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[quote=Anonymous]My 5th grader has ADHD/is twice exceptional and has significant analysis paralysis re: writing. 
 Here are some of the things that my son's teacher does with him.  His ELA teacher and special ed home school model teacher came up with these together.  I had to request that the special ed teacher get involved in this, and it was really worth it when she did.

Instructional Support(s) Other: Check in/conferences during writing assignments NAME requires check-ins/conferences before any writing assignment in all classes to support him during writing tasks.

Frequent and/or immediate feedback NAME requires frequent/immediate feedback especially during writing to help support him during writing tasks

Instructional Support(s) - Allow use of organizational aids Anticipated Frequency NAME requires graphic organizers to help him organize his thoughts for writing.

Instructional Support(s) Other: Provide digital copy of assignments that NAME can access and type on 
NAME requires access to digital assignments when possible to allow him to type rather than handwrite his answer

Instructional Support(s) Other: Allow NAME to type or use speech to text for writing 
NAME requires access to a computer to type or use speech to text to help with written output.

Instructional Support(s) Other: Oral rehearsal prior to writing 
NAME benefits from oral rehearsal prior to writing in all classrooms. He requires prompting in order to use oral rehearsal

Program Modification(s) - Break down assignments into smaller units 
NAME benefits from broken down assignments especially in writing with clear deadlines

HEre were my son’s present levels before his IEP annual review in 5th grade:
In class, NAME’S tEAcher reports that his writing strengths are in the areas of word choice, conventions, and sentence fluency. NAME’S struggles are in ideas and development, organization, and voice. NAME has been struggling with generating ideas for his realistic fiction story. Working in a group for a pre-writing activity helped him, but he needed prompting and reminders to stay on task. getsNAME  easily stuck on what to write and generating ideas which can easily cause him to get frustrated.  NAME needs support in generating his ideas, organizing his ideas into a logical manner, and accepting feedback to revise his work. He benefits from quick check-ins with the teacher before writing. She has used story cubes to support decision making on what to write. NAME also benefits from graphic organizers to facilitate breaking down the parts of the assignment into smaller steps. She then uses with paper copies the use of a 3 sectioned folder to hide the parts he is not currently working on so he's not fixated on other sections. NAME also uses speech to text and benefit from a visual checklist to revise and edit his writing.

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