Read the Marty case study. Complete an Individualized Education Plan (I.E.P.) using the blank form below. You will selec

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Read the Marty case study.
Complete an Individualized Education Plan (I.E.P.) using theblank form below. You will select three goals from the OklahomaAcademic Standards found at the Oklahoma State Department ofEducation website to meet Marty's academic needs. Marty is 10 yearsold and in fourth grade. You will need to create the last name,dates, name of the school and district. Please check initial IEPbecause you are creating his first I.E.P.
Your assignment is completed after you have written goals onpage 6. *Be certain to save your file as a .doc, .rtf, or .pdf file(pdf is preferred) before uploading to the drop-box. Thanks inadvance for taking the assignment seriously. Schools and parentsare waiting for educators to address the needs of all students.
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Marty
Reason and Source of Referral
Marty was referred by his classroom teacher and his parentsbecause of his poor performance in the areas of reading, writing,and mathematics.
Relevant History and Background Information
Marty lives with his mother and his fifteen-year-old brother,who is an excellent student. Marty’s parents divorced a year and ahalf ago. While Marty has a good relationship with both hisparents, they rarely interact with each other. Marty’s motherreported that his general health has been good. He has nodifficulties with hearing and vision. She noted that he reachednormal developmental milestones at the appropriate ages. He has hadno major illnesses or surgeries, and he is not taking anymedications. Marty’s parents both describe their son as a veryoutgoing and energetic individual who is sociable and has lots offriends. His parents reported that Marty loves to make things andis often asked by others to fix things for them. However, they areconcerned about his lack of progress in school. Marty’s classroomteacher is concerned about Marty’s inconsistent performance. Shenoted that he is highly verbal, very knowledgeable about a varietyof subjects, and appears to learn best when he sees somethingexplained or makes something. In particular, she reported thatMarty enjoys working on the computer and performs better on writingtasks when he uses a talking processor. She reported that hisclassmates like him, but that he is sometimes viewed as annoying byhis peers. She is concerned about his reading, math, and writingskills, and his inability to complete assignments on time. Shestated that he frequently jumps from one assignment to another andtherefore, fails to complete his assignments.
School Observations
Marty was observed in his classroom during the independent workperiod. During this time, students work independently or in groupsto complete their assignments. Marty began to work on his mathassignment. After approximately five minutes, he began to play witha gadget that was in his desk. After several minutes, his teacherreminded him to start working on his assignments, and Marty beganto work on his reading assignment. He worked on his readingassignment for 10 minutes and then started to talk and joke withone of his classmates. The teacher then told Marty it was his turnto use the computer to work on his journal entry. Marty promptlywent to the computer and worked on his journal for twenty minutes.At the end of the observation, Marty had only completed his journalentry.
Functional Behavior Assessment
A functional assessment of Marty’s classroom behavior indicatesthat Marty is frequently off-task and has difficulty completing hisassignments. He often works on one assignment for a short period oftime and then works on another assignment, engages in an off-talkactivity such as playing with objects, leaves his work area, orseeks attention from his teacher or his peers. His behavior alsoappears to be affected by other activities in the classroom, theplacement of his work area near certain students, and the type anddifficulty level of the activity.
Testing Observations
Observations during the testing sessions indicate some attentionand self-esteem difficulties which may be affecting his performanceand self-concept. Marty appeared to be distracted and anxiousthroughout the testing. He played with his pencil, fidgeted in hisseat, and frequently needed to be redirected back to the task. Whenhe encountered items that were difficult for him, he would begin totalk about the Boy Scouts and his family or tell jokes. Severaltimes during the testing, he said, “I’m not good at this,” and “I’mdumb at some things.”
Test Results
Marty was administered the following test: the WechslerIntelligence Scale for Children-Revised (WISCR). He earned a highaverage Full-Scale IQ of 113 and showed a 22-point discrepancybetween his Verbal Scale IQ score of 102 and his Performance ScaleIQ of 124. A closer analysis of Marty’s performance on individualsubtests reveals some insights into this discrepancy and hisstrengths and weaknesses. His Performance Scale scores on the blockdesign and object assembly subtests indicate that he has excellentvisual-motor coordination and spatial orientation skills. However,he experienced some difficulty distinguishing essential andnonessential details and sequencing the timing of a series ofevents. On the Verbal Scale, his general knowledge and linguisticabilities appeared to be in the normal range. His major problemsrelated to defining words, identifying the similarities between twowords, using computational skills, and reasoning, and demonstratingsocial judgment.
Mathematics
To assess Marty’s mathematics performance, he was administeredthe Key Math-Revised (Key math). Marty’s overall grade equivalentwas a 3.1. His strongest areas included geometry, measurement,time, and money. On the Geometry subtest, he was able to identifyshapes, sizes, color, and number patterns. On the Measurementsubtest, Marty was able to identify objects and estimate andmeasure the length and heights of objects and lines. On the Timeand Money subtest, he was able to interpret graphs and computecosts. 2 Marty had difficulty with the multiplication, division,fractions, and word problems subtests. He was unable to multiplymore than one-digit numbers, fractions, and decimals. He could notperform multistep division tasks. He had difficulty identifyingfractions, putting fractions in order, and converting fraction topercentages. His word problem solving skills were poor. Heespecially had difficulty solving problems that containednonessential information.
Reading
Marty’s reading skills were assessed by administering theBrigance Diagnostic Inventory of Basic Skill (Brigance). Marty’sreading is characterized by weaknesses in word recognition, oralreading, and comprehension. On the Word Recognition subtest, he wasable to read one-and two-syllable words but could not read anywords that had more than three syllables. On the Word Analysissubtest, he correctly read words with single initial consonantsounds and words with short vowel sounds. He had difficulty readingthe “ai,” “ea,” “ie,” and “ou” vowel blends in certain words. Onthe Reading Comprehension subtest, Marty had difficulty with thepassages that were written at a third-grade level. His oral readingof the passage revealed difficulties sounding out multisyllabicwords and a reliance on semantic or syntactic cues. He had problemswith comprehension questions that related to large amounts ofinformation and interpreting abstractions.
Written Language
Marty’s portfolio reveals that he has many ideas to write aboutin a broad range of genres: stories, poems, letters, and minireports. However, Marty avoids using pre-writing tools such assemantic webs or outlines to organize his thoughts. Consequently,his stories don’t usually follow a chronological sequence and hisreports do not fully develop the topic. Instead, he tends to focuson one event or detail rather than fully supporting the major idea.He uses a variety of sentence patterns, but frequently ignores theneed for punctuation. Therefore, he often uses run-on sentences.His spelling interferes with communication to the extent that it issometimes difficult to distinguish the word intended. He speciallyhas difficulty with vowel sounds. Marty has difficulty editing hisown work but will make mechanical changes pointed out by theteacher. He rarely revises the content or organization of hiswriting in a substantial manner.
Interest Inventory
Marty completed an interest inventory to identify his viewpointregarding his strengths, needs, interests, goals, and learningstyle. The inventory, which Mary discussed at the meeting, revealedthat Marty feels that he has difficulty with reading and writingand would like to improve in these areas. He indicated that helearns best when he works with others and uses computers. Hedislikes taking tests and would prefer to do some type of projectinstead. He loves to work with his hands and take things apart andfix them. He admires his Uncle Gene, who is a carpenter, and thinkshe would also like to be a carpenter. He also likes to be withpeople and is also interested in teaching others how to fixthings.