Teaching · Related Services

Not every low score is a need. Keep the ones that get in the way.

Enter the ability scores and where weaknesses show up in real work. The summary marks weaknesses against the mean and the student’s own average, and keeps as needs the ones schoolwork confirms.

Start a needs recordWhat you get
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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 needs record

One record per student 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
Normative and personal weaknesses across seven broad abilities, sorted into needs confirmed by schoolwork and weaknesses still to check, with supports to discuss.
Who it is for
School psychologists, evaluation team members and special education teachers.
Format
Browser organizer. One saved record per evaluation; printed with its summary or as a blank form; CSV of 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.
low, and in the way
Drawn for this page. A need is a weakness that gets in the way of schoolwork, not every low bar.

How to use it

  1. Write the team’s question and anything about the testing day.
  2. Enter each ability score as the report prints it, tagged with the broad ability.
  3. Add where weaknesses show up in class, homework and at home.
  4. Read the confirmed needs, and look for evidence for the rest before planning around them.

Start a needs record

What the organizer does

Weakness and need

A low score is a weakness; it becomes a need for teaching or support when it gets in the way of schoolwork. The organizer keeps the two apart, so the plan answers what actually affects the student.

Against whom

A normative weakness is low compared with other students the same age. A personal weakness is low compared with the student’s own other abilities. Personal weaknesses are less reliable and stay hypotheses until schoolwork evidence backs them.

What it is not

It holds no norms and decides no eligibility or diagnosis. Supports listed are ideas for the team to weigh.

Sources

  1. Individuals with Disabilities Education Act, 34 CFR 300.8(a)(1) (a disability and, by reason thereof, a need for special education) and 300.306.
  2. McGrew, K. S., and Wendling, B. J. (2010). Cattell-Horn-Carroll cognitive-achievement relations: what we have learned from the past 20 years of research. Psychology in the Schools, 47(7), 651–675.
  3. McDermott, P. A., Fantuzzo, J. W., and Glutting, J. J. (1990). Just say no to subtest analysis: a critique on Wechsler theory and practice. Journal of Psychoeducational Assessment, 8(3), 290–302.
  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 and scores are made up; test names are generic. Support: team@caveatacademic.com.