Teaching · Related Services

Cover every domain the suspected disability touches.

Mark the suspected disabilities, decide each domain, and list who you will hear from. The summary counts what is decided and catches a domain set aside that the disability usually depends on.

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Included with Caveat Classroom and Whole-school licenses. Or get it in the Related Services toolkit, $99 for 96 items.

The coverage checklist

One plan per evaluation, under a student code. The example student is made up.

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What you get

Teaching · Related Services$5 · included with Classroom and Whole-school licenses

What you finish with: For each evaluation, a decision for every domain, what to assess now, what rests on existing data, the sources and safeguards, and the gaps to close.
Who it is for: School psychologists, speech-language pathologists, evaluation teams and coordinators planning initial evaluations and reevaluations.
Format: Browser checklist filled in once consent arrives. One saved plan per evaluation; printed with the summary or as a blank form; CSV; export and import a file.
Access: $5 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.

Drawn for this page. Assess now, rely on existing data or not needed: each domain gets one of the three, with a reason.

How to use it

Start a plan with the student code and the date consent was received.
Mark the evaluation type and the suspected disabilities.
Decide each domain and note reasons for any not needed.
Check the sources and safeguards.
Close the gaps the summary lists before testing starts.

Start a plan

What the checklist is for

What IDEA asks

The student is assessed in every domain related to the suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status and motor abilities, and the evaluation is broad enough to identify all special education and related service needs. No single measure decides, and parents contribute information.

Not needed is a decision

Leaving a domain out is fine when the evidence supports it, as long as the team says why. The summary flags a domain left out that a suspected disability usually depends on, such as adaptive behavior for an intellectual disability.

What this is not

A planning checklist. It does not choose or score tests. State criteria may require particular components for some disabilities.

Sources

Individuals with Disabilities Education Act regulations, 34 CFR 300.304(b) and (c) (evaluation procedures, including assessment in each domain related to the suspected disability).
34 CFR 300.305 (review of existing evaluation data; additional data), 300.306 and 300.310 (observation for specific learning disability).
34 CFR 300.8(c) (disability definitions, for example adaptive behavior in intellectual disability).
National Association of School Psychologists, Best Practices in School Psychology (2014), chapters on comprehensive evaluation.

The example student is made up. This page describes federal requirements in general terms; it is not legal advice and does not determine eligibility. Support: team@caveatacademic.com.