World War II, world history, and military science. The student would like to
have a school project that incorporates research about these subjects and applies the information learned from the
subjects to possible alternate outcomes for WWII. The student would also like to conduct research on military tanks,
weaponry, and training to improve military technology and support for the US government. Cullen would also like to
research the military size and strength of prominent world powers and create graphic representations of the
information he has gathered.
III. Student goals work with the student to develop between 2 and 4 goals related to strengths and/or interests.

Cullen would like to attend college to major in history.

Cullen would like to become a museum historian when he gets older.

IV. Action plan -

For the student to achieve his goals, he would require additional support for instruction in history and the
social sciences. A short term timeline should include planning for the remainder of middle school and high school
education. Cullen and his family should request support and guidance from the school on any available history,
business, and marketing courses offered within the high school program. The school also offers a partnership with
the local community college for high school students to take college courses. Because the student wishes to be a
museum curator and they are often required to be a part of artifact acquisition, it is important for the student to
have some working knowledge of business and marketing skills.

Once the student has graduated from high school he will need a college degree. Within the New York state
borders there are a few colleges ranked in the top 10 for degrees in history related fields including Cornell University
and Columbia University. A minimum of a bachelors degree but a masters or doctorate degree is preferred in art,
history, archeology, or museum studies. In addition to this degree many positions require 4 to 5 years experience so
it would be beneficial for the student to volunteer at a museum while attending school. In addition to the skills
gained from the college degree, there are some core skills required to effectively complete the position which
include strong organizational skills, management and critical-thinking skills, and database management. During
masters degree study, the student should take museology classes and focus on a specific area of study, like Native
American cultures or military technology. In addition to identifying a focus, the student should join several
museology organizations and seek a lower level entry position, like a research assistant, to begin building
experience and creating a reputation within the field.

Rubric
 Element
Abilities 1.1Beginning gifted
10 education professionals
understand how language,
culture, economic status,
family background, and/or
area of disability can
influence the learning of
individuals with gifts and
talents.
5 6.3Beginning gifted
education professionals
model respect for diversity,
understanding that it is an
integral part of societys
institutions and impacts
learning of individuals with
gifts and talents in the
delivery of gifted education
services.
Target (100%) Acceptable (90- Unacceptable <90%
100%)
Status Information
Includes formal and Includes formal or Does not include
informal assessments informal assessments discussion of family,
(Course grades, test and appropriate culture, and school
scores, narrative discussion of family, factors that impact
based on culture, and school the students
observation) and factors that impact learning.
appropriate the students
discussion of family, learning in school-
culture, and school based environments
factors that impact
the students
learning in and out of
school-based
Professional and Professional and Language used
nonjudgmental nonjudgmental reflects judgment of
language is used language used. family/culture or
throughout the status Occasional use of student ability. Not
section. Person-first educational jargon written in a manner
language is utilized. without explanation that is family friendly.
Discussion of impact that may not easily
on learning is be understood by
respectful of non-educators.
individual and
cultural differences
and written in a
format easily
understood by non-
educators (limited
use of educational
jargon, explanation of
 terms where
necessary)
Interests and 4.5 Beginning gifted education All appropriate One document or More than one
Style professionals engage individuals inventories and area is not completed document or area is
preferences with gifts and talents in observations are without not completed
10 assessing the quality of their completed; narrative accompanying without
own learning and performance
summarizes supporting accompanying
and in setting future goals and
objectives. information with a explanation. supporting
S3. Candidate uses appropriate focus on student Narratives are explanation.
assessment tools and strengths and included as a Narratives lack depth
techniques to inform practice. interest. Each area of summary of the and insight into
the status information only. student academic,
information section is social, and behavioral
completed with the strengths.
appropriate
supporting
documentation and
narrative. Interest-a-
lyzer, MI inventory,
thinking styles
inventory and all
applicable
observations and
work products are
completed and
included.

Student goals Action plan

Plan for compacting/enrichment with general curriculum
Plan for compacting/enrichment with specialized curriculum
5 3.1Beginning gifted Action plan includes Action plan includes Action plan fails to
education professionals varied content supports for each include supports or
understand the role of specific supports goal, but may not be benchmarks for each
central concepts, structures relative to the varied supports; Plan identified goal, does
of the discipline, and tools of identified student includes integration not include cross
inquiry of the content areas goals. Plan includes of cross-disciplinary disciplinary/domain
 they teach, and use their
understanding to organize
knowledge, integrate cross-
disciplinary skills, and
develop meaningful learning
progressions within and
across grade levels.
5 3.2Beginning gifted
education professionals
design appropriate learning
and performance
modifications for individuals
with gifts and talents that
enhance creativity,
acceleration, depth and
complexity in academic
subject matter and
specialized domains.
K2. Candidate considers learner
or client and environmental
characteristics when planning
activities.
5 3.3Beginning gifted education
professionals use assessments
to select, adapt, and create
materials to differentiate
instructional strategies and
general and specialized
curricula to challenge
individuals with gifts and
talents.
integration of cross- skills or skills across or grade skills.
disciplinary skills and grade levels or
skills across grade domains.
levels and domains.
Plan includes specific Plan includes specific Plan fails to include
modifications to modifications to specific modifications
curriculum and curriculum OR to either curriculum
environment to environment in two or environment that
facilitate creativity domains. would be provided to
and acceleration in Connections to address student
identified academic, strengths and goals. No evidence
social and emotional interests are that modifications are
domains. Detailed identified, but connected to student
connections to without supporting strengths and
identified student detail such as interests.
strengths and referencing evidence
interests. in assessments.
Specific evidence Some evidence from Limited evidence
from the the assessments and identified fro the
assessments and observations is assessments or
observations are included in the plan. observations; some
referenced Identification of resources may not be
throughout the plan. appropriate resources appropriate for the
Identification of and materials. student or
appropriate materials Includes adapted or environment; Does
and resources to created materials or not include adapted
allow student to materials across or created materials
achieve each stated grade levels. or materials across
goal. Includes grade levels.
adapted or created
materials and
 materials across
grade levels.
5 4.4Beginning gifted education Plan includes a Progression of Progression does not
professionals use assessment logical progression of benchmarks and fully support
results to develop long-and benchmarks and supports is logical attainment of the
short-range goals and objectives supports for each of but does not include goal.
that take into consideration an
the 2-4 identified sufficient detail to
individuals abilities and needs,
the learning environment, and goals described in allow for use by
other factors related to diversity. sufficient detail to those not directly
allow for use by involved with the
others. process.
Plan for 5.4Beginning gifted education Action plan includes Action plan includes Action plan includes
transition professionals emphasize the specific strategies to two of the following: one or none of the
5 development, practice, and foster student specific strategies to following:
transfer of advanced knowledge independence and foster student specific strategies to
and skills across environments
self-evaluation as independence and foster student
throughout the lifespan leading
to creative, productive careers well as transfer of self-evaluation as independence and
in a multicultural society for skills learned to well as transfer of self-evaluation as
individuals with gifts and future settings (i.e. skills learned to well as transfer of
talents. possible future future settings (i.e. skills learned to
K1. Candidate uses content goals). possible future future settings (i.e.
knowledge and strategies for goals). possible future
short- and long-term planning goals).
activities appropriate to the
professional discipline.