Teaching · Related Services

Put the test score and the classroom measure in the same paragraph.

Enter the achievement scores and the classroom measures for the same skills. The page lines them up by skill, finds where both point to a need, and drafts the section for the report and for the family.

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Included with Caveat Classroom and Whole-school licenses. Or get it in the Related Services toolkit, $99 for 152 items.

The academic section

One record per evaluation, dated. The example is made up.

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What you get

Teaching · Related Services$12 · included with Classroom and Whole-school licenses

What you finish with
A draft academic section for one evaluation, skill by skill, in report wording and family wording, with the skills where tests and classroom agree or differ.
Who it is for
School psychologists, educational diagnosticians and special education teachers writing evaluation reports.
Format
Browser organizer. One saved record per evaluation; printed with both drafts or as a blank form; CSV of the scores; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Related Services toolkit ($99) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Related Services space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
The fox ran upthe hill to seethe farm where52 of 83 a minutethe page and the score, side by side
Drawn for this page. An achievement section is strongest when the test score and the classroom measure for the same skill sit in the same paragraph.

How to use it

  1. Note the instruction and intervention the student has had.
  2. Add each achievement score with its skill, metric and interval.
  3. Add the classroom measures for the same skills, with the benchmark from your school’s table.
  4. Read where tests and classroom meet, and look again at any skill with only one source.
  5. Edit the drafts in your report template, and add the student’s name only there.

Start a narrative

How the drafts are built

Why these skills

The federal learning disability rule lists eight kinds of achievement where a student may not be achieving adequately: oral expression, listening comprehension, written expression, basic reading skill, reading fluency, reading comprehension, math calculation and math problem solving (34 CFR 300.309(a)(1)). Spelling and math facts are added because reports often treat them on their own.

Two kinds of evidence

A norm-referenced score compares the student with others the same age on one day. A curriculum measure shows how the student does on the work of the grade. The same rule asks for data showing appropriate instruction and repeated assessments of achievement (300.309(b)), so a section that pairs the two is easier to use.

What it is not

It decides no eligibility and holds no norms or benchmarks: you type the benchmark from your school’s own table. Every sentence is a fixed frame filled with your entries.

Sources

  1. Individuals with Disabilities Education Act, 34 CFR 300.309: the eight kinds of achievement, appropriate instruction and repeated assessment.
  2. Hasbrouck, J., and Tindal, G. (2017). An Update to Compiled ORF Norms. Technical Report 1702, Behavioral Research and Teaching, University of Oregon.
  3. Hosp, M. K., Hosp, J. L., and Howell, K. W. (2016). The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement (2nd ed.). Guilford.
  4. American Educational Research Association, American Psychological Association and National Council on Measurement in Education (2014). Standards for Educational and Psychological Testing.

The example student, scores and benchmarks are made up. Support: team@caveatacademic.com.