Created by Kellane

This informal assessment has sub-tests for each area that may be affected by an individual with dysgraphia. The assessment includes instructions, what to say to the student, pages for the student to write, instructions on scoring with tables, and a scoring summary document. This does not replace a Full Individual Evaluation for written expression but gives a great deal of information on a student to assist in determining interventions and/or if a more in-depth evaluation is required. This took a

This bundle includes parent input, teacher input, and an informal assessment.

Helps students recognize and self-advocate their mood. Also will assist teachers in finding the antecedent for moods that may results in undesired behaviors.

If there are concerns that a student may have a math-related learning difference, this checklist may assist in identifying specific areas of difficulty. There are no correct or incorrect responses. Rather, the checklist is designed to provide insight into potential areas of need and to support decisions regarding appropriate interventions and/or the consideration of a formal evaluation when used in conjunction with additional data sources.

Dysgraphia is a disability that often is co-morbid with dyslexia, but also may be a stand-alone disability. I teach in Texas. Recently, the Texas Legislature has made a push for the identification of students with dyslexia and/or dysgraphia. Unfortunately, dysgraphia is not as well-known and there are few resources to use when beginning the referral process, RTI process, and/or assessment process. We wanted to make sure we could get as much data as possible for these students that we suspect as

Adaptive skills screeners for both children (ages 5-10) and adolescents (ages 11 and older). To be used for teacher and parent input.

This includes the basic descriptions of what each assessment and subtest measures and what the student will do during the assessment. It is not fully comprehensive but made to help those that are not diagnosticians understand what tests are updating for the Full Individual Evaluation. It includes the following assessments: GORT-5, CTOPP-2, WJ-IV Achievement, WJ-IV Cognitive. **I will update in the future with more assessments utilized but these are, typically, the primary cognitive and achiev

Dysgraphia is a disability that often is co-morbid with dyslexia, but also may be a stand-alone disability. I teach in Texas. Recently, the Texas Legislature has made a push for the identification of students with dyslexia and/or dysgraphia. Unfortunately, dysgraphia is not as well-known and there are few resources to use when beginning the referral process, RTI process, and/or assessment process. We wanted to make sure we could get as much data as possible for these students that we suspect

These are samples, andexamples of IEP goals that go with dyslexia instruction. Goals should be individualized for the student with their present levels of academic performance in mind. The dyslexia instructional program that the student receives should also be considered as they vary. These give a basis for some ideas on goals that may work in an IEP for a student who receives dyslexia instruction.

A good way to check in with a student's teachers to monitor if accommodations are effective or need to be reconsidered (remove or add accommodations) to make the best plan possible for the student. Section 504 Special Education

There are so many point sheets out there, that the key is finding one that works for your particular student. This one was created for a student that needed a daily point system that could lead up to a week-end goal. He needed to see his points he was earning to see that if he had one bad class or day, it was not the end of obtaining his goal and prize through the token reward system.

Students often require time to stop and think, especially when their emotions are in control. This is especially true when they are angry. This sheet is a short, three question, think sheet made for them to stop and think reflect when he or she becomes angry.

To document and gather data for individual student's on-task and off-task behaviors.