Michele Maloney

This is a helpful tool that can be used for any grade level student who spends time in a General Education classroom with or without support. Teachers can fill this out as frequently as you need them to. As a special ed teacher in 4th/5th grade, I like it once a trimester. It's quick checklist, so it doesn't take the general ed teacher a long time to fill out, but it helps guide progress on the student keeping up in class. Inclusion is great, depending on the success of the communication between

This chart is helpful for students when they are trying to "stump the teacher" or their own classmates. When they are reading fiction or non-fiction, if they use one question word from one side and one question word from the top, wherever they land on the matrix is how difficult the question is (based on Bloom's Taxonomy). The more down and to the right, the more complex the question and the more up and to the left, the more basic the question. Great for differentiating instruction or expectatio

This chart is helpful for students when they are trying to "stump the teacher" or their own classmates. When they are reading fiction or non-fiction, if they use one question word from one side and one question word from the top, wherever they land on the matrix is how difficult the question is (based on Bloom's Taxonomy). The more down and to the right, the more complex the question and the more up and to the left, the more basic the question. Great for differentiating instruction or expectatio

Inclusion can be great or awful - depending on communication between the special and general educators. This simple progress report can be a great way to communicate about student progress (or lack thereof). This is a 2 page document that gen ed teachers can check off successes and area of weaknesses. I use this for weekly/bi weekly communication, or before developing an IEP.

I have used this chart to record what students can/can't do at the beginning of the year as a beginning assessment, and then again throughout the year to monitor progress. I taught in a self contained classroom where we worked daily on basic skills and this helped keep me organized.