Teaching · Related Services

Say where the processing weakness shows up in the school day.

Add a row for each ability the evaluation found weak and each task it gets in the way of. The summary groups them, finds the tasks hit twice, and sorts each link by the support it points to.

Start an impact recordWhat 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 Related Services toolkit, $99 for 152 items.

The impact record

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

Loading the form. If nothing appears, turn on JavaScript.

What you get

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

What you finish with
A clear educational impact statement for one student: impact by ability and by task, the tasks hit by more than one ability, the support level each link points to, and supports to discuss.
Who it is for
School psychologists, educational diagnosticians, special education teachers and evaluation team members.
Format
Browser organizer. One saved record per evaluation; printed with its summary or as a blank form; CSV of the links; 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.
from a score to a page of schoolwork
Drawn for this page. An impact statement says where a processing weakness shows up in the school day, in words a teacher would recognize.

How to use it

  1. List only the abilities the evaluation found weak.
  2. For each, add the classroom tasks it affects, with a classroom example.
  3. Rate how much it gets in the way, from what teachers and work samples show.
  4. Add effects beyond academics.
  5. Use the grouped summary to write the impact section and the present levels.

Start an impact record

What the organizer does

Why impact matters

Under IDEA a disability qualifies a student for special education only when it adversely affects educational performance and the student needs specially designed instruction (34 CFR 300.8 and 300.306). The present levels in an IEP must say how the disability affects involvement and progress in the general curriculum (300.320(a)(1)).

Three levels of support

When a task cannot be done without support, that support belongs in the IEP. When work is often incomplete or inaccurate, accommodations with monitoring usually fit. When a weakness only slows the work, classroom strategies may be enough. The team decides; the sort makes the discussion faster.

What it is not

It decides no eligibility and names no disability. Supports listed are common ideas for each ability for the team to weigh.

Sources

  1. Individuals with Disabilities Education Act, 34 CFR 300.8(a) and (c), 300.306 and 300.320(a)(1): adverse effect, need for specially designed instruction and present levels.
  2. Mather, N., and Wendling, B. J. (2012). Linking cognitive abilities to academic interventions for students with specific learning disabilities. In Contemporary Intellectual Assessment (3rd ed.). Guilford.
  3. Gathercole, S. E., and Alloway, T. P. (2008). Working Memory and Learning: A Practical Guide for Teachers. Sage.
  4. National Association of School Psychologists (2020). Model for Comprehensive and Integrated School Psychological Services: data-based decision making.

The example student and findings are made up. Support: team@caveatacademic.com.