🗺️ Assessment Planning Suite Step 1 of 3

Assessment Planning

Bridge the gap between what you find in testing and what it means in the classroom — and vice versa. Use a student's TEKS performance or CBM/STAAR data to identify what cognitive abilities and Rope strands to assess, or use assessment findings to see exactly which standards are at risk.

📖 Reading Rope ✍️ Writing Rope 🔢 Math Rope 💬 Language Rope CHC Theory
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Texas TEKS: Texas Essential Knowledge and Skills (TEKS) — Texas Education Agency. Cluster groupings reflect strand-level alignment durable across TEKS revision cycles.
Learning Ropes framework: Scarborough, H.S. (2001). Connecting early language and literacy to later reading (dis)abilities. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy. Guilford Press. | Berninger, V.W., & Wolf, B.J. (2009). Teaching students with dyslexia and dysgraphia. Paul H. Brookes. | Wolf, M., & Berninger, V.W. (2018). Developmental dyslexia and dysgraphia. In M. Shinn & H. Walker (Eds.), Interventions for academic and behavior problems. | National Mathematics Advisory Panel. (2008). Foundations for success. U.S. Dept. of Education.
CHC Theory: Flanagan, D.P., Ortiz, S.O., & Alfonso, V.C. (2013). Essentials of cross-battery assessment (3rd ed.). Wiley. | McGrew, K.S. (2009). CHC theory and the human cognitive abilities project. Intelligence, 37(1), 1–10.
Reading fluency & orthographic mapping: LaBerge, D., & Samuels, S.J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293–323. | Ehri, L.C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188. | Kilpatrick, D.A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Wiley. | Hasbrouck, J., & Tindal, G.A. (2006). Oral reading fluency norms. The Reading Teacher, 59(7), 636–644.
Dysgraphia: Texas Dyslexia Handbook (2024). Texas Education Agency, pp. 55–64. | Seaberry, A. (2025). Dysgraphia identification and documentation. ESC Region 11. | Schreuder, TEDA 2026; Robertson, B., Riverside Insights (2026); Mazzocco, M.M.M. (2007). Defining and differentiating mathematical learning disabilities. In D.B. Berch & M.M.M. Mazzocco (Eds.), Why is math so hard for some children? Paul H. Brookes.
Assessment planning frameworks: Schultz, E.K. (2022). C-SEP 2.0. Presented at TEDA Annual Conference. | Texas Dyslexia Handbook (2024). Texas Education Agency. | Garcia-Prats, R. (2026). Impact statement framework. TEDA Annual Conference.
Instrument references do not imply endorsement of any specific battery over another. Selection should be driven by the student's referral question, eligibility hypothesis, age, and linguistic background. This tool is a planning reference — clinical judgment and convergent evidence always guide final assessment decisions.