Jennifer Murphy 1
Student: Marty
D.O.B:
Present Level of Performance:
Intelligence
-Strengths:
-excellent visual-motor coordination and
spatial orientation skills
-general knowledge and linguistic abilities
are in the normal range
-Weaknesses:
-experiencing difficulty distinguishing
essential and nonessential detail and
sequencing the timing of a series of
events
-problems defining words, identifying
similarities between two words, using
computational skills and reasoning, and
demonstrating social judgment
Mathematics
-Strengths:
-geometry
-able to identify shapes, sizes, color,
and number patterns
-measurement
-able to identify objects and estimate
and measure the length and heights
of objects and lines
-time and money
-able to interpret graphs and compute
costs
-Weaknesses:
-multiplication
-unable to multiply more than onedigit numbers, fractions, and
decimals
-division
-could not perform multi-step division
tasks
-fractions
-difficulty identifying fractions,
putting fractions in order, and
converting fractions to percentages
-word problems
-skills were poor
-difficulty solving problems that
contained nonessential information
Date: September 19, 2013
Position:
Test
Wechsler Intelligence Scale for
Children-Revised (WISC-R):
-Full Scale IQ of 113
-Verbal Scale IQ of 102
-Performance Scale IQ of 124
Keymath-Revised (Keymath):
-Overall grade equivalent was a
3.1
Jennifer Murphy 2
Reading
-Strengths:
-word recognition
-able to read one- and two syllable
words
-oral reading
-reading words with single initial
consonant sounds and words with short vowel
sounds
-Weaknesses:
-word recognition
-cannot read words with more than
three syllables
-oral reading
-reading words that contain the long
vowel and silent “e”
-reading “ai,” “ea,” “ie,” and “ou”
vowel blends in certain words
-difficulties sounding out multisyllabic
words and a reliance on semantic or
syntactic cues
-comprehension
-difficulty with passages written at a
third grade level
-trouble with questions involving large
amounts of information and
interpreting abstractions
Written Language
-Strengths:
-uses a variety of sentence patterns
-makes mechanical changes pointed out
by the teacher
-Weaknesses:
-avoids using pre-writing tools to organize
his thoughts
-semantic webs or outlines
-stories don’t follow a chronological
sequence
-reports not do not fully develop the topic
-focuses on one event or detail instead of
fully supporting the major idea
-ignores the need for punctuation
-spelling interferes with communication to
the extent that it is hard to distinguish the
word intended
-difficulty with vowel sounds
-editing his own work
-rarely revises the content or organization
Brigance Diagnostic Inventory of
Basic Skills (Brigance):
Writing Portfolio:
Jennifer Murphy 3
of his writings
Other (Marty’s View)
-Strengths:
-working with others
-using computers
-projects
-loves working with his hands and
taking things apart to fix them
-working with other people interested in
teaching others how to fix things
-Weaknesses:
-reading
-writing
-test taking
Annual Goals
Intelligence:
-distinguishing essential and nonessential
detail and sequencing the timing of a
series of events
-be able to define words, identify
similarities between two words, use
computational skills and reasoning, and
demonstrate social judgment
Mathematics:
-multiplication
-able to multiply more than onedigit numbers, fractions, and
decimals
-division
-perform multi-step division tasks
-fractions
-identify fractions, put fractions in
order, and convert fractions to
percentages
-word problems
-improve skills
-solve problems that contain
nonessential information
Reading:
-word recognition
-read words with more than three
syllables
-oral reading
-read words that contain the long
vowel and silent “e”
Interest Inventory:
Test
Wechsler Intelligence Scale for ChildrenRevised (WISC-R)
Keymath-Revised (Keymath)
Brigance Diagnostic Inventory of Basic Skills
(Brigance)
Jennifer Murphy 4
-read “ai,” “ea,” “ie,” and “ou”
vowel blends
-be able to sound out multisyllabic
words and a reliance on semantic or
syntactic cues
-comprehension
-be able to comprehend passages
written at a third grade level
-be able to answer questions involving
large amounts of information and
interpreting abstractions
Written Language:
-use pre-writing tools to organize thoughts
-semantic webs or outlines
-stories follow a chronological sequence
-reports fully develop the topic
-fully support the major idea
-notice the need for punctuation
-increase spelling skills
-edits his own work
-revises the content or organization of his
writings
Writing Portfolio
Short Term Objectives – Condition, Behavior, Criteria
Intelligence
-distinguishing essential and nonessential and sequencing the timing of a series of events
Mathematics
-able to multiply more than one-digit numbers, fractions, and decimals
Reading
-read words with more than three syllables
Written Language
-use pre-writing tools to organize thoughts
-semantic webs or outlines
Goal Area & Placement
Intelligence
-individual
Mathematics
-small group 5-7
Reading
-small group 3-5
Written Language
-small group 4-6
Schedule
Intelligence
-regular class
Mathematics
-regular class
Reading
-separate class
Written Language
-regular class
Materials/Resources
Intelligence
-none
Mathematics
-none
Reading
-reading specialist
Written Language
-teaching aide
Jennifer Murphy 5