Teaching · Special Education

Plan for the peaks and the valleys at once.

Rate nine domains against age, from what the team sees and the data you have. The organizer draws the profile, matches supports to both ends and flags a pattern worth a closer look.

Map a profileWhat you get
$12one-time · every device you sign in on
Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Special Education toolkit, $99 for 100 items.

The development profile

One profile per student and date. The example is made up.

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What you get

Teaching · Special Education$12 · included with Classroom and Whole-school licenses

What you finish with
The student’s profile with its spread, supports matched to each strength and each lag, and prompts for the team.
Who it is for
Gifted education specialists, classroom teachers, special education teams and school psychologists.
Format
Browser organizer completed by the team. Saved profiles; printed with the summary or as a blank form; CSV; 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 Special Education 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 Special Education space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
tall in some places, short in others
Drawn for this page. Asynchronous development means a student’s abilities do not grow at one even rate; the plan has to fit both the peaks and the valleys.

How to use it

  1. Start a profile with the student’s code and the date.
  2. Rate each domain against age expectations.
  3. Note what the ratings are based on, and ask the student.
  4. Add interests and what the team has noticed.
  5. Print the supports for the student’s planning meeting.

Map a profile

Why the profile matters

Asynchronous development

The Columbus Group described giftedness as asynchronous development: advanced thinking alongside abilities that develop on a typical, or slower, timeline. A seven-year-old may reason like a twelve-year-old and write like a seven-year-old.

Twice-exceptional students

Some students are both gifted and have a disability. Strengths can mask the disability and the disability can hide the strengths, so neither is planned for. A wide gap between reasoning and reading, writing or organization is a reason to look closer.

What this is not

An identification of giftedness or a disability, both of which follow your state’s and district’s procedures.

Sources

  1. Columbus Group (1991), as cited in Morelock, M. J. (1992). Giftedness: the view from within. Understanding Our Gifted, 4(3).
  2. National Association for Gifted Children, Twice-Exceptionality (position statement and resources).
  3. Assouline, S. G., Colangelo, N., & VanTassel-Baska, J. (2015). A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students. Belin-Blank Center.
  4. U.S. Department of Education, Office of Special Education Programs, Letter to Delisle (2013): children with high cognition who have disabilities may be eligible under IDEA; and 34 CFR 300.111 (child find).

The example student is made up. Support: team@caveatacademic.com.