Strengths/Weaknesses – Phrases that describe
COMPREHENSION Strengths  follows directions that student reads himself  Readily Participates in class discussions  Excellent note taking skills Weaknesses  Experiences difficulty following directions, especially when it's more than one at a time  Infrequently participates in class discussions  rarely raises his/her hand to respond  Unable to follow oral discussion  Unable to take notes ORAL LANGUAGE Strengths  Verbally tells events in correct and logical sequence  Speaks with appropriate voice intonation and expression  Grade appropriate use of grammar  Expanding vocabulary Weaknesses  Difficulty expressing self orally both individually and in a group  Grammar skills are quite weak  Experiences difficulty distinguishing between similar sounds  Vocabulary below grade level READING Strengths  Grade appropriate word discrimination  Strong visual tracking skills when reading  Seems to Enjoy reading  Fluent reader  grade appropriate Reading rate  Reads accurately and with  expression  Strong scanning or skimming skills  Ability to re-tell what was just read  and predicts what may happen based on what has happened in the story, passage  Uses context clues to identify unknown vocabulary Weaknesses  Confuses similar words and letters  Often loses place when reading, requires finger tracking  Difficulty when silent reading, needs to mouth words or whisper when reading  Reading is slow and deliberate  Lots of word substitutions, omissions and invented words  Cannot skim or scan for pertinent information  Cannot re-tell parts of the story  Cannot sequence events in a story  Cannot state main idea of a story  Difficulty making predictions READING - GENERAL Difficulty with/has not achieved or accomplishes as compared to peers/grade level:  Overall pre-reading /reading skills,  accurately identifies majority of sounds associated with each letter,  accurately sounds out unfamiliar words, sight word mastery,  answers who, what, when where questions about story or in general conversation;  able to follow written directions,  able to recall facts after reading story/passage WRITTEN EXPRESSION-GENERAL Difficulty with/has/has not Achieved, as compared to peers:  writes sentence or paragraph comparable to peers,  understands/utilizes conventions/grammar rules MOTOR SKILLS Strengths  large motor coordination typical for age group  strong fine motor skills (evidenced in art, written work, copy etc.)  Holds pencils, pens, crayons, scissors appropriately  Exhibits large motor co-ordination typical to age group Weaknesses  Large motor coordination not typical for age group  Weak fine motor skills (evidenced in art, written work, copy etc.)  Inappropriate grasp when Holding pencils, pens, crayons, scissors

MATHEMATICS Strengths  Sequences numbers, equations and formulas at grade level/above grade level  Is able to perform 'mental math'  Computation is typically accurate  Completes math work logically and with minimal errors  Understands mathematical concepts  Uses mathematical terms appropriately both orally and in written work  Knows math facts from memory Weaknesses  difficulty sequencing numbers, equations and formulas accurately  Unable to perform 'mental math'  Computations are frequently inaccurate  Many careless errors,  frequently chooses the wrong operation  Has Difficulty understanding mathematical concepts  Has difficulty using mathematical terms accurately both orally and in written work  Does not know math facts  Difficulty with mathematical word problems Math - General: Difficulty with/has not achieved as compared to peers/grade level: o Overall math, mastery of basic math facts appropriate to grade level; math reasoning/word problems;

SOCIAL SKILLS Strengths  Easily establishes friends within peer group  Gets along well peers  Accepts responsibility well  Likes to get involved  Accepts rules and routines well  Study and work skills are strong  Initiates interactions with peers  Cooperates with other students  Is appropriately assertive Weaknesses  Has a difficult time establishing friends or has friends that are younger  Rarely accepted by peers  Argues with peers  Has difficulty accepting responsibility for own actions  Avoids peer contact  Teases other students  Attention seeking behavior  Difficulty following routines and rules  Tantrum behavior, at times  Difficulty controlling impulses within the classroom and in other areas  Difficulty managing own behavior especially during unstructured times such as lunch, recess, etc.

BEHAVIOR SKILLS Strengths  Completes tasks in the allotted time  displays appropriate classroom  behavior  Strong organization skills  Is attentive in class  Strong ability to manage own behaviors  Gets along well with peers  strong decision making skills Weaknesses  Difficulty staying on task  Difficulty staying in own area

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acts out frequently in the classroom by…arguing with adults, hitting others, calling names, etc. difficulty following classroom/school routines and rules difficulty organizing work difficulty getting along with peers Becomes easily Frustrated when tasks or requirements seem difficult him/her

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Keeps agenda appropriately/able to organize assignments, materials, etc.

GENERALLY WHAT HAS HELPED STUDENT MAKE PROGRESS: EXAMPLES: reminder card on desk, motivated by computer time, allowed to stand up when doing work, daily repetition of facts, etc.

BEHAVIOR-WORK HABITS GENERAL:

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Difficulty keeping hands to self Difficulty with organization/managing materials Difficulty completing tasks in the allotted time

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work completion in allotted time cooperates with peers/adults works independently/requires much redirection/cueing back to task completes homework/classwork

REFERENCE LIST/ADJECTIVES/PHRASES THAT DESCRIBE for notes, POInt plans, narratives, and more
Student strength adjectives Responsible Thorough Self-Confident Capable Cooperative Efficient Talented Self-disciplined Hard-working Dependable Creative Mature Curious Artistic/Creative Enthusiastic Focused Self-motivated Student Strength phrases Has expansive knowledge of Enthusiastically participates in Demonstrates superior work in Takes pride in his/her work Listens and follows directions well Asks for responsibility and follows through Expresses ideas clearly Writes wonderful stories Exhibits organization skills Does neat, thorough work Seeks information independently Enjoys dramatizations Learning preferences/styles Student Weakness adjectives Lacking Unclear Unfocused Inactive Inadequate Limited Delayed Incomplete Unclear Inconsistent/Inconsistently Difficulty Unfocused Reluctant Resists

Student weakness phrases Not using/seldom using Seldomly/seldomly meets Experiencing difficulty with Insufficiently/insufficient Lacking in Unclear about/when Unfocused during Often refuses to/fails to Very limited in Development in/of delayed

When describing strengths and weaknesses, remember that you are creating a longitudinal record of this student that has the power to assist all of his/her subsequent teachers in understanding what the student has faced, confronted, and is attempting to overcome. Be as specific as possible. Finally, avoid absolutes such as: The student will never, cannot, will not, always…

It is not necessary to record strengths and weaknesses in narrative form with complete sentences. Bullets are fine. See example below.

EXAMPLE:
Student's Strengths:        able to work quietly and independently once she knows what to do cooperates and interacts well with her peers remains calm and in control of her temper, with just a few reminders. is creative, decorating her papers with color and design values kindness and a sense of humor. recognizes that she learns much more if the lessons are presented visually or with manipulatives enjoys writing; uses writing o communicate with others. Getting her feelings down on paper, or copying poems from a book, also helps her manage her emotions.

Student and Parent Comments, Needs or Concerns:   struggles with reading comprehension, particularly more abstract concepts (cause/effect, drawing conclusions) when her assignments and lessons are presented at her level of ability, with only 20% at a frustration level she stays focused and engaged. When material becomes difficult beyond her skill level she becomes very resistant and frustrated and sometimes acts out, sometimes shutting down and becoming argumentative.

C.Sycks 2011-12