Assessment & Instructional Resources

Evidence-based basic reading skills program for non-verbal students. The ALL Reading Program is designed to teach basic reading skills to non-verbal students and is accessible through touch, eyegaze, and scanning.

Resource for educational teams who are responsible for developing appropriate adaptations and strategies for children who are candidates for learning manual language systems

This curriculum focuses on the functional skills that are necessary for students with moderate to severe disabilities to live the most active, independent and productive lives possible.

Criterion-referenced/curriculum-based assessment that can be used by all team members (families, community caregivers, teachers, home visitors, Itinerant teachers, related service personnel, assistants, school psychologists etc.)

An early childhood instrument based on the concept of measuring these developmental milestones.

The Bridge is an early literacy and language assessment framework based on observation and portfolio development/analysis.

Includes two volumes—one for Reading/ELA, one for Mathematics. Assessments align to many state and national standards, including the College and Career Readiness Standards and TEKS.

There are two versions of the BRIGANCE Inventory of Early Development (IED). The criterion-referenced IED III contains more than 100 assessments and covers a broad range of readiness skills to help educators identify each child’s specific strengths and needs.

Consists of more than 100 assessments to support formal transition planning for middle- and high-school students as they prepare for life after high school

Designed specifically for students with deaf-blindness by an interdisciplinary team who had many years of experience with this population. It is also appropriate for assessing most students with severe handicaps and is especially valuable for students with visual and/or hearing impairments.

An assessment and intervention program designed for use with young children from birth to five years who have mild to severe disabilities.

CALS measure adaptive living skills in examinees from birth to age 40+. Typical administration time is 60 minutes.

An assessment tool designed to pinpoint exactly how an individual is communicating and to provide a framework for determining logical communication goals.

Criterion-referenced measure of specific skill levels in persons of all ages who have severe and/or multiple physical/sensory disabilities, including persons with severe and profound intellectual disability and autism spectrum disorders.

DIBELS are a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through 8th grade.

Reading skill curriculum targeting all National Reading Panel components; natural progression from Pathways to Literacy.

A transition rating scale that provides assessment leading to narrative descriptions of strengths, areas of participation with assistance, and areas of nonparticipation in five transition areas: Employment, Recreation and Leisure, Home Living, Community Participation, and Post Secondary Education. Developed for learners with MORE disability.

A sensory based approach to communication and assistive technology for individuals with significant sensory motor differences, developmental differences and autism.

The primary purpose of FACTER is to assess and instruct students with moderate to severe developmental disabilities. FACTER addresses the student’s ability to perform typical everyday "routines" and helps to identify instructional needs.

The FCP-R yields an overall inventory of the individual's communication abilities, mode of communication (e.g., verbal, sign, nonverbal, augmentative), and degree of independence. The FCP-R is appropriate for individuals who range between mild and profound deficits.

This comprehensive manual provides information for determining a student's knowledge, understanding, and functional skills in pre-academic, academic, and/or vocational areas. It outlines methods for obtaining more information than is possible through traditional evaluations. The manual includes a CD containing implementation forms.

FISH is targeted toward people with developmental disabilities, but this program would also be beneficial for children in the early grade levels or anyone with cognitive deficits, school age through adult. It is a criterion-referenced series of 421 tasks.

Consists of a book (The FIELA Curriculum: 730 Learning Environments), a catalog of activities and a velcro board which is used to organize the child's week. FIELA Curriculum offers a variety of level appropriate activities for children with multiple special needs. Works best in Internet Explorer.

HELP 0-3 is widely recognized as a comprehensive, on-going, family centered curriculum based assessment process for infants and toddlers and their families. HELP 3-6 (2nd Edition) is a comprehensive, on-going, curriculum-based assessment for use with young children and their families. HELP 3-6 complements and extends the skills of HELP 0-3.

An assessment tool designed for use by parents and care providers of children who are deafblind and who have other disabilities. Its purpose is to help you participate more actively in the planning of your child's educational program. HomeTalk is designed to provide a broad picture of your child's skills, special interests, and personality.

Combo kit includes assessments for Postsecondary Education and Training, Independent Living & Community Participation, Employment & Career Planning

This checklist assesses the areas of gross motor, fine motor, self-help, cognition, social, emotional, communication, vision, auditory, and tactile development. The checklist has illustrated examples based on normal development with adaptations for children who are MSI.

LCE combines instruction with related assessment items and contains a progressing tracking and reporting function that covers daily living, interpersonal, and employment skills.

The first part of the CDI: Words & Gestures prompts parents to document the child’s understanding of hundreds of early vocabulary items separated into semantic categories such as animal names, household items, and action words. The second part of each form asks parents to record the communicative and symbolic gestures the child has tried or completed.

A comprehensive assessment and curriculum designed for use with children birth to six who are blind or visually impaired.

Assesses key functional capabilities and performance in children ages 6 months to 7 years. PEDI is also useful for older children whose functional abilities are lower than those of seven-year-olds without disabilities.

Use of a person-centered planning process with young adults with disabilities as they go through transition can unite formal and informal systems of support. By combining resources and working intentionally toward a common goal, families and professionals can achieve more positive outcomes for youth with disabilities, while at the same time putting long-term community supports in place.

The Personal Preference Indicators are not checklists, but are a guide to accessing information about the person’s preference. The items listed are intended to be used as cues or prompts to remind you about important subjects to bring up in your informal talks with the person. These informal conversations can give you a base line of preferences from which to begin planning.

PICS is a quick way for people to identify occupational interests by using pictures of people at work rather than text-based items.

A nonverbal measure of vocational interests of users from Grade 5 through adult. It uses illustrations of individuals engaged in different occupations to measure the vocational likes and dislikes of students and adults who have intellectual disabilities or learning disabilities, are struggling readers, or anyone who prefers a pictorial display. No reading or writing is required.

Designed to bring first-hand experiential learning into the classroom, so students can bridge the gap between learning through reading, and learning through experiencing.

SFA measures student performance of functional tasks that affect the academic and social aspects of an elementary school program. SFA facilitates collaborative program planning for students with various disabling condition in the age range of Kindergarten through grade 6.

A general survey that covers Basic Skills, Ways to Gain Access, and Ways to Use Objects.

A community-based instructional program for students to achieve independence outside of school.

SIS measures the individual’s support needs in personal, work-related, and social activities in order to identify and describe the types and intensity of the supports an individual requires. SIS was designed to be part of person-centered planning processes that help all individuals identify their unique preferences, skills, and life goals.

Serving learners from kindergarten through age 21, this field-tested curriculum examines the role of community living domains, functional academics, and embedded skills, and includes practical implementation strategies and indispensable information for preparing students whose learning needs go beyond the scope of traditional academic programs.

Provides school personnel with a systematic way to address critical transition planning areas that are mandated by the Individuals with Disabilities Education Act of 2004 and to account for individual students preferences, interests, strengths, and needs. There is a modified TPI form for students with significant disabilities.

The award-winning Unique Learning System is a one‑of‑a‑kind program designed specifically to give students with complex learning needs meaningful access to the general education curriculum.

uPAR gives you data that shows the way each student learns best—and the specific level of text that can be understood by each student when listening (with a reading accommodation) compared to independent reading.